Unlocking the knowledge generation and elearning potential of contemporary universities

The purpose of this paper is to argue that what universities need at present is an informed direction and vision about the current impact of information and communications technologies on learning in relation to the design and management of information, electronic teaching content, how knowledge is constructed online, how such a vision ties in with both face to face and online learning, and how these factors as a whole ultimately contribute to the long term viability of universities as educational providers.It is increasingly clear that online learning is growing in strategic importance for higher education institutions world-wide. It is also clear that resolving related issues and meeting emergent needs such as individualised online content delivery and facilitating creative online knowledge construction extend well beyond just supplying technology and related infrastructure. However, a full examination of all known issues is not intended or possible within the confines of one paper. More specifically, the aim of this paper is to draw attention to the core factors that have already shaped the future direction of higher education throughout the world. As a way of highlighting the extent of change that must be addressed in the short term, the many issues and concerns raised by an Australian national group of academics and government representatives known as the eLearning Roundtable will be outlined as an invitation for further discussions and comment. Finally, a summation of all the factors raised in this paper will serve to build a valid foundation on which to advance future research directions and strategies for ensuring the higher education sector will remain relevant to the shifting demands of the twenty-first century

Issues in Information Systems Education: A Text Mining Approach

Issues related to teaching and learning of information systems concepts have been of great interest to IS academics since the inception of the discipline over 60 years ago. A major issue is the curriculum, which has received continued research interest since it was first discussed in the literature in the early 1970s (Ashenhurst, 1972). Under the sponsorship of major professional organizations, first The Association for Computing Machinery (ACM) and then the Association for Information Systems (AIS), a series of model curricula have been developed, culminating with the release of IS2020 in 2021. The interdisciplinary nature of the field and the ever-changing landscape of technology, dictate that curriculum remains a central issue for the years to come. However, the curriculum is but one aspect of any education. Education can be defined as conducive learning, in which learning is both guided and intended (Frick, 2020). Guided learning is learning facilitated by a teacher and can include a carefully prepared learning environment. Intended learning is learning chosen by the learner. Consequently, equal emphasis should be given to the study of the teacher, the learner, and the environment in which IS education transpires. Additional IS education issues have been proposed. For example, Topi (2019) discusses five areas for further research in addition to curriculum: The role of IS as an academic discipline, the IS environment, IS education quality improvement, the visibility and impact of IS education research, and the implications of technology-based solutions. It will be interesting to assess how well the various issues have been addressed in the literature to obtain a better understanding of the state of IS education and to provide directions for future research. Text mining can be defined as “the discovery by computer of new, previously unknown information, by automatically extracting information from different written resources” (Hearst, 2003). The use of text mining has experienced explosive growth in recent years with applications ranging from security to biomedicine. It has also been applied as a literature review tool by several researchers. In IS, Talafidaryani (2020) conducted a topic modeling of the dynamic capabilities literature and identified seven themes. We propose that a similar analysis be performed on the publications of the Journal of Information Systems Education, the premier IS education journal, to identify major IS education issues. References Ashenhurst, R. L. (1972). Curriculum Recommendations for Graduate Professional Programs in Information Systems. Communications of the ACM, 15(5), 364–398. Frick, T. W. (2020, in press). Importance of educology for improving educational systems. In J. M. Spector, B. B. Lockee, and M. D. Childress (Eds.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice and Policy: Systems Thinking and Change (E. Kowch, Section Ed.). Basel: Springer Nature Switzerland AG. Hearst, M. (2003). What is text mining? Available at https://people.ischool.berkeley.edu/~hearst/text-mining.html Talafidaryani, M. (2020). A text mining-based review of the literature on dynamic capabilities perspective in information systems research. Management Research Review, Vol. 44 No. 2, pp. 236-267. Topi, H. (2019). Invited Paper: Reflections on the Current State and Future of Information Systems Education. Journal of Information Systems Education, 30(1), 1-9

Strategic decision-making processes as a mediator of the effect of board characteristics on company innovation: A study of publicly-listed firms in Greece

Based on the Upper Echelons Theory that suggests the demographic characteristics of executives are linked to organisational processes and outcomes, the paper proposes that strategic decision-making processes mediate the relationship between board members’ demographic characteristics and corporate innovation relating to product, process and organization. Based on questionnaires completed by 101 CEOs of Greek listed firms, the findings confirm that reporting and formalization as decision processes mediate the effect of board characteristics on innovation. Sound financial and formal mechanisms encourage Greek executives to take risks and invest in product or service innovation. Findings show that the executives’ educational level is positively associated with financial reporting and rule formalization activities due to the changes that have been occurred in the Greek education system over recent decades. Functional background is found to influence only financial reporting activities. Finally, the managerial implications of this study are discussed

Використання інформаційних технологій в управлінні вищим навчальним закладом

The theoretical aspects of information technology in the management of higher education institution have been revealed in the article. General trend of informatization of education, including higher education have been shown. Priority areas for its implementation and design management have been reveals. The attention on creating educational space information on implementation in higher education methods, means of information and communication technology and computer technology-oriented activities. The peculiarities of information management, information resources and information management technologies. The development of information management systems linked to the organization of data and knowledge consistent to their development of integrated automated control systems of higher education institution. Thesis there is determined directions of introduction of ICT in the management of the institution, including the provision of opportunities for future professionals of education using ICT during training. In particular, the provision of computer and information literacy, primarily through the establishment of the education system, including higher education, focused on the use of new information and communication technologies in the formation of fully developed personality. Focused on creating the conditions for computer and information literacy of all employees of university, a system of motivations regarding the implementation and use of ICT to create broad demand for such technologies in the training. along with technological aspect of information institutions of higher education, program implementation is impossible without a developed system of information services. An important role in this process is played by universities information sites. They have to become not only sources of information about the activities of the institution, but also a means of communication and integration in the information space. Oriented well as the formation of information culture of students; creating new and additional conditions for improving the quality of education; development of new forms of education and learning technologies based on ICT; of automated control systems at all organizational levels of the education system and at different types of schools; enhance coordination, efficiency and manageability, providing extraterritoriality and internationalization sciences research. Key words: higher education institution management, information technology, information and education space, information management.У статті розкрито теоретичні аспекти використання інформаційних технологій в управлінні вищим навчальним закладом. Показано загальні тенденції інформатизації освіти, в тому числі вищої. Розкрито пріоритетні напрями її реалізації та проектування системи управління. Акцентовано на створенні інформаційного освітнього простору по впровадженню у вищому навчальному закладі методів, засобів інформаційно-комунікаційних технологій та комп’ютерно-орієнтованих технологій діяльності. Висвітлено особливості розвитку інформаційного менеджменту, інформаційних ресурсів та інформаційно-управлінських технологій. Виокремлено напрями впровадження інформаційно-комунікаційних технологій в управлінні навчальним закладом, зокрема надання майбутнім фахівцям можливостей здобуття освіти з використанням ІКТ під час професійної підготовки. Ключові слова: управління вищим навчальним закладом, інформаційні технології, інформаційний освітній простір, інформаційний менеджмент

Electronic Social Networks as Supporting Means of Educational Process in Higher Education Institutions

Given research describes experience of electronic social networks use in educational practices. It was determined that electronic social networks can be a powerful tool for support of educational process in higher education institutions, namely to support study of different disciplines. There are main advantages of electronic social networks use for education: universal accessibility and free of charge; possibility of instant messaging and multimedia data; user-friendly intuitive interface; ability to search data and information; availability of event scheduling, invitations, reminder settings; support for synchronous and asynchronous communication between network members; access from different devices. It is emphasized that one of the main advantages of electronic social networks is receipt of quick feedback and convenience of their tools and services. Nowadays, it is important to include network educational interaction in existing models of study organization. It is advisable to use electronic social networks to manage educational process in higher education institution. Efficiency of electronic social networks use depends on intensity and need for their use in educational system management for implementation of organizational, educational, psychological and pedagogical functions and ensuring universal communication with subjects of educational process. Expediency of electronic social networks use to carry out research work at university is described. Electronic social networks are convenient tool to conduct surveys and questionnaires, to create thematic groups for specific issue discussion. Also it is possible to interact with researchers from different countries, share experiences and disseminate research findings, invite those who wish to participate in various scientific activities using these networks

Developing a Second Life virtual field trip for university students: an action research approach

Background: Integrating 3D virtual world technologies into educational subjects continues to draw the attention of educators and researchers alike. The focus of this study is the use of a virtual world, Second Life, in higher education teaching. In particular, it explores the potential of using a virtual world experience as a learning component situated within a curriculum delivered predominantly through face-to-face teaching methods. Purpose: This paper reports on a research study into the development of a virtual world learning experience designed for marketing students taking a Digital Promotions course. The experience was a field trip into Second Life to allow students to investigate how business branding practices were used for product promotion in this virtual world environment. The paper discusses the issues involved in developing and refining the virtual course component over four semesters. Methods: The study used a pedagogical action research approach, with iterative cycles of development, intervention and evaluation over four semesters. The data analysed were quantitative and qualitative student feedback collected after each field trip as well as lecturer reflections on each cycle. Sample: Small-scale convenience samples of second- and third-year students studying in a Bachelor of Business degree, majoring in marketing, taking the Digital Promotions subject at a metropolitan university in Queensland, Australia participated in the study. The samples included students who had and had not experienced the field trip. The numbers of students taking part in the field trip ranged from 22 to 48 across the four semesters. Findings and Implications: The findings from the four iterations of the action research plan helped identify key considerations for incorporating technologies into learning environments. Feedback and reflections from the students and lecturer suggested that an innovative learning opportunity had been developed. However, pedagogical potential was limited, in part, by technological difficulties and by student perceptions of relevance

Distributing Leadership for Initiating University-Community Engagement

Facilitating community engagement in education is promoted and emphasised as an investment strategy (Garlick 2000). However, the responsibility for facilitating university-community engagement rests upon university personnel to initiate collaborations with the community. This paper describes and analyses leadership processes for initiating community engagement with the new Queensland University of Technology campus at Caboolture. Data collection and analysis involved observation of practices, and coding interviews, minutes of meetings, and written correspondence with a wide range of participants (i.e., senior QUT staff, lecturers, preservice teachers, principals, school executives and teachers, and other community members). Results indicated that leadership processes involved: (1) articulating visionary directions, (2) communication for instigating change processes, (3) motivating potential key stakeholders, (4) promoting collaboration and team effort, and (5) distributing leadership. This study highlighted the impact of creating positive working environments for developing collaborative partnerships. However, new campuses need to shape university goals to suit individual contexts, which will require considerable input from key stakeholders. Initiating community engagement requires university personnel to connect key stakeholders, and the distribution of leadership will be essential in order to sustain university-community collaborations

An Analysis of Logistics Pedagogical Literature: Past and Future Trends in Curriculum, Content, and Pedagogy

There presently is no comprehensive review which systematizes and summarizes the burgeoning body of logistics educational literature. The purpose of this paper is to provide a guide for both educators and practitioners to assess the history, current status, and future trends in logistics education in order to nurture advancement in logistics education. This paper draws its conclusions based upon a literature review and categorizes the evolution of logistics education into three areas: defining curriculum, developing content and skills taught, and refining teaching methods. Logistics education continues to benefit from strong ties to industry. Additionally, four principle macro-environmental factors were discovered that impact the current status of logistics education: an increase in the number of logistics educational programs, limited supply of logistics-trained faculty, changes to content requirements, and a changing teaching environment. Future research directions from the published literature are summarized. As current logistics programs continue to evolve and the number of logistics and supply chain management programs continue to increase in response to industry demand, this comprehensive review of the logistics literature may help serve as a benchmark for past and current practices in logistics education. The early partnership between industry and education set the stage to help guide educators to evolve logistics education to address practitioner needs. Increased interest in logistics education and changing environmental factors suggest the need for continued collaboration to further logistics education. The literature demonstrates successful dynamic behavior in response to dynamic industries. It highlights factors which may drive further evolution of logistics education and proposes areas impacted

Comprehensive learning incorporating Ako – a tertiary education approach at Wintec

This article outlines the design and implementation of a scenario-based approach to teaching and learning in tertiary education, inspired from Ako, adopted at the Waikato Institute of Technology (Wintec). This learning approach, titled ‘Comprehensive Learning (CL)’, aligns with the holistic objective of enabling students with an active, flexible, personalised, authentic and practical approach to learning that builds upon students’ interests and experiences. The article explains the motivation and the process used in creating and applying this approach to teach some of the IT and Business modules. The main reason to implement this approach is to encourage/enable critical thinking while learning in a continuous and personalised manner. CL allows students to specialize in a context of their choice, which in turn induces learning. In addition, students are less motivated to plagiarize due to the unique nature of their scenarios, and inherent safeguards present within the approach