scholarly journals Teaching Data Communications and Networking to School of Business Undergraduates: A Pedagogical Framework for Juxtaposing Theory and Practice

10.28945/2695 ◽  
2003 ◽  
Author(s):  
Michael Gendron ◽  
A.T. Jarmoszko
Keyword(s):  
Business School ◽  
Management Information Systems ◽  
Business Case ◽  
Theory And Practice ◽  
Data Communications ◽  
Course Work ◽  
Business Course ◽  
Business Undergraduates ◽  
Applied Knowledge ◽  
Pedagogical Framework

This article proposes a pedagogical framework for teaching an introductory data communications and networking (DCN) course to Management Information Systems (MIS) undergraduate majors within a school of business. Building on the material provided in commonly used DCN undergraduate textbooks, the course introduces students to both theoretical and applied knowledge necessary to solve business and DCN technology problems. Since it is taught in a business school, the course encompasses students’ previous business course work, and has a strong business case orientation. All MIS majors at the senior level are required to take it.

scholarly journals Teaching Practice in B. Ed: Prospective Teachers’ Perception of Theory and Practice

2017 ◽  
pp. 41-51
Author(s):  
Farhat Khanam ◽  
Sana Akhtar
Keyword(s):  
Content Knowledge ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Practical Implementation ◽  
Teacher Education Programs ◽  
Pedagogical Content ◽  
Course Work ◽  
Analysis Of Results ◽  
Structured Questionnaire

Teaching practice is the core component of whole teacher training process. This part not only allows prospective teachers to use their skills and enhance their abilities, but it also trains them for future job placement. Here the question arises that does teaching practice help prospective teachers to learn all teaching techniques, which is essential to gain mastery in teaching process or they get caught between the loopholes of theoretical ideal views and constraints of real classroom situations. The purpose of the study was to investigate the gap between theory taught during course-work and practical implementation of that knowledge during teaching practice. Another objective of the study was to assess the competency level of prospective teachers for teaching practice. It was hypothesized that prospective teachers do have sufficient content knowledge, awareness of pedagogical teaching strategies and teaching practice before the commencement of teaching practice. Sixty alumni of B.ED program, who passed out during last five years were randomly selected as samples for the following study. A structured questionnaire consisted of 25 items including content knowledge and understanding, pedagogical content knowledge, and application of gained knowledge and learned skills were designed to gather data. The questionnaire was based on a Lickert scale to gather responses. The data were analyzed by using the percentage method. After analysis of results, it can be recommended that teacher in-charges should also be assessed for their skills to apprise prospective teachers. Furthermore, there should be a comprehensive exam of prospective teachers before the commencement of teaching practice that should be designed and conducted under direct supervision of NACTE or its appointed team. It will be a great step to ensure quality teaching in teacher education programs.

Essentials of Management Information Systems

2012 ◽  
pp. 1-11
Keyword(s):  
Information Systems ◽  
Management Information System ◽  
Management Information Systems ◽  
Business Case ◽  
Main Concern ◽  
Management Information ◽  
Key Issues ◽  
New System ◽  
Exhaustive List ◽  
Over Time

This first chapter deals with some essentials of Management Information Systems. The main concern here is, from the corporate perspective, on a broader interpretation over time, and it may be necessary to know before proceeding to the purchase of a new MIS how the actual implementation and uptake of the new system will look like. The chapter also elaborates on a non-exhaustive list of key issues that are relevant and connected with the notion of a Management Information System. The author also makes a quite interesting examination of a business case dealing with the introduction of an MIS to support independent film makers.

Transition to practitioner: Redesigning a third year course for undergraduate business students

2007 ◽  
Vol 13 (1) ◽  
pp. 65-80 ◽  
Author(s):  
Janis Bailey ◽  
Damian Oliver ◽  
Keith Townsend
Keyword(s):  
Teaching And Learning ◽  
Business Students ◽  
Industrial Relations ◽  
Theory And Practice ◽  
Affective Outcomes ◽  
Capstone Course ◽  
Integrate Theory ◽  
Teaching And Learning Research ◽  
Business Course ◽  
Undergraduate Business Students

AbstractThis paper reports the outcomes from a teaching and learning research project at an Australian University centred on improving a third year course in industrial relations. The paper addresses the cognitive and affective outcomes of the course. Cognitively, students developed a greater understanding of the processes of industrial relations and their interconnectedness; however, research and academic skills were identified as in need of further improvement. Affectively, students responded to the challenges of the course, increasing their confidence and self-efficacy and being better prepared for the transition from student to practitioner. While the course in question was a final year ‘capstone’ course, the findings are applicable to all who are interested in designing, or redesigning, any business course that attempts to integrate theory and practice.

Flipped Instructional Technology

2015 ◽  
Vol 6 (3) ◽  
pp. 50-60 ◽  
Author(s):  
Kevin Paul Barrons
Keyword(s):  
Value Creation ◽  
Flipped Classroom ◽  
Management Information Systems ◽  
Proximal Development ◽  
Learner Motivation ◽  
Course Work ◽  
The University ◽  
Cognitive Practice ◽  
University Setting ◽  
Value Creation Process

Most recently, the Flipped Classroom concept has drawn attention by educators as a means of organizational and individual competencies. The goal in the university setting is to improve cognitive practice and increase learning in the value creation process and the zone of proximal development (ZPD) environment. Seeing one experiences this newest pedagogy in “flipped classroom” design, it has changed various educational disciplines in business education due to the increase in the success in learner motivation and comprehension - based on the objectives required for course work. Educational technology has played a key role providing a catalyst in this achievement. For example: The ZPD and experiential learning are applied in the growth of specialist in the field of management information systems (MIS).

scholarly journals Mapeamento do estado da arte do tema sustentabilidade ambiental direcionado para a tecnologia de informação

2014 ◽  
Vol 26 (1) ◽  
pp. 77-89 ◽  
Author(s):  
Simone Sartori ◽  
Leonardo Ensslin ◽  
Lucila Maria de Souza Campos ◽  
Sandra Rolim Ensslin
Keyword(s):  
Information Technology ◽  
Organizational Performance ◽  
Development Process ◽  
Management Information Systems ◽  
Corporate Sustainability ◽  
Business Case ◽  
Business Value ◽  
Integrative Model ◽  
Management Information ◽  
Computing Machinery

Este artigo tem por objetivo realizar um mapeamento das publicações sobre o tema Avaliação da Sustentabilidade Ambiental para a Tecnologia de Informação e, a partir desse, selecionar um portfólio bibliográfico das publicações mais relevantes e alinhadas segundo a percepção dos autores dessa pesquisa. Para este portfólio, fez-se uma análise bibliométrica visando construir o conhecimento sobre os assuntos mais frequentes: autores, artigos, periódicos e palavras-chave no tema. Caracteriza-se este trabalho pelo caráter exploratório-descritivo; além disso, apresenta-se abordagens quantitativas e qualitativas, por meio do uso do instrumento de intervenção Knowledge Development Process - Constructivist. Nesse sentido, foram selecionados 25 artigos relevantes e 416 artigos de referências, que passaram a representar o Portfólio Bibliográfico. Na análise bibliométrica dos artigos do Portfólio Bibliográfico e suas referências evidenciam-se: os periódicos "Association for Computing Machinery Computing Surveys" e "Management Information Systems Quarterly"; os artigos "Information Technology and Organizational Performance: An integrative model of Information Technology business value" e "Beyond the Business Case for Corporate Sustainability"; as palavras-chaves "Information Technology" e "Sustainability"; e os autores mais citados Marie-Claude Boudreau, Tom Butler, Adela Chen, Jason Dedrick, Robert Sroufe, Richard Watson, e Nigel Melville. Esses resultados são singulares devido às delimitações postas pelos autores dessa pesquisa e o processo empregado em sua abordagem é ampla, podendo ser utilizada por outros pesquisadores relacionados a esse tema ou não.

scholarly journals Exploring the Relationships of Grading Assessment Learning Perceptions Scales to Perceived Added Education Value Required Course Business Scales

2020 ◽  
Vol 4 (2) ◽  
pp. 58
Author(s):  
Gary Blau ◽  
Daniel Goldberg ◽  
Roman Szewczuk
Keyword(s):  
Business Administration ◽  
Coefficient Alpha ◽  
Average Correlation ◽  
Curriculum Assessment ◽  
Learning Perceptions ◽  
Business Course ◽  
Education Value ◽  
Business Undergraduates

This study’s purposes were to: develop added education value required business course scales; and investigate their relationships to four grading assessment learning perception (GALP) scales. Using a sample of spring, 2018, n = 944, graduating business undergraduates, three reliable (coefficient alpha) added education value required business course scales were identified: Lower-level Foundation (.92), Business Administration (.88), and Quantitative (.84). The Quantitative scale had a higher perceived added education value (Mean, M = 4.38 out of 6), versus Lower-level Foundation (M = 4.22), and Business Administration (M = 3.97). However, the relationships for three of the four GALP scales, i.e., exam, individual engagement, and team, were significantly stronger to the Business Administration scale, and the average correlation (r) across all GALP scales was higher to the Business Administration scale (r = .36) versus the Lower-level Foundation (r = .28) and Quantitative (r = .20) scales. Part of curriculum assessment should involve measuring the perceived added education value of each required course, in any school or college, not just business. This can represent a significant portion of a student’s investment in a degree. It is hoped that this study will stimulate continued research on the development of added education value scales. (198 words)

scholarly journals Entrepreneurial Intention Among Business Students: The Effect of Entrepreneurship Education

2019 ◽  
Vol 3 (1) ◽  
pp. 54-67
Author(s):  
Bikram Prajapati
Keyword(s):  
Planned Behavior ◽  
Business School ◽  
Business Students ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Subjective Norm ◽  
Theory And Practice ◽  
Least Square ◽  
Perceived Behavioral Control ◽  
The Relationship

In Nepal, the history of entrepreneurship education is emerging and only few higher educational institutions, such as King’s College, Kathmandu University School of Management, Presidential Business School, DAV Business School and Apex College are offering entrepreneurship related courses. Entrepreneurship education is emerging as a subject matter, and institutions are establishing entrepreneurship curriculum and incubation centers to support future entrepreneurs. Research is needed to further explore this subject in terms of its theory and practice in Nepal educational institutes. The purpose of this study is to explore the relationship between entrepreneurship education and entrepreneurial intention considering the theory derived from the planned behavior model (Ajzen, 1991). A stratified random sampling technique was used to select respondents and a standard Likert item questionnaire was distributed amongst 280 business management students who were in their final year at selected colleges. The colleges selected were those who offered entrepreneurship related courses. A total of 181 responses were recorded and used for the analysis. Descriptive analysis, Cronbach’s alpha reliability analysis, a multiple linear regression, an ordinary least square test, a correlation matrix, an independent sample T-test and the ANOVA test were implemented in SPSS 20 to determine the relationship between entrepreneurship education and entrepreneurial intention. After analyzing the responses, it was found that entrepreneurship education had a positive but insignificant relationship with entrepreneurial intention. In specific, entrepreneurship education improves the attitude of behavior towards entrepreneurial intention and the perceived behavioral control of students but was found to have insignificant impact on the subjective norm. Keywords: Entrepreneurship education, theory of planned behavior, attitude, perceived behavior control, subjective norm, entrepreneurial intention

Implementing Assurance of Learning

2018 ◽  
Vol 15 ◽  
pp. 33-48
Author(s):  
Holly H. Chiu ◽  
Dov Fischer ◽  
Keyword(s):  
Business School ◽  
Assessment Tool ◽  
Summative Assessment ◽  
Business Case ◽  
Learning Goals ◽  
Assessment Program ◽  
Summative Assessments ◽  
Assurance Of Learning ◽  
Ethics Assessment ◽  
Almost All

Assurance of Learning (AoL) is a critical component of AACSB accreditation because students need to demonstrate skills acquired in the programs they enroll in. The purpose of this paper is to describe how a business school developed its ethics assessment program to fulfill the requirement of AoL when seeking AACSB accreditation. Three learning goals were identified based on the literature, assessment rubrics were created based on learning goals, and a Harvard Business Case was used as the assessment tool. The result of the first round of summative assessments showed that almost all students at least met the standard of these three learning goals. To close the loop, an ethics module and a one-hour video were added to a junior-level course. In the second round of summative assessment, we added a marginal level of competency to the rubric. We conclude with a plan for future student learning and assessment.

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