The Gap of Supply and Demand on Accounting Education: A Picture of Readiness of Top 50 Universities in South East Asia toward Green Concern

This paper aims to take a picture on the university commitment toward sustainability development consideration. As a part of it, this paper also try to map the action taken by accounting education through its programs including curriculum development, research, campus activities programs showing green concern in creating sustainability development. As a descriptive study, this research took 50 universities on top South East Asia ranking web of world universities (Webometrics) in 2010. All data taken from information published on web in each universities as well as any information related with each universities provided in public sources. Using descriptive analysis it is found that mostly accounting education put their green-concern on hardcore facilities such as web-based learning as one of their delivery method supporting facilities. While findings shown that accounting education need to put more attention and effort on designing accounting curriculum, campus events, and research that carry ethics and socio-environment consideration to respond the ultimate demand from business sector. Eventually, this result expected to encourage accounting education especially in Indonesia to put more consideration and action in responding business requirement in creating sustainability development

Cascading the use of Web 2.0 technology in secondary schools in the United Kingdom: identifying the barriers beyond pre-service training

This paper reports on research that took place at Nottingham Trent University and Sheffield Hallam University, United Kingdom, over two years. The research focuses on the use of Web 2.0 technology, specifically web logs, with pre-service teachers, both during their university programme and the first year of teaching as full-time newly qualified teachers (NQTs). The purpose of this research was to add a developing body of knowledge by identifying whether technology used by pre-service teachers during their training course can be cascaded into their practice once qualified. Key findings identify a number of enablers and barriers to cascading technology in the classroom; these include curriculum time, pupil skills and support. The research concludes that early professional support and development should be on-going and assumptions about new teachers as champions of cascading innovative use of Web 2 technologies into their practice as NQTs may be over optimisti

How well Do Accounting Education Organizations Prepare Professional Accountants toward Green Concern: Figure of Top 50 Universities in South East Asia Responses on Business Requirement

This paper aims to capture a picture of university’s commitment toward sustainability development consideration. As a part of it, this paper also tries to map the action taken by accounting education organizations (AEOs) through its programs, including curriculum development, learning method, research, and campus activities programs showing green concern in creating sustainability development. As a descriptive study, this paper used 50 universities on top South-East Asia ranking web of world universities (Webometrics) in 2010. All data is taken from the information published on the web in each university as well as any other information that related to each university from the public domain. Based on the descriptive analysis, it is found that most AEO lay their green-concern on hardcore facilities rather than intrinsic development. Furthermore, as the recommendation in this paper, AEO needs to concentrate more toward designing accounting curriculum, campus events and research that carry ethics and socio-environment consideration to respond to the ultimate demand and balancing the rapid change from various sectors. Eventually, as the future contribution, this paper is expected to encourage AEO, especially in Indonesia to put more concerns and action in the crucial purpose of creating sustainability development

Best Practices in Science Education and Next Generation Science Standards: A Review of Systems Thinking, Inquiry-based Learning and Culturally Sustainable Practices

Public School science educators are given the task to teach students dynamic, interpretable material based on grade level as well as national and state standards. Science is at the forefront of many jobs and future economic stability and also encompasses a wide range of disciplinary topics. Having educators use the best resources in curriculum development and teaching methodology is crucial to successfully empowering future scientific research and understanding. The Whole Ecosystems in Balance (WEB), A Natural Resource Curriculum, originally created in 1995, was used to support science teaching efforts in Eastern Oregon. In order to continue its relevance, the curriculum needed to be revised and aligned with current standards. In an attempt to use the most pertinent and current resources available in WEB curriculum revision, this capstone puts into practice findings in answer to the research question, How to develop a highquality sixth-grade science curriculum to meet Next Generation Science Standards while incorporating teaching best practices? Inquiry-based learning, Systems Thinking and Culturally Sustainable Practices (CSP) were identified through research as the most effective means by which to encourage student growth and comprehension. The WEB curriculum which was created as an Environmental Education (EE) resource developed for Public School use, incorporated these principles as they are part of founding EE principles. Next Generation Science Standards were developed in 2013 and adopted by the state of Oregon in 2014, were not included in the WEB curriculum. Considering the depth of science education and the constant need for highquality resources, Environmental and Public School education would benefit from a more cohesive bond between curriculum development and classroom incorporation. By so doing will help achieve the consistent use of teaching best practices and science education relevancy. As a result of this capstone, the WEB curriculum was successfully aligned with NGSS and revised to better meet the identified best practices for the sixth grade. It stands as an example of a highquality curriculum resource for teachers in Eastern Oregon and for future curriculum revision

Who makes better use of technology for learning in D&T? Schools or university?

University teacher training departments have many functions in their role as Schools for Initial Teacher Education (ITE), these include accrediting qualified teacher status, teaching subject knowledge and pedagogy, and influencing change in a school subject's content and pedagogy. This paper discusses this latter area. It can be easy for teacher training in universities to become ivory towers, modelling new ideas for curriculum delivery and content in a 'bubble' away from the real world of the school classroom. A centre of design and technology (D&T) education at an English university has undertaken research-led developments in the use of web 2.0 technologies and technology enhanced learning (TEL), modelling how they can be used in the classroom. The research examined in this paper is the next stage of the centre's curriculum development to ensure the relevance of the university curriculum content and practices. Anecdotal evidence suggests that the use of TEL in secondary schools is inconsistent and sporadic with D&T teachers using TEL, with minimal awareness of research available, which could inform their practice. This impacts on the centre's trainee teachers as they begin teaching in schools during their final year of the course, with a possible unrealistic expectation of how TEL is used in schools, based on their university experiences

The challenges of curriculum by the integration of ICT in the professional practice of science teacher

The Web has enabled a renewal of the concept of education which includes a new educational model that enables learning anywhere and at any time. The expansion of Internet allows students to have a more active role in the learning process. The curriculum can be (re) build and integrated in an interdisciplinary way. The educational use of ICT in the formal curriculum may be made through collaborative learning processes of interaction and negotiation of meanings, using diverse tools. Regular use of computers and Internet in the classroom allows the development, dissemination and evaluation of student’s achievements. This article describes an ongoing research which included integration of computers and the Internet in the teaching and learning methods and strategies in the disciplines of Biology and Geology in a Portuguese high-school

Designing an Open Virtual Factory of Small and Medium-sized Enterprises for Industrial Engineering Education

Curriculum of Industrial Engineering program must accomplish the requirement that graduates have the ability to design, develop, implement, and improve integrated system that include people, materials, equipment and energy. However, it is not easy to implement a curriculum that fosters such competencies. One of the strategies to achieve that is using an innovative learning media, so that the problem-based learning (PBL) can be accustomed. In this paper, we design a web-based enterprise resources planning. It is aimed to capture the real problem of small and medium-sized enterprises (SMEs) in bottled drinking water industries. The integrated system can be illustrated as ERP application that designed by using free open source software (FOSS). This research aimed to utilize the application to improve teaching methods in IE education. The result of the research can be used to improve the competencies of IE students, especially the abilities to identify, formulate, and solve the activities of the business process improvement in SMEs. Keywords Industrial engineering education, FOSS, innovative learning media, problem-based learnin

Curriculum intellectualization: an engagement with decision-makers.

Doctor of Philosophy in Education. University of KwaZulu-Natal, Durban, 2015.Over two decades into democracy, stakeholders are still voicing disappointment with the quality of graduates and the advancing of the curriculum; both in education and teacher education that are strongly inter-linked. The curriculum and the developing of the curriculum, mainly at national level has often been criticised for being politically reactive, pokerfaced, incoherent and not relevant within higher education in South Africa. Those involved in developing the curriculum have often been accused of being ignorant of meeting the socio-economic needs of society, both locally and internationally. The demand for change has resulted in the introduction of various teacher education policies but in spite of the numerous transformations that have taken and which are taking place; much still remains the same. This interpretive study explores the identities, perspectives, experiences and imaginings of curriculum decision-makers from various constituencies engaged in the construction processes of the numerous teacher education curriculum frameworks, post the 1994 democratic dispensation. The study explores the identities, perspectives, experiences and imaginings of curriculum decision-makers as they engage and deliberate on the practice of curriculum development processes through the method of ‘currere’, as an approach of study that provides the curriculum decision-makers to inwardly reflect on their past experiences, the present and future possibilities (Pinar, 1975, 2004, 2012). It is by delving consciously into the first-hand lived experiences of the curriculum decision-makers that the over-arching purpose of this study is found: in the pursuance of a deep conceptualization of ‘who’ the decision-makers are; ‘what’ their reflections, experiences and perceptions being engaged in the curriculum development processes are; and ‘how’ these influences have come to drive the way they deliberate on curriculum matters that are reflected in the construction of the national teacher education curriculum frameworks. Primary data were derived from conducting phenomenological, in-depth interviews with seven curriculum decision-makers. The elicited data richly described the identities and the lived experiences of the curriculum decision-makers with the purpose of developing a profound understanding of the research objectives. Despite the move towards decentralization and a shift to an egalitarian, all-inclusive approach to curriculum decision-making and development processes, this study recognised that the curriculum process is very complicated and requires creating a co-operative community of practice of utmost professionalism through vigorous conversation and debate. The findings of this study suggest that decision-makers are caught at the intersection of countless webs of influence. These webs are described as: the web as a confluence of ideas and biographies that lies at the core and drives their thinking; the web of transformational agendas; the web of institutional allegiance; the web of agency; the web of dialogical engagement, and lastly, the visionary web. Thus, the way decision-makers conceptualize and intellectualize curriculum issues has the potential to transform the way curriculum decision-makers deliberate, reason and act. Evident through the discourses that unfolded, was the manner in which decision-makers intellectualize the curriculum; manifested as an ecological web of curriculum intellectualization that defined the kinds of thinking acknowledging curricula within the dialogical process

Pedagogy-Minded Use of Web-Based Technology in the Classroom

The research question addressed in this project was: How can teachers use web-based technology in the curriculum to increase student engagement and enrich learning? It documents a teacher’s creation of a technology-infused curriculum that uses valid research and pedagogically-minded practices as its foundation. In addition to the curriculum, the author created a web technology toolbox that assists teachers in effectively and strategically implementing the technology into their classroom. The author describes the project’s challenges as well as the implications for students and teachers. He concludes that: 1) technology enhances learning only when used in alignment with pedagogy and instructional strategies; 2) with pedagogically-minded use of technology, students of all academic levels and learning styles achieve academic success and increase motivation to learn. 3) Teachers success and confidence in implementing technology requires appropriate training, which includes strategic instruction of digital and pedagogical skills

UTP Co-Curriculum Unit Web Based System (CCWBS)

Co-Curriculum Unit of Universiti Teknologi PETRONAS (UTP) is responsible in managing all activities related to Sports, Art and Cultural and also Credited Co- Curriculum courses. Those are the three sub departments in Co-Curriculum Unit itself. UTP Co-Curriculum Unit currently doing their business process manually. Because of limitation in the number of staffs, multiple processes in three different sub departments and also handling many events in UTP; it is time consuming when they need to handle those business processes manually. The main objective ofthis project is to develop and implement a prototype that automates the UTP Co-Curriculum Unit business processes. This prototype implement a web based technologies which will help Co-Curriculum Unit to improve their business process in conducting every activity, which increase effectiveness and efficiency. This new system called, 'UTP Co-Curriculum Unit Web Based System' (CCWBS). The scope of study for this project includes two different areas which are 1)Study ofUTP Co-Curriculum Unit business processes and 2) develop a system prototype. Phased Development-based methodology is used to develop CCWBS. The literature review focuses on study of journals, and previous studies that related to the topic of the research project. It is focusing on the Co-Curriculum issues, followed by summarized review on journals related to web based system, system development life cycle, business process models and etc. The results and discussion also be included in the report. It focuses on the Requirement Gathering and Requirement Analysis technique. System modeling also is included in the report which consists of functional, structural and behavioral model. The developed CCWBS can help UTP Co- Curriculum Unit on handling their business process efficiently and it will become one stop center for UTP Co-Curriculum Unit to be more present in the eyes ofUTP society