Incorporating Circular Sustainability Principles in DKI Jakarta: Lessons Learned from Dutch Business Schools Management

2018 ◽  
pp. 145-163
Author(s):  
Juli Nurdiana ◽  
María-Laura Franco-García ◽  
Sharon Hophmayer-Tokich
Keyword(s):  
Business Schools ◽  
Lessons Learned ◽  
Sustainability Principles

Making Business Schools Responsive to Customers: Lessons Learned and Actions

1998 ◽  
Vol 8 (2) ◽  
pp. 1-8 ◽  
Author(s):  
Louise Hatfield ◽  
Ronald K. Taylor
Keyword(s):  
Business Schools ◽  
Lessons Learned

The impact of business schools in transforming the society case: AUC School of Business

2019 ◽  
Vol 36 (1) ◽  
pp. 38-63 ◽  
Author(s):  
Sherif Kamel
Keyword(s):  
Continuous Improvement ◽  
Management Education ◽  
Business Schools ◽  
Lessons Learned ◽  
Content Type ◽  
American University ◽  
Advisory Boards ◽  
American University In Cairo ◽  
The Impact ◽  
Business And Management

Purpose Business schools are becoming invaluable platforms linking academia, business and industry. The constantly changing nature of markets requires a continuous and iterative dialog between business schools and other constituents including the government, the private sector and the civil society to guarantee that business and management education is catering for local and global market needs. The purpose of this paper is to address the growing role of business schools in transforming the society, building on the experience of the school of business of the American University in Cairo, and its impact in preparing the business leaders and entrepreneurs who can make a difference in society through rigorous and adaptive business and management education while addressing the elements of governance, accreditation, internationalization, and relevance, creativity and innovation in research. Design/methodology/approach In this study, desk research is coupled with sharing of the development of the accreditation journey of American University in Cairo (AUC) School of Business and the lessons learned over the last 15 years. Findings While undergoing multiple accreditations, the school should effectively and efficiently manage the timeline, otherwise the maintenance of all accreditations could end up in one year, and that could be really challenging, a situation faced by the school during the academic year 2016–2017. While having a task force or a committee is mandatory, for the long-term development and sustainability of a continuous improvement culture, an office for academic assessment and accreditation is a must. For the school, the office helps create and embed the culture that accreditation is a journey and not a destination. Accreditation as a process should involve all school stakeholders on and off campus including faculty, staff, students, alumni, advisory boards, employers and the university administration; they should all be engaged and their buy-in through creating a sense of ownership and empowerment is invaluable. Throughout the accreditation journey, nothing is more important than communication, a school can never have enough of it. While the accreditation process needs a strong, transparent, effective leadership style, a bottom-up approach aligning and motivating the school’s different constituents is essential. For accreditation and continuous improvement to be sustainable, it should be driven and guided by a unified school-wide strategy addressing and catering to its different objectives. Accreditation is all about an invaluable triangle of building blocks, including an informed human capital, a respected and well-thought process and a timely, accurate and efficient wealth of data and knowledge about the school. Research limitations/implications The limitations are primarily the focus on the case of Egypt and AUC School of Business. Obviously, there is no one size that fits all, but there are lessons learned that could be replicated and tested in business schools located in similar environments. Practical implications The study presents the experience of the governance model at AUC School of Business with both internal council of the school of business and external board of advisors. Social implications The study presents the implications of the school on the society and the role, directions, guidelines that accreditation and continuous improvement introduce to the curriculum. Originality/value Historical background of business and management education at large in Egypt and Middle East North Africa is coupled with the overview of the school of business, sharing the challenges and opportunities of accreditation and continuous improvement.

scholarly journals Redesigning MGMT 4010S: Creating A Cause Of Social Responsibility And Social Justice

2013 ◽  
Vol 6 (2) ◽  
pp. 155-160
Author(s):  
Cary A. Caro ◽  
Kolby Lirette ◽  
Myke Yest
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Social Responsibility ◽  
Leadership Practices ◽  
Business Schools ◽  
Lessons Learned ◽  
American Business ◽  
Senior Leadership ◽  
Business Organizations ◽  
Project Objectives

As business organizations face more and more scrutiny for poor leadership practices, American business schools have come under more pressure to prepare students to enter organizations with an understanding of and an appreciation for quality leadership. This manuscript focuses on the introduction of a service-learning project to a Senior Leadership Seminar course at a small university in Louisiana. This manuscript describes the impetus for change, including wanting to establish a method for students to actively engage in the principles of leadership, the course and project objectives, the measurement of those objectives, and the lessons learned through several iterations of the course. This paper is designed to provide a guide for future practitioners to integrate service learning into their courses, and to provide an outline of how it can be done through a senior seminar course.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Experiences With and Lessons Learned From Developing, Implementing, and Evaluating a Support Program for Older Hearing Aid Users and Their Communication Partners in the Hearing Aid Dispensing Setting

2020 ◽  
Vol 29 (3S) ◽  
pp. 638-647 ◽  
Author(s):  
Janine F. J. Meijerink ◽  
Marieke Pronk ◽  
Sophia E. Kramer
Keyword(s):  
Large Scale ◽  
Hearing Aid ◽  
Critical Discussion ◽  
Lessons Learned ◽  
Research Note ◽  
Support Program ◽  
Large Sample Size ◽  
Long Term Effects ◽  
Communication Program ◽  
Communication Partners

Purpose The SUpport PRogram (SUPR) study was carried out in the context of a private academic partnership and is the first study to evaluate the long-term effects of a communication program (SUPR) for older hearing aid users and their communication partners on a large scale in a hearing aid dispensing setting. The purpose of this research note is to reflect on the lessons that we learned during the different development, implementation, and evaluation phases of the SUPR project. Procedure This research note describes the procedures that were followed during the different phases of the SUPR project and provides a critical discussion to describe the strengths and weaknesses of the approach taken. Conclusion This research note might provide researchers and intervention developers with useful insights as to how aural rehabilitation interventions, such as the SUPR, can be developed by incorporating the needs of the different stakeholders, evaluated by using a robust research design (including a large sample size and a longer term follow-up assessment), and implemented widely by collaborating with a private partner (hearing aid dispensing practice chain).

Lessons Learned: My Path from PhD to Postdoc to Tenure Track

2014 ◽  
Vol 4 (1) ◽  
pp. 1-17
Author(s):  
Cara Stepp
Keyword(s):  
Lessons Learned ◽  
Tenure Track

Maximizing Outcomes in Group Treatment of Aphasia: Lessons Learned From a Community-Based Center

2014 ◽  
Vol 24 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Darlene Williamson
Keyword(s):  
Group Treatment ◽  
Treatment Protocol ◽  
Lessons Learned ◽  
Group Program ◽  
Community Based ◽  
Multiple Treatment ◽  
Use Of Technology ◽  
Communication Impairments ◽  
Treatment Settings

Given the potential of long term intervention to positively influence speech/language and psychosocial domains, a treatment protocol was developed at the Stroke Comeback Center which addresses communication impairments arising from chronic aphasia. This article presents the details of this program including the group purposes and principles, the use of technology in groups, and the applicability of a group program across multiple treatment settings.

Experience With Grant Writing: Where Do I Even Begin?

2010 ◽  
Vol 11 (1) ◽  
pp. 21-24
Author(s):  
Nicole M. Mancini
Keyword(s):  
Lessons Learned ◽  
Economic Situation ◽  
Grant Writing ◽  
Personal Journey ◽  
Know How ◽  
Daunting Task

Abstract At first, grant writing may look like a daunting task. You may ask yourself, “Is it really worth the time and effort?” With today's economic situation, teachers and therapists need ways to supplement their programs and grants provide such an opportunity. However, many of us do not know how to get started. After a few experiences and many lessons learned, I have come to enjoy researching and writing grants to supplement my students' learning. It is well worth the time and effort. This article provides information about a personal journey, lessons learned, and resources to get you started.

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