The curriculum design of EM in the major of ME of the USA and its enlightenments

A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]

10.28945/4323 ◽

2019 ◽

Keyword(s):

Project Management ◽

Learning Outcomes ◽

Curriculum Design ◽

Future Research ◽

Community Of Learners ◽

The European Union ◽

Teacher Student ◽

Course Syllabi ◽

The Usa ◽

Course Syllabus

Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.

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Complexity and the Culture of Curriculum

Complicity An International Journal of Complexity and Education ◽

10.29173/cmplct16530 ◽

2012 ◽

Vol 9 (1) ◽

Author(s):

William E. Doll Jr

Keyword(s):

New England ◽

Curriculum Design ◽

Colonial America ◽

Time And Motion ◽

The Usa ◽

History Of ◽

Colonial New England ◽

Motion Studies ◽

The Aesthetic ◽

Ralph Tyler

This paper has two main foci: (1) the history of curriculum design, and (2) implications from the new sciences of chaos and complexity for the development of new forms of curriculum design and teaching implementation. Regarding the first focus, the paper posits that there exist—to use Wittgenstein’s phrase—‘family resemblances’ between Peter Ramus’ 16th century curriculum design and that of Ralph Tyler in the 20th century. While this 400-year linkage is by no means linear, there are overlapping strands from Ramus to Comenius to the Puritans to colonial New England to Horace Mann to Ralph Tyler. What unites these strands, all belonging to the Protestant Methodization movement that swept across northern Europe into colonial America and the USA, is the concept of Method. Taylor’s ‘time and motion’ studies set the stage for Tyler’s Basic Principles of curriculum design—those starting with set goals and concluding with measured assessment. The second focus draws on the new sciences of chaos and complexity to develop a different sense of curriculum and instruction—open, dynamic, relational, creative, and systems oriented. The paper concludes with an integration of the rational/scientific with the aesthetic/ spiritual into a view of education and curriculum informed by complexity.

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Information Systems Curriculum Research

Handbook of Research on Managing Information Systems in Developing Economies - Advances in Information Quality and Management ◽

10.4018/978-1-7998-2610-1.ch021 ◽

2020 ◽

pp. 429-457

Author(s):

Kevor Mark-Oliver

Keyword(s):

Systematic Review ◽

Information System ◽

Information Systems ◽

Curriculum Design ◽

Future Research ◽

Undergraduate Level ◽

Curriculum Research ◽

The Usa ◽

Recent Attention ◽

Information Systems Curriculum

While information system (IS) curriculum research has enjoyed recent attention from IS scholars, not many reviews exist. Those reviews are either outdated or focused on a particular strand of IS curriculum research which may not be comprehensive. In this chapter, the author presents a systematic review of information systems curriculum research published in information systems journals and selected conference proceedings in the past decade. The results point to many studies on identifying information systems competencies and their implications for curriculum design and delivery. Having observed that many of these issues are discussed at the undergraduate level and predominantly in the USA and UK, this chapter suggests, among others, future research at the graduate level and from other regions.

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Assessing teachers’ perspectives on giving music lessons remotely during the COVID-19 lockdown period

Musicae Scientiae ◽

10.1177/1029864921996033 ◽

2021 ◽

pp. 102986492199603

Author(s):

Michele Biasutti ◽

Roberta Antonini Philippe ◽

Andrea Schiavio

Keyword(s):

Curriculum Design ◽

Time Management ◽

Online Teaching ◽

Music Teachers ◽

Curriculum Planning ◽

Inductive Method ◽

Learning Tools ◽

Management Skills ◽

Structured Interviews ◽

The Usa

The recent COVID-19 health emergency has forced many music teachers to adopt remote teaching methods. The present paper investigates the practices and strategies used by conservatory-level music teachers to give lessons online in different European countries and the USA. Data from an exploratory qualitative study were collected using semi-structured interviews covering aspects such as curriculum design, lesson implementation, evaluation, examination organization, and time management skills. Interviewees offered rich descriptions of their experiences of teaching both music theory and instrumental lessons. Findings were analyzed using an inductive method, giving rise to the following categories: COVID-19 and the music school, technology, curriculum planning, managing instrumental lessons, examinations, strengths, and limitations. Participants discussed their ability to manage technology, and they employed skills such as flexibility, problem solving, and creativity in their curriculum planning and in using a variety of remote learning tools. They revised curricular activities and online teaching strategies and methods were associated with the musical instruments played. They argued that online teaching was very time consuming (e.g., planning activities, preparing materials, and exploring the new possibilities of technical tools) and that it was stressful to have lost a satisfactory work-life balance. They reported becoming more organized in the management of their activities. Internet platforms were found useful for sharing material, communicating, exchanging messages, and keeping records of all the work done. Participants learnt to use video clips systematically for modelling and teaching. They were aware of the strengths and limitations of e-learning, and they called for more institutional support and opportunities for professional development.

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A Video-Based Multimedia Curricular Design and Implementation for Advanced English Language Learners (ELLs)

CALL Theory Applications for Online TESOL Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-6609-1.ch007 ◽

2021 ◽

pp. 161-182

Author(s):

Hanh Dinh

Keyword(s):

English Language Learners ◽

Language Learners ◽

Curriculum Design ◽

English Language ◽

Knowledge Application ◽

Efl Context ◽

Curricular Design ◽

The Usa ◽

Youtube Videos ◽

Group Focus

Based on the theoretical framework by Ellis, this chapter analyzes the conceptual orientation in curriculum design that teachers in each context (ESL vs. EFL) used and addresses a variety of in-class activities that were utilized to integrate YouTube videos into their English teaching. Data collection for this study includes two curriculum artifacts and a group focus interview from a university in the USA (ESL context) and in Vietnam (EFL context). The results demonstrated fundamental differences on the two video-based curricula. While the video-based curriculum in ESL context focuses on knowledge application for English language learners from a more societal and learner orientation, the video-based curriculum in EFL context emphasizes a knowledge-centered orientation.

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The impact of perfusionist education programme characteristics on programme directors' responsibilities

Perfusion ◽

10.1177/026765919601100503 ◽

1996 ◽

Vol 11 (5) ◽

pp. 371-375 ◽

Cited By ~ 1

Author(s):

Patrick F Plunkett

Keyword(s):

Curriculum Design ◽

Education Programme ◽

Classroom Teaching ◽

Clinical Instruction ◽

Hours Worked ◽

The Usa ◽

Design Type ◽

The Individual ◽

The Impact ◽

Major Commitment

The purpose of this study was to measure the effect of four programme characteristics (curriculum design, type of degree offered, length of programme and number of students per class) on perfusionist education programme directors (PDs) in the USA in terms of the number of hours worked per week, number of cases pumped per year and workload mix. Descriptive and statistical analyses were performed on the responses to questionnaires sent to all perfusionist programmes between March 1993 and April 1994. PDs reported working an average of 51.8 h/week and pumping an average of 68.8 cases per year. All but one respondent reported spending more than 50% of his/her time (mean 74.5% ± 19%) on programme-related issues such as administration, classroom teaching and clinical instruction. This level of commitment, as well as the total number of hours worked per week, were not found to be influenced by the programme's length, duration, class size or type of degree awarded. However, PDs of baccalaureate programmes, and programmes with more than nine students spent a significantly greater proportion of their time on administrative issues than their colleagues in other types of programmes. The bureaucratic demands of baccalaureate and large programmes require PDs to devote an average of 39.5% of their time to administration, compared to 27.2% in the other programmes. The results of this study show that the operation of all perfusionist education programmes requires a major commitment of time on the part of the individual designated as PD.

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