CURRICULUM MANAGEMENT AND LEARNING DESIGN USING TEACHING FACTORY IN INDUSTRIAL REVOLUTION 4.0 ERA: MACRO, MESSO AND MICRO LEVELS

The global market created in the industrial revolution era 4.0 requires human resources that have skills and soft skills in accordance with market needs. Educational institutions are challenged to be able to adapt to produce resources that can meet market needs. Therefore educational institutions must be able to provide an educational environment adapted to the real conditions of the global market industry, so curriculum management and learning are needed in line with the needs of the industry. One strategy that can be implemented into the curriculum and teaching is the teaching factory model which is a learning model that provides a real environment for students to develop skills and understand the challenges involved in daily industrial practice. This study aims to make curriculum management and learning design at the macro, messo, and micro level using the teaching factory so that it can produce human resources who are ready to face the challenges of the industrial revolution 4.0

A programme management approach for ensuring coherence in IS (higher) education

This paper examines IS higher education, concentrating on issues of ‘coherence’ in IS curricula. While curriculum coherence can be jeopardized by poor curriculum design, misalignment between module content and/or misalignment between module or course aims can cause serious coherence issues over time. Misalignment of this type is exacerbated by the traditional processes of curriculum (re)design, which rely heavily on the (singular) interpretation of highly abstract documents, such as module syllabi and course specifications – often produced by curriculum designers in isolation. To improve curriculum coherence, this paper examines the use of a programme management framework as a means of (a) ‘humanizing’ the abstract aims and goals of curricula schemes and (b) managing the delivery and evolution of curricula in relation to the stakeholders in the process of delivery. The practical use of the framework is examined in the context of a Masters-level course in ‘Information Systems Management’. An action research approach is used to demonstrate the practical utility of the framework in terms of (a) improving communication of curricula, (b) improving the coherence between modules and between modules and course and (c) removing content redundancy. Guidelines are presented that generalize the findings in order that key practices may be adopted by others

Manajemen Kurikulum Dalam Pendidikan Profesi Guru (Studi Kasus Di Universitas Pendidikan Indonesia)

This study focused on the analysis of aspects relating to the readiness of UPI management in implementing the curriculum. This study used qualitative and quantitative research approaches involving university, faculty, and department leaders as the samples. Methodologically, this study combined descriptive-analytic research with an action research, through the stages of diagnostic and revision phases. The results achieved show that management policy assistances are needed at the faculty and department levels, while the readiness of the department management is needed to strengthen through an effective communication formula. The study concluded that there is no correlation between the organizational readinesses of UPI management with the organizational behavior; however, the leadership roles of the departments should be improved

Is there such a thing as agile IT program management?

This paper presents early evidence of agile methods in IT enabled transformational programs of high strategic significance and substantial complexity in large organisations. Based on interviews of top management, and program and project managers, we discuss the key drivers that lead to agile IT enabled programs and some of the barriers encountered while managing IT enabled programs in an agile manner. In addition to the need for fast response to environmental changes, strong IT-business collaboration, and efficient resource use by minimising governance burden, we found that organisations are adopting agile practices in program management as transitory step towards achieving enterprise agility. In doing so agile and non-agile projects co-exist within a program thus creating new coordination challenges. Programs with high degree of agile methods adoption face similar challenges in coordinating with the rest of the organisation which operates in non-agile manner. The paper aims to contribute to fostering scholarly discussion on implementation of agile practices in major projects and programs, an emerging area of research with scarce academic literature

The Impacts of Goal Structure Design among Projects within an IT Program on the Resources Monitoring

Within an IT program, a key source of conflict has been the competition among project managers over scarce resources necessary for the completion of their own individual projects. To succeed in the overall implementation of their program, however, program managers must consider methods for effectively monitoring resources when designing projects. The shared cognition theory suggests that a shared understanding of tasks among all program members would serve as a solid foundation for the effective monitoring of resources. However, would a shared understanding alone be sufficient to achieve the needed level of resources monitoring among individual teams? Drawing from the social interdependence theory, we propose that goal interdependence is a critical condition for integrating multiple projects into a program. We argue that shared goal understanding leads to heightened levels of resources monitoring which in turn leads to greater efficiency in the implementation of the IT program. However, this relationship may be moderated by the goal interdependence among projects within the program. To empirically test the model, an instrument has been developed while data collection nears completion

A Complex Adaptive Systems Perspective on Self-Organization in IS Project Portfolios

Portfolio management practices and theory continue to remain focused on a centralized “command and control” perspective. Even though many organizations promote and encourage self-organization, particularly within their software development teams, little is known about how or if IS project portfolios self-organize. Previous studies have explored self-organization at organizational, team, or project level, but do not explore self-organization at portfolio level. Self-organization facilitates the acceptance of innovative ideas and enables autonomous teams to respond to changes in requirements or in the environment without management intervention. This research-in-progress paper aims to firstly contribute to research by using the theory of complex adaptive systems to explain how one aspect of control, namely self-organization, can occur in portfolios of IS projects. Secondly, this study will, through the use of exploratory case studies, contribute to practice by determining the implications and challenges for managers of self-organizing IS portfolios

The shifting sand of program coordination effort: lessons from IT-enabled transformation programs

Set in the context of an Australian software vendor for a global enterprise product, this paper explores the roles and practices that have evolved as the company scales from its already well established agile software teams, to agility at the enterprise level. With a focus on roles and practices at the program level within a Disciplined Agile Delivery framework, this study adds to the limited body of research into the process and impact of scaled agile approaches in software vendor environments

FINDING THE EDGE OF CHAOS: A COMPLEX ADAPTIVE SYSTEMS APPROACH TO INFORMATION SYSTEMS PROJECT PORTFOLIO MANAGEMENT

While there is an increasing focus on project portfolio management in dynamic environments, the bulk of existing research focuses on control on stability, ignoring the complexity and change inherent in contemporary information systems projects. Using a longitudinal exploratory case study, this research in progress seeks to extend the field of information systems project portfolio management (IS PPM) to dynamic environments. Firstly, complex adaptive systems theory is used as a lens to identify the different attractor states in which IS PPM can exist. Secondly, by uncovering the forces and factors that enable IS PPPM to switch states as it searches for an appropriate balance between order and chaos, it will develop a CAS based approach to dynamic IS PPM. It will contribute to practice by highlighting shortcomings in existing approaches to project portfolio management and by presenting alternative approaches that can help portfolio managers to create non-linear improvements in portfolio performance and adaptiveness

Rationalization of using practical action research method in course development for entrepreneurship training programme

It is crucial for each study to justify the use of the action research method in their study. The decision to use action research approach begins with thinking carefully about justifying the choice because the researcher needs to argue the case clearly and cogently. Early justification is very important because action research is a flexible and responsive approach, where each spiral turn is an opportunity to learn, change, critique or improve the methodology. If the researchers are successful in justifying the use of action research, they can improve the research situation, and at the same time, improve their personal and professional skills. This paper will define action research and explain briefly three (3) categories of action research; practical, emancipatory, technical. As the focus, this paper next discusses action research paradigm in the field of entrepreneurship training course development. Finally, this paper will justify the appropriateness of using practical action research method to improve or to develop course for entrepreneurship training programme

Curriculum Mapping: A Conceptual Framework and Practical Illustration

Employers, accreditation and government agencies increasingly call for academic degree programs to ensure and document that their curricula embody coherent courses of study that integrate statements of intended learning outcomes. This paper presents a comprehensive, structured curriculum mapping framework that will assist curriculum and accreditation self-study committees in evaluating how intentionally curricula advance expected program learning outcomes and ensure that students receive appropriate instruction and assignments in the desired order so that learning outcomes are effectively achieved. The application of the framework is demonstrated through an analysis of a MIS baccaluareate program