6,585 research outputs found

    CAHRS hrSpectrum (January - February 2006)

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    HRSpec06_02.pdf: 166 downloads, before Oct. 1, 2020

    Development of an Associate Degree Level Course on Lean

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    Lean training and education has become a focal point in both industry and the realm of academics; however, the need within the industry remains, and oftentimes companies must take on the additional and high expense of training new graduates once they enter the workforce. Often, the classes that students study in the lean methodology, if any are studied at all, are taught within other disciplines, and the instruction is in a general sense as opposed to in depth and hands on. Within the past eight years it has been referenced in different academic articles that students are not coming into the workforce able to contribute to corporate lean initiatives. Although lean is making it into academics in greater measure, there is still opportunity to create an academic course that focuses specifically on lean and around the principles of lean which drive the techniques and tools required to build a lean culture. The goal of this project was to develop an associate degree level course on lean, a stand-alone course that provided students with opportunity to conduct and contribute to lean projects and to understand the guiding principles that define lean and the lean culture. To achieve this, a review of literature was conducted on lean, lean history, and lean within the industry to determine where lean education is failing the marketplace. Next, a review of the different instructional paradigms within academics was performed to determine the best methods to administer a training such as lean and the many tools that can be associated with it. Then, a study of course construction and curriculum development was carried out to understand the accreditation requirements involved in creating a course that can be taught at state colleges and universities. Finally, research was conducted on course assessment and how to determine that a student has understood the tools and methodologies needed and set forth in the course objectives. At the conclusion of the research, a course outline, schedule and assessment criteria were created that bring students through a progressing knowledge of the fourteen principles of lean and the tools and techniques that sustain a culture of continuous improvement. The course, administered in the paradigm set forth, carried out with hands on training in lean tools and exercises, and assessed by the measurement criteria provided, will enable students to be immediate contributors to lean initiatives upon entering the workforce

    Assessment Re-Think: Income-Generating and Industry-Based Assessments

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    Assessments are the fundamental media between students and educators. This paper aims to evaluate how to create assessments, how students learn from them, and how to link them to the industry and entrepreneurism. The implementation plan postulates how students can generate income from income-generation assessments or business innovation assessments. In this paper, we discuss the involvement of modern industry in assessment. We examine evidence from approximately 100 assessments detailed in 32 subject outlines. We employ a descriptive, pragmatic research methodology to consider whether they can be aligned more with industry expectations and expected duties. We propose a framework to connect with industry and create student income-generating projects. This proposed income-generating assessments framework recommended industry-based assessments with which students can not only earn marks towards a subject but potentially earn an income based on it. This paper extends the idea of peer learning to expert or industry learning: an approach that did not employ in higher education. Our approach supports educators in keeping the assessment up-to-date, enabling students to add more value to their learning of industry products and procedures. Students can directly contribute to the product and procedures and learn from the strategies actively employed in the workplace

    On the importance of being earnest about business: overcoming liberal arts students' misconceptions about leadership in corporate change processes

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    Unfortunately, most students leave the university with little knowledge about decision-making in the public sector. Unless they study towards a management degree, most students experience little to no business education in their curricula. As a consequence, student perceptions of the business world are largely shaped by the fads and stereotypes propagated in ubiquitous business journals available in every airport bookstore worldwide. Since business plays an integral role in society, such unfamiliarity with business may have global social consequences. This article illustrates how a liberal arts class focusing on Europe’s social and political integration employs a comprehensive case study about a corporate transformation process to provide students with insights into corporate leadership and strategic decision making. The article describes how, by reading and discussing the case study in conjunction with articles about organizational learning theory, students learn to effectively challenge the myths they hold about heroic leadership and the newest management fads. A key element in the course focuses on the role organizational politics plays in developing and implementing a new vision, a new organizational structure, and a new global strategy. -- Obwohl Unternehmen eine wichtige Rolle in der Gesellschaft spielen, werden Studenten außerhalb der Betriebswirtschaft noch zu selten an Fragestellungen aus dem Bereich der Unternehmenspolitik herangefĂŒhrt. Wie strategische Entscheidungen in der Wirtschaft getroffen und umgesetzt und neue Visionen und Organisationsstrukturen entwickelt werden, sollte deshalb auch in das Lehrangebot fĂŒr Geistes- und Sozialwissenschaftler aufgenommen werden. Dieser Artikel zeigt beispielhaft, wie Studenten, im Rahmen einer Lehrveranstaltung an einer US-amerikanischen UniversitĂ€t, anhand einer umfassenden Fallstudie ĂŒber den Transformationsprozess des Pharmakonzerns Hoechst zum Global Player Aventis zur aktiven Auseinandersetzung mit VerĂ€nderungsprozessen in Unternehmen angeregt werden, die ganz anders sind, als die oft plakativen Managementlösungen, die die Business-Literatur dieser Tage zu bieten hat.

    Engaging industry: Embedding professional learning in the business curriculum

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    Professional learning has become a feature of business curricula in universities throughout Australia and around the world. ‘Professional learning’ is often used to denote educational programs that are explicitly linked to industry and professional bodies through industry placements, industry projects and teaching approaches that highlight contemporary industry issues. Professional learning encompasses the skills, qualities and attributes that are required by a profession and the processes through which those skills are learnt: that is, the methods of teaching – case studies, role plays, field trips, work placement and the like. Professional learning encourages deep learning in relation to the student’s future profession, and includes industry engagement, work‐integrated learning and authentic learning environments..

    Learning Through Collaboration and Competition: Incorporating Problem-Based Learning and Competition-Based Learning in a Capstone Course

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    This article discusses an innovative capstone course to prepare students to be more business-ready upon graduation. By combining aspects of problem-based learning (PBL) and competition-based learning (CBL), a new undergraduate course allows students to gain practical experience while applying classroom knowledge to real business problems. Students are organized into teams of three to five and act as “consultants” to local businesses. Student consultants then develop and present competing recommendations (similar to the television show The Apprentice) to high-level managers within the organizations. Benefits from this course accrue not only to students, but also to faculty members, area businesses, and the college. Details are provided to enable the course to be adopted in other undergraduate programs

    Exploring Corporate Social Responsibility and The Important Role it Plays in Entrepreneurial Start-Up Businesses

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    The purpose of this Capstone is to examine the concept of Corporate Social Responsibility (CSR) and the role it plays in entrepreneurial start-up businesses. The paper introduces a more inclusive definition of the concept – Positive Impact Business Social Engagement. It explains the five facets of social responsibility and examines the impact of social responsibility on major business disciplines. The benefits and disadvantages of social responsibility are analyzed, and the financial performance of socially responsible companies is compared to S&P500 performance. Social responsibility in the start-up world is addressed and is contrasted with established large corporations. The characteristics of social entrepreneurs and commercial entrepreneurs are compared as well as how the management styles of entrepreneurial CEOs impact the social responsibility aspects of their ventures. The integral connection between public policy and CSR will also be discussed. The Capstone will conclude in support of start-up businesses choosing to be socially responsible explaining how social responsibility can be implemented in initial business models for future organizational success that satisfies all stakeholders. Lastly, the Capstone reflects on the experiences of the author as he developed a start-up business while at the Whitman School

    Complete Issue, Volume 35, Issue 2

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    This is the complete issue for Volume 35, Issue 2 of the Journal of the Association for Communication Administration

    Journal of Applied Communications vol. 98 (2) Full Issue

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    Journal of Applied Communications vol. 98 (2) - Full Issu
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