Self Management Education (Dsme) sebagai Metode Alternatif dalam Perawatan Mandiri Pasien Diabetes Melitus di dalam Keluarga.

Living and coping with diabetes can be difficult. However, it can have a full and active life even though for those who havediabetes. Diabetes self-management education (DSME) is the ongoing process of facilitating the knowledge, skill, and ability necessaryfor diabetes self-care The objective of this article is to discuss how to manage diabetes may not be easy but the benefits are worththe effort. The method used library research and analyzed descriptively. The conclusion are: (1) Diabetes self-management educationgives the patiend and family the skills and confidence they need to learn to manage the diabetes. (2) The overall objectives of DSMEare to support informed decision-making, self-care behaviors, problem-solving and active collaboration with the health care team andto improve clinical outcomes, health status, and quality of life

Re-conceptualising strategy in design management education

The aim of this paper is to explain the current place of ‘strategy’ in design management education in the UK. The research questions concern the extent to which design management education meets the needs of future strategic roles in management and secondly the ways in which design management education is keeping abreast with current theory and practice of management strategy. The paper draws on research from a UK research council project, The Metamorphosis of Design Management Network (MDMN).The methodology uses a qualitative approach to analyse the transcripts and activities undertaken in symposia over a five year period from 2007-2012, with a focus on four events held from 2010-12. The findings on education and strategic designer development were matched against the content analysis of strategy in conference papers presented at British Academy of Management from 2009-13. The findings demonstrate the exposure of students to organisations and different design contexts. However other strategic management developments in strategy-as-practice, dynamic capabilities and scenario building provide new opportunities to extend design management education. The conclusion summarises the opportunities for design education and the development of students as strategic designers through new interdisciplinary approaches

Results Based Risk Management Education

Risk and Uncertainty, Teaching/Communication/Extension/Profession,

Research data management education for future curators

Science has progressed by “standing on the shoulders of giants” and for centuries research and knowledge have been shared through the publication and dissemination of books, papers and scholarly communications. Moving forward, much of our understanding builds on (large scale) datasets, which have been collected or generated as part of the scientific process of discovery. How will this be made available for future generations? How will we ensure that, once collected or generated, others can stand on the shoulders of the data we produce?Educating students about the challenges and opportunities of data management is a key part of the solution and helps the researchers of the future to start to think about the problems early on in their careers. We have compiled a set of case studies to show the similarities and differences in data between disciplines, and produced a booklet for students containing the case studies and an introduction to the data lifecycle and other data management practices. This has already been used at the University of Southampton within the Faculty of Engineering and is now being adopted centrally for use in other faculties. In this paper, we will provide an overview of the case studies and the guide, and reflect on the reception the guide has had to date

STS in management education: connecting theory and practice

This paper explores the value of science and technology studies (STS) to management education. The work draws on an ethnographic study of second year management undergraduates studying decision making. The nature and delivery of the decision making module is outlined and the value of STS is demonstrated in terms of both teaching method and module content. Three particular STS contributions are identified and described: the social construction of technological systems; actor network theory; and ontological politics. Affordances and sensibilities are identified for each contribution and a discussion is developed that illustrates how these versions of STS are put to use in management education. It is concluded that STS has a pivotal role to play in critical management (education) and in the process offers opportunities for new forms of managin

Re-conceiving management education: Artful teaching and learning

Artists derive inspiration from daily life. According to John Dewey, common experiences are transformed into works of art through a process of compression and expression. In this paper we adopt this frame, showing how it is used within the pedagogical environment. Students were asked to reflect on their lives and offer an artful response to those experiences. Artfulness is defined here as a process which relies on the discursive practices of satire, and in particular irony and parody. We demonstrate the use of these rhetorical techniques as reflective tools, offering a service management class as an exemplar. In this class students were asked to consider their common experiences as both customers and service providers, and create an ironic artefact. We analyse a cartoon sequence produced by students in response to this assignment, where they parodied the fast-food service experience, illustrating how a business studies classroom can be transformed into an artful space

Practical heutagogy: Promoting personalised learning in management education

The purpose of this article is to highlight the benefits to both organizations and individuals in adopting heutagogy within management education to develop individual capability. This conceptual paper is based on a systematic review of the literature relating to heutagogy and learning theory. This article calls for the adoption of heutagogic learning within management education alongside traditional pedagogy and andragogy. It provides a number of practical examples of how heutagogy may be implemented in a variety of contexts, ranging from undergraduate study to senior leadership positions within organizations. This article contributes to the growing interest and literature related to new forms of student-centered learning and, in particular, heutagogy. This article is an original contribution to the discourse on student-centered learning and the contribution that heutagogy may make to the professional development of individuals

More success than meets the eye: a challenge to critiques of the MBA. Possibilities for critical management education?

Management education generally, and MBA programmes in particular, have been persistently criticized for failing to speak adequately to management practice. One response to such criticisms has been to suggest a wider consideration of critical management education (CME). Drawing on research findings from an empirical study of MBA learning, the article argues that MBA learning can be seen as more valuable to the manager in practice than critics contend. Moreover, the learning which is valued resonates with both a critical understanding of management and critical accounts of the role of management education, suggesting that a covert form of CME may already be operating. We argue that further building on this understanding provides the potential for a more prominent CME. Specifically, we propose that the experience brought to and lived within the MBA programme provides an opportunity for `problematizing' accepted ways of making sense of the world

Book review: management education in India: perspectives and practices by Manish Thakur and Rajesh R. Babu

In Management Education in India: Perspectives and Practices, editors Manish Thakur and Rajesh R. Babu bring together contributors to analyse the development of business and management education in India in the context of the nations’s recent social, political and economic transformations. The volume offers a good overview of the role played by Indian business and management schools, finds Maziar Jafary, and also reveals how dominant discourses continue to shape institutions of higher learning across the country

Globalization and Management Education in Developing Countries

The globalization process is significantly affecting the economic and commercial life of nations. With increasing global competition and the rapidly advancing technologies, the business organizations and business models as well as management systems and practices are undergoing continuous change. To cope up with these changes, the management education is also being restructured and refocused. For one thing, the leading business schools in the more economically advanced countries are moving from producing ‘functionally skilled’ managers to ‘business leaders’ capable of operating in the competitive global environment. The trend is to make the management education more flexible and broad based in both content and approach. The situation in the developing countries is substantially different. Although most of the developing countries are being integrated into the Global economy to various degrees, yet the relative share of local businesses and the public sector/non-profit organizations is very significant. Judging by the market demand, the need to prepare managers for specialized jobs is still great. But, at the same time, the imperatives of globalization require the managers of the twenty-first century to cope up with the new developments, which are taking place in global business and related management techniques and practices. The purpose of this paper is to identify some of the elements of globalization, which affect business and management strategies and practices, and to examine the extent to which management education needs to be restructured in developing countries. Some suggestions are made in the context of MBA education in Malaysia.Globalization; management education; developing countries