Business Process Management Education in Academia: Status, challenges, and Recommendations

In response to the growing proliferation of Business Process Management (BPM) in industry and the demand this creates for BPM expertise, universities across the globe are at various stages of incorporating knowledge and skills in their teaching offerings. However, there are still only a handful of institutions that offer specialized education in BPM in a systematic and in-depth manner. This article is based on a global educators’ panel discussion held at the 2009 European Conference on Information Systems in Verona, Italy. The article presents the BPM programs of five universities from Australia, Europe, Africa, and North America, describing the BPM content covered, program and course structures, and challenges and lessons learned. The article also provides a comparative content analysis of BPM education programs illustrating a heterogeneous view of BPM. The examples presented demonstrate how different courses and programs can be developed to meet the educational goals of a university department, program, or school. This article contributes insights on how best to continuously sustain and reshape BPM education to ensure it remains dynamic, responsive, and sustainable in light of the evolving and ever-changing marketplace demands for BPM expertise

Inclusion of an Introduction to Infrastructure Course in a Civil and Environmental Engineering Curriculum

Civil infrastructure refers to the built environment (sometimes referred to as public works) and consists of roads, bridges, buildings, dams, levees, drinking water treatment facilities, wastewater treatment facilities, power generation and transmission facilities, communications, solid waste facilities, hazardous waste facilities, and other sectors. Although there is a need to train engineers who have a holistic view of infrastructure, there is evidence that civil and environmental engineering (CEE) programs have not fully addressed this increasingly recognized need. One effective approach to address this educational gap is to incorporate a course related to infrastructure into the curriculum for first-year or second-year civil and environmental engineering students. Therefore, this study assesses the current status of teaching such courses in the United States and identifies the incentives for, and the barriers against, incorporating an introduction to infrastructure course into schools’ current CEE curricula. Two distinct activities enabled these objectives. First, a questionnaire was distributed to CEE programs across the United States, to which 33 responses were received. The results indicated that although the majority of participants believe that offering such a course will benefit students by increasing the breadth of the curriculum and by providing a holistic view of CEE, barriers such as the maximum allowable credits for graduation, the lack of motivation within a department—either because such a course did not have a champion or because the department had no plans to revise their curriculum—and a lack of expertise among faculty members inhibited inclusion of the course in curricula. Second, three case studies demonstrating successful inclusion of an introduction to infrastructure course into the CEE curriculum were evaluated. Cases were collected from Marquette University, University of Wisconsin-Platteville, and West Point CEE programs, and it was found that the key to success in including such a course is a motivated team of faculty members who are committed to educating students about different aspects of infrastructure. The results of the study can be used as a road map to help universities successfully incorporate an introduction to infrastructure course in their CEE programs

EU–originated MOOCs, with focus on multi- and single-institution platforms

No abstract available

Enhancing the employability of fashion students through the use of 3D CAD

The textile and apparel industry has one of the longest and most intricate supply chains within manufacturing. Advancement in technology has facilitated its globalisation, enabling companies to span geographical borders. This has led to new methods of communication using electronic data formats. Throughout the latter part of the 20th Century, 2D CAD technology established itself as an invaluable tool within design and product development. More recently 3D virtual simulation software has made small but significant steps within this market. The technological revolution has opened significant opportunities for those forward thinking companies that are beginning to utilise 3D software. This advanced technology requires designers with unique skill sets. This paper investigates the skills required by fashion graduates from an industry perspective. To reflect current industrial working practices, it is essential for educational establishments to incorporate technologies that will enhance the employability of graduates. This study developed an adapted action research model based on the work of Kurt Lewin, which reviewed the learning and teaching of 3D CAD within higher education. It encompassed the selection of 3D CAD software development, analysis of industry requirements, and the implementation of 3D CAD into the learning and teaching of a selection of fashion students over a three year period. Six interviews were undertaken with industrial design and product development specialists to determine: current working practices, opinions of virtual 3D software and graduate skill requirements. It was found that the companies had similar working practices independent of the software utilised within their product development process. The companies which employed 3D CAD software considered further developments were required before the technology could be fully integrated. Further to this it was concluded that it was beneficial for graduates to be furnished with knowledge of emerging technologies which reflect industry and enhance their employability skills

An information literacy integration model and its application in higher education

Purpose - The purpose of this paper is to present a model for curricular integration of information literacy for undergraduate programs in higher education. Design/methodology/approach - Data are drawn from individual interviews at three universities in Australia and curricular integration working experience at a New Zealand university. Sociocultural theories are adopted in the research process and in the development of the model, Findings - Key characteristics of the curriculum integration of information literacy were identified and an information literacy integration model was developed. The S2J2 key behaviours for campus-wide multi-partner collaboration in information literacy integration were also identified. Research limitations/implications - The model was developed without including the employer needs. Through the process of further research, the point of view of the employer on how to provide information literacy education needs to be explored in order to strengthen the model in curricular design. Practical implications - The information literacy integration model was developed based on practical experience in higher education and has been applied in different undergraduate curricular programs. The model could be used or adapted by both librarians and academics when they integrate information literacy into an undergraduate curriculum from a lower level to a higher level. Originality/value - The information literacy integration model was developed based on recent PhD research. The model integrates curriculum, pedagogy and learning theories, information literacy theories, information literacy guidelines, people and collaborative together. The model provides a framework of how information literacy can be integrated into multiple courses across an undergraduate academic degree in higher education

Investment in Sustainable Development: A UK Perspective on the Business and Academic Challenges

There are many legislative, stakeholder and supply chain pressures on business to be more ‘sustainable’. Universities have recognised the need for graduate knowledge and understanding of sustainable development issues. Many businesses and universities have responded and introduced Sustainable Development models into their operations with much of the current effort directed at climate change. However, as the current worldwide financial crisis slowly improves, the expectations upon how businesses operate and behave are changing. It will require improved transparency and relationships with all stakeholders, which is the essence of sustainable development. The challenges and opportunities for both business and universities are to understand the requirements of sustainable development and the transformation that is required. They should ensure that knowledge is embedded within the culture of the organisation and wider society in order to achieve a sustainable future

A systematic literature review of undergraduate clinical placements in underserved areas.

Context: The delivery of undergraduate clinical education in underserved areas is increasing in various contexts across the world in response to local workforce needs. A collective understanding of the impact of these placements is lacking. Previous reviews have often taken a positivist approach by only looking at outcome measures. This review addresses the question: What are the strengths and weaknesses for medical students and supervisors of community placements in underserved areas? Methods: A systematic literature review was carried out by database searching, citation searching, pearl growing, reference list checking and use of own literature. The databases included MEDLINE, EMBASE, PsycINFO, Web of Science and ERIC. The search terms used were combinations and variations of four key concepts exploring general practitioner (GP) primary care, medical students, placements and location characteristics. The papers were analysed using a textual narrative synthesis. Findings: The initial search identified 4923 results. After the removal of duplicates and the screening of titles and abstracts, 185 met the inclusion criteria. These full articles were obtained and assessed for their relevance to the research question; 54 were then included in the final review. Four main categories were identified: student performance, student perceptions, career pathways and supervisor experiences. Conclusions: This review reflects the emergent qualitative data as well as the quantitative data used to assess initiatives. Underserved area placements have produced many beneficial implications for students, supervisors and the community. There is a growing amount of evidence regarding rural, underserved areas, but little in relation to inner city, deprived areas, and none in the UK