AI in Student as Manager Model Future Directions of Business Studies

In the business programs of Universiti Pendidikan Sultan Idris (UPSI), the Three-Pronged teaching technique is implemented as a student-centered learning process. This approach combines elements of the game, problem, and challenge-based learning with the larger goal of preparing business students to handle complicated, unanticipated global or industrial problems. It promotes an interactive and dependable classroom that calls for students' innovative contributions, teamwork, and participation in the professional world. Micro credential platforms, artificial intelligence, and a new pedagogical strategy: that's the idea for UPSI's undergraduate business. Therefore, this kind of instruction is increasingly being used in business courses like Strategic Management. Undergraduate students benefit from this teaching method since they are exposed to industrial phenomena while developing 21st- century abilities (collaborative, creative, critical thinking, and communication)

Report of the Global Strategy Task Force

The Global Strategy Task Force created a final report documenting its findings and recommendations. The intent of this report is to provide a framework through which the University can articulate and pursue an ambitious set of institutional goals that will increase its global connectivity and impact.To guide our work, the Task Force articulated a Global Vision for 2020:To establish Northwestern as one of the world's premier universities. To develop a culture and an infrastructure that link our intellectual communities to larger international idea and innovation networks and enable our faculty, students, and staff to lead and to learn from global advancements in research and teaching critical to human development and understanding.The Task Force identified three guiding principles for how we enact our vision.An ambitious intellectual agenda, not an economic one, must drive Northwestern's global investments. Northwestern should hire new faculty and staff, open new facilities, and initiate new dialogues and collaborations to the extent that it has a clear and compelling intellectual mission guiding each decision.Northwestern must focus on excellence to gain greater prominence in the world's leading innovation and idea networks, by identifying and investing deeply in select areas of strength and impact.Being global requires a bi-directional orientation. Northwestern must, with equal focus and vigor, expand its outward horizons while integrating global perspectives into the rich intellectual life of its US campuses and activities

Educating and Training Accelerator Scientists and Technologists for Tomorrow

Accelerator science and technology is inherently an integrative discipline that combines aspects of physics, computational science, electrical and mechanical engineering. As few universities offer full academic programs, the education of accelerator physicists and engineers for the future has primarily relied on a combination of on-the-job training supplemented with intense courses at regional accelerator schools. This paper describes the approaches being used to satisfy the educational interests of a growing number of interested physicists and engineers.Comment: 19 pages, 3 figure

A View From the Field: Helping Community Organizations Meet Capacity Challenges

Based on monitoring and site visits, examines the capacity needs of community-based out-of-school time organizations, including a full, qualified staff, support from schools, adequate curriculum development, and fiscal management. Suggests solutions

Center for Educational Transformation, Research and Development Center Annual Report, October 10, 2016

The annual report of the Center for Educational Transformation at the University of Northern Iowahttps://scholarworks.uni.edu/cetcommunications/1002/thumbnail.jp

Frameworks for Strategic Leadership

I suggest two frameworks that may improve understanding of strategic thinking, strategic decision making, and strategic leadership. The first I call the Epistemology Framework. The second which was described and continues to be promoted by David Snowdon and colleagues is the Cynefin Framework

The Relationship of Three Financial Aid Appeal Interventions with Academic Progress and Student Persistence

Poor academic performance can result in financial aid suspension and can decrease the opportunity or likelihood of students continuing their college education. The objective of this preliminary quantitative study was to investigate an under-researched area of financial aid, and Satisfactory Academic Progress (SAP) appeal interventions, to determine whether any of the three approaches studied influenced student academic outcomes. This study was confined to one large, multi-campus community college institution. The study was conducted ex post facto, using binary logistic regression to analyze data collected over a period of four consecutive semesters. The interventions were designed to provide an academically struggling population with an opportunity to overturn their financial aid suspension with strategies designed to meet minimum federal academic criteria and to persist to graduation. The financial aid appeal interventions consisted of workshops, academic advising, credit enrollment restrictions and writing appeal letters. Students were compared according to the intervention type while covariates such as race, gender and developmental education placement were considered. Student outcomes included measures of course completion rates, GPA thresholds, and persistence. The relationship between the treatment (appeal interventions) and student outcomes was determined through the use of logistic regression analysis. Results showed that participation in the three-pronged appeal intervention consisting of workshops, advising and enrollment restrictions was associated with significant positive community college course completion and persistence rates. Correlations between a one-pronged (writing an appeal letter) and two-pronged intervention (advising and workshops), with and without the race, gender and developmental education placement covariates included in the model, were not statistically significant with the course completion rate rule, GPA conditions and persisting the next semester

The Quest for Quality Assurance in Open and Distance Learning Practice in Tanzania

Open and Distance Learning rather than conventional learning, commands a higher potential in engendering a knowledgeable society and related socio–economic transformation benefits. Using desktop survey methods, the study has identified ODL providers in the country, assessed the scope of programmes being offered, performance, and the nature of quality assurance mechanisms in place. It was found that in spite of the liberalisation of educational delivery in Tanzania, ODL provision is still carried out mostly by public institutions like Moshi University College of Cooperative and Business Studies (MUCCOBS), Institute of Adult Education (IAE), The Open University of Tanzania (OUT) and the University of Dar es Salaam (UDSM). The potential of these and other ODL providers in the country to promote mass access to quality education at all levels of the education system has hardly been tapped due to policy and resource limitations. Although each institution has put in place internal quality assurance mechanisms and structures for peer review, mechanism for accreditation by independent and competent ODL organisation is yet to be put in place. Lack of a National ODL Policy or even a pressure group to provide guidance on the procedures for putting in place and managing quality structures effectively, account for this significant lacuna in ODL practice in Tanzania. Besides examining the implication of this situation, the paper proposes measures to redress it.Keywords: Quality Assurance, Open and Distance Learning (ODL