Editorial: business education in profound disruption

2021 ◽  
Vol 35 (5) ◽  
pp. 553-558
Author(s):  
Mark Scott Rosenbaum ◽  
Rebekah Russell-Bennett ◽  
Germán Contreras-Ramírez
Keyword(s):  
Business Education ◽  
Master Of Business Administration ◽  
Online Course ◽  
Mba Programs ◽  
Content Type ◽  
Business Skills ◽  
Massive Open Online Course ◽  
Organizational Demands ◽  
Personal Reflections ◽  
Graduate Business Education

Purpose This editorial aims to discuss 11 trends that are driving changes in business education, especially for Master of Business Administration (MBA) curriculum programming. Design/methodology/approach The editorial provides introspection, personal reflections and conceptualization using current literature. Findings The authors discuss 11 drivers that are influencing graduate business education. These drivers include the demographic cliff, the K-shaped recovery, MBA degrees losing their allure, emergence of two pricing structures, the rise of online universities, certificates and micro-credentials, the massive open online course (MOOC) MBA programs, MOOCs and certification, Grow with Google, Outsourcing MBA instruction and business education relevancy. Research limitations/implications Traditional university and college graduate business education providers must realize that the educational industry is experiencing a revolutionary disruption and that many universities will fail to meet learners’ expectations for relevant skills and organizational demands for employees who have specific skills for employability. Practical implications Learners will no longer rely on traditional four-year universities to obtain business skills. Originality/value This work synthesizes a disparate set of drivers that are affecting all graduate business educational providers.

MOOC opinion mining based on attention alignment

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yuanxin Ouyang ◽  
Hongbo Zhang ◽  
Wenge Rong ◽  
Xiang Li ◽  
Zhang Xiong
Keyword(s):  
Opinion Mining ◽  
Language Models ◽  
Online Course ◽  
Data Sets ◽  
Alignment Method ◽  
Dependency Analysis ◽  
Content Type ◽  
Massive Open Online Course ◽  
Frequent Sets ◽  
Alignment Mechanism

Purpose The purpose of this paper is to propose an attention alignment method for opinion mining of massive open online course (MOOC) comments. Opinion mining is essential for MOOC applications. In this study, the authors analyze some of bidirectional encoder representations from transformers (BERT’s) attention heads and explore how to use these attention heads to extract opinions from MOOC comments. Design/methodology/approach The approach proposed is based on an attention alignment mechanism with the following three stages: first, extracting original opinions from MOOC comments with dependency parsing. Second, constructing frequent sets and using the frequent sets to prune the opinions. Third, pruning the opinions and discovering new opinions with the attention alignment mechanism. Findings The experiments on the MOOC comments data sets suggest that the opinion mining approach based on an attention alignment mechanism can obtain a better F1 score. Moreover, the attention alignment mechanism can discover some of the opinions filtered incorrectly by the frequent sets, which means the attention alignment mechanism can overcome the shortcomings of dependency analysis and frequent sets. Originality/value To take full advantage of pretrained language models, the authors propose an attention alignment method for opinion mining and combine this method with dependency analysis and frequent sets to improve the effectiveness. Furthermore, the authors conduct extensive experiments on different combinations of methods. The results show that the attention alignment method can effectively overcome the shortcomings of dependency analysis and frequent sets.

scholarly journals How to measure student engagement in the context of blended-MOOC

2018 ◽  
Vol 15 (3) ◽  
pp. 262-278 ◽  
Author(s):  
Fadiyah Almutairi ◽  
Su White
Keyword(s):  
Student Engagement ◽  
Design Methodology ◽  
Course Design ◽  
Online Course ◽  
Single Model ◽  
Content Type ◽  
Face To Face ◽  
Massive Open Online Course ◽  
High Quality Education ◽  
Blended Course

PurposeThis paper aims to develop a model of measuring student engagement in a blended-massive open online course (MOOC) context. MOOCs are those that are delivered, usually by leading universities, with a promise to provide free high-quality education to an unlimited number of learners. They offer an opportunity for “blended” course design, where instructors can integrate MOOC content within face-to-face educational activities and components.Design/methodology/approachThree internationally recognized existing frameworks, the National Survey of Student Engagement (NSSE), UK Engagement Survey (UKES) and Student Engagement Questionnaire (SEQ), were combined into a single model. The model was confirmed by a panel of 35 expert practitioners. A trial evaluation using the model was carried out on 13 students who had participated in a course that had adopted a blended-MOOC format.FindingsThe confirmed model has nine indicators which provide information about distinct aspects of student engagement.Originality/valueIt is considered to be the first model designed to measure student engagement within the blended-MOOC context.

scholarly journals Tutors and gatekeepers in sustainability MOOCS

2017 ◽  
Vol 25 (1) ◽  
pp. 45-59 ◽  
Author(s):  
Danish Mishra ◽  
Steve Cayzer ◽  
Tracey Madden
Keyword(s):  
Learning Process ◽  
Course Design ◽  
Online Course ◽  
Massive Open Online ◽  
Content Type ◽  
Course Content ◽  
Massive Open Online Course ◽  
Sustainability Literacy ◽  
Digital Pedagogies

Purpose The purpose of this paper is to explore the nature of interactions between learners in a massive open online course (MOOC), particularly role of the tutors in such interactions. For educators concerned with sustainability literacy, the authors are necessarily both affected by, and effectors of, digital pedagogies. The call for papers for this special issue challenged the authors to consider whether digital pedagogies are “supportive of sustainability or perpetuators of unsustainability”. As might be expected, this question is not a simple binary choice and the authors have chosen to address it indirectly, by considering the nature of interaction in a global, digitally connected community of learners. In particular, the changing role of tutors in these communities, and the possible implications of this change on sustainable literacy, are examined. Design/methodology/approach The authors focus on the “Sustainability for Professionals” massive open online course (MOOC) delivered by the University of Bath on the FutureLearn platform which hosts the “Inside Cancer” MOOC, also from Bath. “Sustainability for Professionals” is pedagogically connectivist, with “Inside Cancer” being more traditional and instructor led. The authors used social network analysis (SNA) for the research. It is a key tool to understand interactions in an online environment and allows quantitative comparison between different networks and thus between courses. In the context of digital pedagogy, the authors used a number of relevant SNA metrics to carry out analysis of MOOC network structures. Findings It was found that MOOCs are different in their network structure but tend to adapt to the subject matter. Digital pedagogies for sustainability result in a qualitative as well as quantitative change in learning where course design affects the learning process and gatekeepers are critical for information flow. These gatekeepers are distinct from tutors in the network. In such a network, tutors’ role is limited to course delivery and verifying, depending on course content, the information within the network. The analysis shows that network learning is dependent on course design and content, and gatekeepers exercise influence over the information within the network. Originality/value This study has implications for sustainability literacy. The authors examined the extent to which patterns of interaction in the network affect the learning process, and how this can help participants engage with the concept of sustainability. They used SNA to explore the nature of interaction between learners in a MOOC, particularly the role of the tutors in mediating such interactions. They also found that tutors can and do take a central role in early runs of the MOOC; however, with the subsequent runs, the removal of tutor nodes has little effect, suggesting that different modes of learning driven by participants are possible in a MOOC community.

In touch with the softer side of MBAs

2016 ◽  
Vol 30 (2) ◽  
pp. 31-33
Author(s):  
Brian Beal
Keyword(s):  
Subjective Effects ◽  
Master Of Business Administration ◽  
Full Time ◽  
Mba Programs ◽  
Content Type ◽  
Mba Students ◽  
Self Confidence ◽  
The Usa ◽  
Part Time ◽  
Insight Into

Purpose Considering that Master of Business Administration (MBA) programs have been the focus of many evaluations and much criticism in recent years, the purpose of this paper is to investigate the objective and subjective effects on careers experienced by part-time MBA students and graduates. Design/methodology/approach The authors conducted an empirical research, involving more than 700 students and graduates of three part-time MBA programs in Brazil. Findings The authors found that students and graduates experience more subjective than objective effects of such programs in their careers, and that the subjective effects are primarily related to self-confidence, employability, expansion of business view and ability to “play the game”. Originality/value This study makes three contributions to the knowledge of the effects of MBAs. First, it provides insight into students’ perspectives. Second, it increases the knowledge of the subjective effects of MBAs on the careers of students. And third, it focuses on part-time programs in a developing nation rather than on full-time programs in a developed nation such as the USA, as is often the case.

Authentic leadership: the case of Miloud Chaabi, a shepherd who became a business legend

2014 ◽  
Vol 4 (6) ◽  
pp. 1-12
Author(s):  
Abderrahman Hassi ◽  
Giovanna Storti
Keyword(s):  
Customer Service ◽  
Transition Period ◽  
Real Life ◽  
Business Administration ◽  
Subject Area ◽  
Mba Programs ◽  
Content Type ◽  
Day To Day Operations ◽  
Personal Reflections

Subject area This case study may be used in the following academic courses: Theories of Leadership; Leadership and Leaders Organizational Leaders Roles; Management Skills Ethics and Governance; and Ethics and Management Entrepreneurial Management. Study level/applicability This case study may be used in the following academic programs: Bachelor's in Business Administration; Master of Science in Business Administration; and MBA Programs. Case overview There is little doubt, if any, that values shape the decisions, behaviors and corporate moves that business managers and leaders make in their day-to-day operations. The following case study sheds light on the influence of personal values on individuals in leadership positions. To do so, concrete examples of observed behaviors, in cases where values have been honored and positive outcomes have been attained, will be reported. From hiring practices, contract bidding, compensation policies and/or customer service, the Ynna conglomerate group, a Moroccan holding corporation, has been led by a visionary who patiently started his life journey as a shepherd tending ewes, and decades later has emerged as an extraordinary business legend to emulate. Virtually all the decisions taken within his companies are influenced by his moral convictions and his values. Miloud Chaabi, listed in Forbes Magazine as one of the top 40 richest billionaires in Africa, is a principled and revered individual who has been spiritually leading his businesses in various sectors since 1948. Expected learning outcomes In general, the objective of the case study is to further enhance the understanding of leadership in general and values-based leadership in particular. The case study will assist students in developing their leadership-related skills through the discussion of a real-life situation and experience, and proposing solutions to a challenge face by the company in the area of leadership approaches. The case is designed to provoke and stimulate students' personal reflections about a particular approach of management, especially in a transition period. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes.

scholarly journals A case study on narrative structures in instructional MOOC designs

2017 ◽  
Vol 10 (1) ◽  
pp. 48-62 ◽  
Author(s):  
Elke Höfler ◽  
Claudia Zimmermann ◽  
Martin Ebner
Keyword(s):  
Design Patterns ◽  
Retention Rate ◽  
Lessons Learned ◽  
Online Course ◽  
Content Type ◽  
Course Content ◽  
Massive Open Online Course ◽  
Narrative Structures ◽  
Statistical Results

Purpose The purpose of this paper is to share the lessons learned in implementing specific design patterns within the “Dr Internet” massive open online course (MOOC). Design/methodology/approach MOOCs are boasting considerable participant numbers, but also suffer from declining participant activity and low completion rates. Learning analytics results from earlier xMOOCs indicate that this might be alleviated by certain instructional design patterns – critical aspects include shorter course duration, narrative structures with suspense peaks, and a course schedule that is diversified and stimulating. To evaluate their impact on retention, the authors have tried to implement these patterns in the design of the “Dr Internet” MOOC. Findings Statistical results from the first run of the case study MOOC do not indicate any strong influences of these design patterns on the retention rate. Research limitations/implications With inconclusive statistical results from this case study, more research with higher participant numbers is needed to gain insight on the effectiveness of these design patterns in MOOCs. When interpreting retention outcomes, other influencing factors (course content, pacing, timing, etc.) need to be taken into account. Originality/value This publication reports about a case study MOOC and gives practical hints for further research.

Leadership Qualities and Business Skills Needed By Business Education Students in Public Universities in South-East Nigeria for National Security.

2019 ◽  
pp. 155-161
Author(s):  
Okwor N.G. ◽  
Ezeabii I.C.
Keyword(s):  
National Security ◽  
Business Education ◽  
Public Universities ◽  
Leadership Skills ◽  
Leadership Qualities ◽  
Education Students ◽  
Business Educators ◽  
Business Skills ◽  
Level Of Significance ◽  
Coefficient Method

The study focused on leadership qualities and business skills needed by business education students in public universities in South-East Nigeria for national security. Survey research design was adopted. Two research questions and two null hypotheses tested at .05 level of significance guided the study. The population for the study was 53 business educators (21 males and 32 females) in public universities in South East states of Nigeria. The number was manageable hence, there was no sampling. Structured questionnaire containing a total of 22 items was the instrument for data collection. The reliability of the instrument was determined using Cronbach Alpha reliability coefficient method. A correlation of .81 was obtained. Out of 53 copies of the questionnaire distributed, 52 copies were returned giving 98.11% return rate. It was found out that: ability to communicate( ̅ ), display honesty( ̅ ), solve problems( ̅ ) are among the leadership qualities and the ability to prepare budget( ̅ ), set procedures for achieving plans( ̅ ), make innovations( ̅ ) and use promotional tools( ̅ ) are among the business skills needed for by business education students for national security. Also, possession of leadership qualities and business skills are not gender biased. Recommendations made include: the identified leadership skills should be integrated in the curriculum by stakeholders for training business education students and business educators should ensure that the students are trained on the business skills identified to enable the students armed with salable skills and contribute to national security.

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

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