Management of e-learners: some implications for practitioners

Report of a CELT project on supporting students through innovation and researchInformation technologies have played a leading role in supporting many recent changes in teaching and learning approaches in Higher Education. Contemporary innovation finds information technology (IT) at the heart of Higher Education transformation. The opportunities afforded by these learning technologies are well documented in popular academic literature. They point to new applications of the latest communication technologies. However, they also bring with them a host of new questions and challenges. The management of e-learners is likely to be part of a more far-reaching organisational change. Where learning technologies are introduced, a layer of technical complexity is added. The redesign of business processes and structures is far from simple ‘technical’ matter. It involves significant social redesign. The extent to which enabling technology has driven the shift towards learner-centred learning in all educational contexts is a matter of debate. As the century turns, establishing the acceptance, let alone the effectiveness and quality of technology-mediated learning, is still seriously problematic (Salmon, 1999). However, the suitability of information and communication technology (ICT) as a means of encouraging self-directed learning is not in doubt, nor that the role of the tutor is changing to ‘guide on the side’: a facilitator not transmitter, of information (Marchmont, 2000). This paper reports findings of a single case study at Wolverhampton Business School. Qualitative data was collected through structured and unstructured interviews with learners and tutors on Business Administration Award. A total of 20 learners and 5 tutors form the basis of the findings

Evaluating use of the SimVenture computer-based business simulation

Objectives The paper evaluates the impact of one of the market-leading computer-based start-up business simulations – SimVenture – using a version of the Rugby Team Impact Framework (RTIF; e.g. Bromley et al., 2012) adapted by the authors for use within an enterprise education context. Four case studies of the use of SimVenture in non-Business School subjects in Higher Education in the UK are described and analysed using the RTIF. Prior Work A survey of entrepreneurship education programmes conducted in 2006 by McKeown et al. concluded that delivery methods proved to be more traditional than anticipated, with few instances of action learning or the use of technology to support learning. Serious games, including business computer-based business simulations, have the potential to support learning by doing (Williams 2011, QAA 2012, Lopes et al. 2013), and have been shown to develop a range of skills including those described as necessary for the 21st Century (Romero et al., 2015). There are, however, few examples in the literature evaluating student-focused impact of business simulations in non-Business School subjects. With increasing calls to spread enterprise and entrepreneurship education to all (Anderson et al, 2014; Young, 2014), can serious games and business simulations such as SimVenture provide an effective solution? Approach Four undergraduate programmes in a range of non-Business subject areas (including computing and information systems; fashion and textiles; and veterinary practice) were selected for in-depth interviews following a literature review and web-based desk exercise to identify examples of practice. Case studies were produced exploring why SimVenture was chosen for use with students; how it was used (make-up of student cohort; size of working groups; number of sessions and over what time period, etc.); how learning was assessed; evaluation of learning and process; and lessons learned by the educator. The impact of SimVenture on student behaviour, learning, and longer term outcomes was analysed using the RTIF. Results The RTIF proved a useful tool for assessing the impact of SimVenture. All case studies reported positive outcomes for students with evidence of increased business and finance knowledge, skills development, and a wider appreciation of career options. Improved attendance and retention rates as a direct result of using SimVenture were also reported at one institution. Suggestions for practice are presented using the case study examples. Implications The results of the research suggest that serious games, in this case business simulations (using SimVenture as a specific example) can have positive outcomes on the student experience and business skills development through learning by doing. Value The paper contributes to the literature on use of computer-based business simulations, providing specific examples of practice that can be used by academics looking to embed enterprise and entrepreneurship education in non-Business subject-specific curricular. It also introduces an adapted framework which can be used to evaluate the impact of enterprise and entrepreneurship education programmes

Bringing the Real World into the Classroom: Career Change Business Educators and the Pedagogies of Engagement

The purpose of this qualitative study was to investigate the influences of prior work experience in the classroom of career change secondary business educators. The 21st century workforce is rapidly evolving due to increases in innovative technology and global competition. Educators are expected to prepare a digital generation of students to face the challenges that lie ahead as they transition into this new workforce. To meet the needs of this new generation, teachers are increasingly being expected to teach 21st century skills that include technology literacy, collaboration, and communication. High attrition rates and an increasing teacher demand continue to be critical issues facing education, and career change educators may play an important role. Business education encompasses many of the 21st century skills, and a career change business educator has first-hand knowledge of the 21st century workplace. The research questions focused on the influence of prior work experience as it relates to business education curriculum, instructional strategies, and expectations of teaching. The collective case study included interviewing five career change business educators and five principals who observed their classes. Observations were conducted in the career change business educators\u27 classrooms using a rubric based on the theoretical framework of Dewey\u27s Pedagogies of Engagement. Common themes emerged through within-case, cross-case, and constant comparative analysis. Themes included possessing unique personal characteristics and perspective, having a passion for business, making learning relevant, bringing content to life through personal stories and experience, and extending curriculum to teach life lessons and character traits. These educators engage students in teamwork, collaboration and problem solving within the classroom and the community. They use technology creatively and innovatively to engage 21st century students, are seen as technology experts, and are often asked to develop and deliver formal and informal training. Regarding expectations, themes included feelings of isolation, little need for support, little flexibility, and satisfaction in the career change. These educators stay connected to the workplace, pursue continuing education, and keep up with the challenges of technology. Recommendations were included for school districts, for teacher preparation programs, for those considering a career change into teaching business education, and for further research

Business Model and Islamic Boarding School Business Development Strategy (Case Study Islamic Boarding School Sido Giri Pasuruan, East Java)

Islamic Boarding School is Islamic school that most of students are boarders. In the last 20 years, when the Islamic economy developed in Indonesia, many islamic boarding school established financial institutions and businesses that comply to Islamic law. The existence of the business and financial institutions (business network) were expected to encourage the implementation of Islamic law on economics and business in society, and also able to carry out economic and business practices according to sharia. This study will examine the existence of business network model and what are the benefits of business network model for the While in the era of colonialism adjustment occurs through the transformation of values where the islamic boarding school acts as an Islamic institution or institutionalization of Islamic values that have a mission-oriented ideology-political or religious-political. Where the motivation is to seize independence and liberate the people from the shackles of penghisaban by the invaders (Arifin, 2013). For now the existence of islamic boarding school is more related to learning process and education. In other words, islamic boarding school is a religious education institution capable of issuing certificates recognized in the national education system in Indonesia. This can be regarded as a islamic boarding school negotiation of new values that develop in society as a result of the advancement of science, knowledge, and technology (Izfannah, 2012).sustainability of business unit. The renewal of this research illustrates the business model practiced by islamic boarding school cottages especially PP Sidogiri as a whole and formulates the right business development strategy for business unit PP Sidogiri in order to maximize the role and social function of the islamic boarding school business unit. This research uses case study method on mixed islamic boarding school especially on Sidogiri Islamic Boarding School. The results of research to find out the ideal strategy in the implementation of business network as the development of a business model strategy of Islamic boarding schools in order to develop Islamic boarding school’s business.     Keywords: Business Model, Strategy, Islamic Boarding Schoo

Creating learning solutions for executive education programs

Executive education is both a growing and increasingly competitive industry. The traditional business school, once a dominant player in this space, now faces competition from sophisticated and focused consultants and for-profit training specialists offering a variety of face-to-face and on-line instructional vehicles. An abiding question has become ever more prevalent for business schools – are executive education clients getting meaningful, long-term value for their significant investments? Demonstrating value and building capabilities is different for a generic, open enrolment course than for a custom program. This paper proposes a solutions-based approach to the development and implementation of customized executive programs, arguing that the tailored customer focus and the operational rigor of a solutions perspective leads to sustainable and measurable client value both at the individual and corporate level. A case study involving a global high technology company is used to demonstrate the steps required to apply a solutions roadmap. The results show that a solutions approach – carefully and collaboratively undertaken in selected settings – can provide considerable benefits to both client and provider. Further research is proposed to validate and develop the learning points

School teachers’ intention to use E-Learning systems in Sri Lanka: a modified tam approach

Rapid expansion of Internet technology has made the human life much easier and efficient and also heavily influence in any business activity; education sector is not an exception to this. Governments of all countries have now started to pay attention to deliver education at more convenient method; one of them is the use of technology called e-learning (electronic learning). Success of such effort by such governments and educational institutions are very much dependent on the acceptance of the system by its direct users. When it comes to the acceptance of technology, maturing stage is seen in developed countries to study the factors influencing such acceptance however a little is known about developing countries, in the case of Sri Lanka little. This study aims to address this gap by delineating the factors influencing teachers’ intention to use e-learning systems in Sri Lankan school. This study deployed Technology Adoption Model (TAM) and did an amendment to fit Sri Lankan context and found that Perceived Usefulness, Perceived Ease of Use and Facilitating Condition are positively and significantly influencing such intention

Entrepreneurship Education: Embedding Practitioner Experience

The QAA Framework for Higher Education Qualifications (England) in General Business and Management states that ‘Preparation for business should be taken to mean the development of a range of specific business knowledge and skills, together with the improved self-awareness and personal development appropriate to graduate careers in business with the potential for management positions and to employability in general. This includes the encouragement of positive and critical attitudes towards change and enterprise, so as to reflect the dynamism and vibrancy of the business environment’ In a report recently produced by the National Council for Graduate Entrepreneurship (NCGE), the National Endowment for Science, Technology and the Arts (NESTA) and the Council for Industry and Higher Education (CIHE) concluded that ‘Entrepreneurship education is currently taught primarily through modules in business school courses and extra-curricular activities. HEIs need to enhance the perception and relevance of entrepreneurship education, so students and staff recognise the value of its combination of innovation, creativity, collaboration and risktaking skills to a wide range of disciplines’. This paper focuses on a ground breaking programme specifically designed to address these criticisms of the way in which enterprise and entrepreneurship is taught in universities. There are a huge number of programmes on offer across within European Higher Education with the words ‘enterprise’ and ‘entrepreneurship’ in the title, but what makes the BA (Hons) Enterprise and Entrepreneurial Management unique is the close involvement of entrepreneurs right from the outset, including course design, module content and delivery. This is achieved through an ‘entrepreneur in residence’ network, with Walter Herriot, Managing Director of St John’s Innovation Centre, Cambridge, one of the world’s leading incubation centres, as Director. This enables leading entrepreneurs to be embedded in fabric of the programme through playing a very active role in the continued development of the curriculum, content, and delivery of the pathway. Additionally, each student is allocated an entrepreneur as mentor for the duration of the three year programme. This paper will firstly explore the key issues raised by the policy community and others calling into question the appropriateness of the way in which enterprise and entrepreneurship is taught. It will then look at the way in which UK universities are responding to these comments. The paper concludes with a case study of an academic programme developed and delivered jointly by academics and practitioners.education, entrepreneurship.

Shaping the Education to Meet the Global Demands: Industrial Inclusiveness in University Curriculum

The world entered to knowledge-based economy which is based on the production and use of information. Today computer technology, language proficiency and logistics play a major role. University Curriculum connects the secondary level education and the industry. Therefore, industry inclusiveness is essential in transforming children to an industry worker or an entrepreneur. This paper is derived from an opinion survey, desk research, and a case study. Reports of international institutions were studied extensively in the literatures survey. The respondents of the survey consisted key personnel in the government and private sector covering a cross section of the stakeholders in education and business world. The report analyses are then evaluated and discussed though a case study in Sri Lanka. The practices and procedures in the contemporary education system in the country is systematically explained in this section. The report presents its key recommendation under seven areas as policy recommendations. It includes innovative concepts such as, vertical integration between schools, universities, and industry; extended academic disciplines at tertiary level; changes in the university; review to selection criteria of state universities; new academic disciplines in the school curriculum; technical and vocational education; focus on children with different skills etc

The Monroe County Intermediate School District: A case study

Background: Throughout the history of public education in Michigan, there has been an intermediate unit of educational government. This unit of educational government exists between the State Department of Education and the local school districts. Currently, there are fifty-seven intermediate school districts in Michigan providing educational services and governance functions.Purpose: The purpose of this study was to understand the Monroe County Intermediate School District in order to inform educational leadership. Research Design: This study was an interpretive, historical case study. The study explored the manner in which culture was perpetuated via the system of education in Monroe, Michigan, throughout history. Conclusions: • The nature of educational governance is found in the myths and belief systems of the people and the ideological techniques used to control the educational environment. The nature of educational governance is to perpetuate culture. The question at issue is whose culture? • The ideological foundations of Michigan’s Public Education System are: *Protestant-republican reform ideology *business-scientific ideology *municipal reform ideology • The origin of the Monroe County Intermediate School District can be traced to 1867. The drift of educational governance has been away from local control. As the state has assumed more control of educational governance, the Intermediate School District, put into place as a source of state control, has evolved into a local and state public policy entrepreneur. • The dominant conflict this researcher found is that which exists between centralized versus local control. The question of who decides about educational matters has been the primary source of educational conflict. • The educational governance role of the Monroe County Intermediate School District is to provide resources, govern the delivery of special education services, serve as a policy entrepreneur, and manage political conflict. • The educational services role of the Monroe County Intermediate School District continues to evolve within the negotiated local educational arena and includes: *special education services *professional development services *Data processing services *Instructional technology services *Student enrichment service

How Do We Increase Educator’s Engagement with Learning Management Systems in Higher Education?

Abstract As a former Faculty Assistant at Ivey Business School, I contributed directly to research, theory, case study development, while working alongside practitioners in management. I supported several faculty members, delivering quality education across several high-profile business programs. In this paper, I will outline a Problem of Practice (PoP) within academia and discuss its delineation and associated solutions. The following definition of PoP is used: “A problem of practice is a persistent, contextualized, and specific issue embedded in the work of a professional practitioner, the addressing of which the potential to result in has improved understanding, experience, and outcomes.” (CPED, 2016). Learning Management Systems (LMSs) have quickly developed and will increasingly have profound effects on educational delivery (Coates, James & Baldwin, 2005). An LMS is the infrastructure that delivers and manages instructional content, identifies and assesses individual and organizational learning or training goals, tracks the goal’s progress, and synthesizes data for supervising the learning process of an organization as a whole (Szabo & Flesher, 2002). Undeniably, educational technology continues to change education on a global scale, and will continue to do so (Khalil, 2013). As such, educators are faced with new challenges in their interactions with students and they have to support students as their roles change, too (Harris, 2002). Increasing faculty engagement to technology-based change may be among the most pressing challenges for leaders in academia (Moerschell, 2009)