Limited-Service/Economy Lodging Sector Faces Challenges Ahead

Changing cost structures and discounting by more upscale hotels are creating the need for new competitive methods in order to attract and retain guests. One author contends that only those chains that can quickly embrace change and find innovative ways for providing more with less are likely to survive

Developing a New Generation of Alpha Project Managers

Alpha project managers lead more successful projects, because they plan and communicate more. How can we train more project managers to be like them? This paper describes a study to measure students’ emotional intelligence in an undergraduate course in IT project management. The course incorporated active learning exercises in interpersonal communication and emotional intelligence. This study is the second in an emerging and multi-stage research effort that started with new curriculum development at one university last year. In this study, we deployed the curriculum intervention in a second university and with a second group of students at the first university. Additionally, a formal measure of soft skills was adopted from the literature for validation in this context before we launch a broader study. This study is intended to provide empirical and theoretical evidence to support pedagogical interventions to help train the next generation of emotionally intelligent alpha project managers

Hospitality IT: What Does the Future Hold?

The impact of information technology (IT) is far-reaching and driving dramatic shifts in business paradigms. Trends suggest greater adoption of IT will continue and develop at accelerating rates. Hence, hotel operators and executives must learn how to embrace IT and capitalize on the many capabilities it has to offer while minimizing the threats. The authors attempt to provide a sense of focus and a roadmap to help hoteliers understand the issues, see the future, and find an appropriate on ramp to the information superhighway

An Agile Framework for Teaching with Scrum in the IT Project Management Classroom

This paper presents a framework for teaching a complete, semester-long IT project management course with traditional PMI-based content (sans software development) while featuring Scrum as the organizing logic for accomplishing coursework. This framework adapts widely-used Scrum practices from industry for use in the classroom, including how to organize student teams, homework, and activities. Organizing an existing course with Scrum is intended to maximize student learning of traditional project management content, as well as the difficult-to-teach, socially-complex, “soft” skills that lead to Scrum team success. This deep integration of Scrum into a traditional, predictive IT project management course goes well beyond single activities or units without crowding out valuable time and material. A brief overview of the agile philosophy and examples of teaching Scrum in the classroom situate this work in the teaching and learning literature. Classroom-tested Scrum rituals and example artifacts are provided to illustrate how to apply the framework. This group-based, iterative, and hands-on approach equips students to better internalize and understand the complex social interactions involved with a self-organizing team, concepts that are difficult to learn without first-hand experience. The proposed framework will help IS educators implement Scrum practices in their own courses, further addressing industry’s increasing demand for IS professionals with Scrum experience

Sex differences in plasma clozapine and norclozapine concentrations in clinical practice and in relation to body mass index and plasma glucose concentrations: a retrospective survey

Background Clozapine is widely prescribed and, although effective, can cause weight gain and dysglycemia. The dysmetabolic effects of clozapine are thought to be more prevalent in women with this gender on average attaining 17 % higher plasma clozapine concentrations than men. Methods We investigated the relationship between dose, body mass index (BMI), plasma glucose concentration, and plasma clozapine and N-desmethylclozapine (norclozapine) concentrations in 100 individuals with a severe enduring mental illness. Results Mean (10th/90th percentile) plasma clozapine concentrations were higher for women [0.49 (0.27–0.79) mg/L] compared with men [0.44 (0.26–0.70) mg/L] (F = 2.2; p = 0.035). There was no significant gender difference in the prescribed clozapine dose. BMI was significantly higher in women [mean (95 % CI) = 34.5 (26.0–45.3)] for females compared with 32.5 (25.2–41.0) for males. Overall, BMI increased by 0.7 kg/m 2 over a mean follow-up period of 210 days. A lower proportion, 41 % of women had a fasting blood glucose ≤6.0 mmol/L (<6.0 mmol/L is defined by the International Diabetes Federation as normal glucose handling), compared with 88 % of men (χ2  = 18.6, p < 0.0001). Conclusions We have shown that mean BMI and blood glucose concentrations are higher in women prescribed clozapine than in men. Women also tended to attain higher plasma clozapine concentrations than men. The higher BMI and blood glucose in women may relate to higher tissue exposure to clozapine, as a consequence of sex differences in drug metabolism

Teaching Tip: Socio-Cultural Learning to Increase Student Engagement in Introduction to MIS

Introduction to Management Information Systems (MIS) is a challenging course to teach because of the broad expanse of rapidly-changing material, the centrality of the course to the business curriculum, students’ demand for interactive teaching rather than traditional lecture, and general student disinterest in or lack of familiarity with the subject. Further compounding these problems, faculty may not be adequately comfortable with or trained in active teaching modalities. To address these challenges, we used principles of socio-cultural learning to design a system of class activities to teach the dynamic concepts commonly found in the Introduction to MIS course. Faculty can adapt and customize this system to suit almost any teaching style without significant preparation. Capitalizing on students’ own experiences, we provide ad hoc activities that encourage students to work outside their comfort zone, to communicate and challenge material, to value their own expertise, and to gain confidence working independently. This paper specifically answers the call for more research explaining the “how” of teaching rather than the “what” and will prove useful and immediately actionable for novice and seasoned faculty alike

An ethnographic study of career aspirations amongst students studying level 3 sports courses at a further education college in England

There is currently a dearth of research into how sports students’ career aspirations are formed during their post-compulsory education. This paper is based on an ethnographic study of sport students’ habitus and career aspirations. Two first-year cohorts on two different courses at a Further Education College in England were selected to participate in the in-depth study. The paper provides an analysis of the contrasting subcultures emergent within these groups, and how specific cultural practices affect students’ career aspirations vis-à-vis the current global recession and economic crisis. Utilising a Bourdieusian framework, the study is based upon formal and informal (auto)ethnographic observations and semi-structured group interviews, and aims to unearth the internalised, often latent cultural practices that impact upon these students’ diverse career aspirations in the field of further education in sport. The paper reveals how the two cohorts are situated within a complex field of relations; where struggles for legitimisation, kudos, academic accomplishment and numerous forms of lucrative capital are habituated. Despite the two courses being of equivalent academic level, the scholastic and career aspirations of the two groups appear to differ considerably. One cohort is eager to demonstrate aspirations of progression into Higher Education, whereas the other cohort appears content with achieving the lowest grades “required” to pursue full-time employment. The study will offer academics and practitioners valuable insights into both the career aspirations of these students, and also their attitudes towards their educational field and their contrasting work ethics

Socio-Cultural Learning to Increase Student Engagement in Introduction to MIS

Introduction to Management Information Systems (MIS) is a challenging course to teach because of the broad expanse of rapidlychanging material, the centrality of the course to the business curriculum, students’ demand for interactive teaching rather than traditional lecture, and general student disinterest in or lack of familiarity with the subject. Further compounding these problems, faculty may not be adequately comfortable with or trained in active teaching modalities. To address these challenges, we used principles of socio-cultural learning to design a system of class activities to teach the dynamic concepts commonly found in the Introduction to MIS course. Faculty can adapt and customize this system to suit almost any teaching style without significant preparation. Capitalizing on students’ own experiences, we provide ad hoc activities that encourage students to work outside their comfort zone, to communicate and challenge material, to value their own expertise, and to gain confidence working independently. This paper specifically answers the call for more research explaining the “how” of teaching rather than the “what” and will prove useful and immediately actionable for novice and seasoned faculty alike