44,340 research outputs found
Enhancing project-related behavioral competence in education
The workforce has increasingly been demanding an educational model that produces students experienced in real project management (PM) practices. This includes producing technically competent students--one who can manage real-world project constraints of cost and schedule but also possess critical project related behavioral competence. Such soft skills are essential if a project is to run smoothly and eventually succeed. In this paper, we describe an educational framework grounded in outcomes based education to enhance project-related behavioral competence. Instructors can leverage this framework to augment their existing courses and develop the critical career skill sets of graduating students
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 schoolsâ 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 departmentâeither because such a course did not have a champion or because the department had no plans to revise their curriculumâand 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
A Critical Review of Contemporary Practice and Educational Research in Internationalisation within the business education subject communities
This report critically reviews contemporary educational research and practice in the field of internationalisation within the business education subject communities in order to inform curriculum development and pedagogy geared towards the development of international perspectives and intercultural learning. Drawing on current pedagogical literatures as well as staff and student consultations, it identifies a number of key points which reflect good practice in business education curricula. Due to the broad disciplinary scope of the subject area in focus and the diversity of curricular activities across the UK, this critical review is selective rather than exhaustive and seeks to stimulate further discussion and research in the field. The report is structured as a reference text around key themes and issues emerging from the review, providing the reader who has a particular interest or issue in their practice with an outline of key texts which can be followed up as appropriate
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 educatorsâ 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
A View From the Field: Helping Community Organizations Meet Capacity Challenges
Based on monitoring and site visits, examines the capacity needs of community-based out-of-school time organizations, including a full, qualified staff, support from schools, adequate curriculum development, and fiscal management. Suggests solutions
Multinational perspectives on information technology from academia and industry
As the term \u27information technology\u27 has many meanings for various stakeholders and continues to evolve, this work presents a comprehensive approach for developing curriculum guidelines for rigorous, high quality, bachelor\u27s degree programs in information technology (IT) to prepare successful graduates for a future global technological society. The aim is to address three research questions in the context of IT concerning (1) the educational frameworks relevant for academics and students of IT, (2) the pathways into IT programs, and (3) graduates\u27 preparation for meeting future technologies. The analysis of current trends comes from survey data of IT faculty members and professional IT industry leaders. With these analyses, the IT Model Curricula of CC2005, IT2008, IT2017, extensive literature review, and the multinational insights of the authors into the status of IT, this paper presents a comprehensive overview and discussion of future directions of global IT education toward 2025
Preparing millennials as digital citizens and socially and environmentally responsible business professionals in a socially irresponsible climate
As of 2015, a millennial born in the 1990's became the largest population in
the workplace and are still growing. Studies indicate that a millennial is tech
savvy but lag in the exercise of digital responsibility. In addition, they are
passive towards environmental sustainability and fail to grasp the importance
of social responsibility. This paper provides a review of such findings
relating to business communications educators in their classrooms. The
literature should enable the development of a millennial as an excellent global
citizen through business communications curricula that emphasizes digital
citizenship, environmental sustainability and social responsibility. The
impetus for this work is to provide guidance in the development of courses and
teaching strategies customized to the development of each millennial as a
digital, environmental and socially responsible global citizen
A degree of employability: a research agenda towards curricula design
The challenge of providing commercial science and technology skills in an academic environment stimulates considerable debate, with industry suggesting it cannot be done. In investigating enhancing employability skills of STEM graduates many institutions are considering new initiatives and policies. This research works towards developing models to change practice in curriculum design by embedding industry frameworks. The application of SFIA in course design intends to improve the student journey from undergraduate to graduate to employee by incorporating skills and language required by professionals, into the heart of HE curricula. The paper reflects the efforts to meet these goals and sets out an agenda for research to identify the impact of the approach. A key deliverable is a transferable model for the development of fit-for-purpose academic curricula in HEIs, fully aligned with industry requirements and needs. The research progresses to clarify the impact and effectiveness of this approach
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