11,393 research outputs found

    The Lancaster Postgraduate Statistics Centre CETL:building trust and statistical skills across disciplines

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    Statistics is often assumed to be a series of techniques. While it may be possible to teach postgraduate students generic techniques to enable them to carry out quantitative research, it is questionable how meaningfully this can be taught when separated from thinking about research data. Teaching students as close as possible to their own postgraduate degree scheme is one way forward, but this strategy presents teachers of statistics with new problems. Both students and departments have not necessarily understood statistics as a way of thinking - or understood it as a discipline with multiple and sometimes discordant approaches. The Lancaster CETL has allowed an opportunity to focus on teaching postgraduate statistics, yet in providing a focus for statistics attracts audiences from diverse interest groups. It presents us with the challenge to find a balance between what is possible generically and what needs to be specific

    Higher education course content: paper-based, online or hybrid course delivery?

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    [Abstract]: The emergence of the Internet has made many institutions involved in the delivery of distance education programs re-evaluate the course delivery framework. A variety of models and techniques co-exist in an often uneasy alliance at many such institutions. These range from the traditional distance learning model, which remains paper-based, to the purely online model. Recently, hybrid models have emerged which apparently attempt to forge elements taken from several models into a unified whole. Many of these hybrid models seek to eliminate paper-based materials from the tuition process. While many arguments are put forward about the efficacy of purely electronic delivery mechanisms, cost containment is often the driving motivation. This study explores student perceptions of the various delivery mechanisms for distance learning materials. In particular, it seeks to determine what value students place on paper-based delivery mechanisms. The study surveys a group of undergraduate students and a group of graduate students enrolled in the Faculty of Business at a large regional Australian university

    National research on the postgraduate student experiences:Case presentation on career development and employability (Volume 3 of 3)

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    Also titled: First year postgraduate student experience "This is volume three of three volumes of case studies to enhance the postgraduate student experience. The theme of this case study is: First year postgraduate student experience The other two case studies in this series are: \ud Volume 1 - First year postgraduate student experiences\ud Volume 2 - Postgraduate student diversity\ud This case study presentation on career development and employability is based on student engagement breakfasts, interviews and focus groups with 366 people across the stakeholder groups of postgraduate students, educators and university executives from 26 Australian institutions" - from p.

    Globalisation and Outsourcing: Confronting New Human Resource Challenges in India’s Business Process Outsourcing Industry

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    In this article, we argue that the rapid growth of the outsourcing industry has resulted in both high turnover and labour shortages and at the same time provided employment opportunities to a new group of employees: young upwardly mobile college graduates. We argue that this particular demographic profile is prone to high turnover and presents new managerial challenges. We then examine the variety of recruitment and retention strategies that companies in the business process outsourcing industry are experimenting with and show that many novel HR strategies are being crafted to address the needs of this young middle-class workforce. We also examine macro efforts by state and central governments and the industry association to help resolve some of these problems

    Multiple perspectives of design thinking in business education

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    Business education leaders have expressed interest in learning more about design and design thinking and their contributions to better problem framing, problem solving and to generating new solutions. Many business schools have engaged in educational programs with students from multiple disciplines, applying design thinking to business problems around workplace issues. This paper investigates a range of educational programs that teach design thinking to students in business education, at undergraduate and postgraduate levels around the world. We identify four patterns of program delivery that are emerging: human-centered design, integrative thinking, design management and design as strategy and discuss contributions from each. We expect that these four patterns of program delivery will continue and predict an increasing focus on programs around design as strategy in the near future

    Becoming a teacher educator : guidelines for induction : 2nd edition

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    The first edition of these guidelines was published in 2007. Since that date it has been used to support the induction of new teacher educators in the UK and beyond. The guidelines and the research which underpinned them also won the Sage BERA Practitioner Research Prize in 2009. But change in the higher education sector and in the field of teacher education mean that the time is now right for a second edition. This new edition has been revised in four main ways. Firstly, a considerable body of published international research focused on teacher educators has been produced since 2007 and the revised guidelines are informed by this work. Secondly, the new guidelines include the ‘voices’ of new teacher educators themselves gathered during our regular workshops for new teacher educators and our research projects. Thirdly, the revised edition aims to be more inclusive of all teacher educators, including those in further education. In terms of this latter group, it is informed by the limited literature available and our own research into the experiences of those teaching higher education programmes in further education colleges. Finally, the new guidelines seek to respond in a measured way to changing policy and contextual frameworks. These include the continued intensification and increasing fragmentation of academic work and identity in the higher education sector; and the wider questioning of the contribution of higher education to professional education for teachers
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