scholarly journals Online Technology Management Student Tutorial Case Study

2010 ◽  
Vol 9 (1) ◽  
pp. 52-60
Author(s):  
Joanne Kuzma
Keyword(s):  
Technology Management ◽  
Online Technology

NEW PRODUCT DEVELOPMENT WITHIN SMALL AND MEDIUM-SIZED ENTERPRISES: ANALYSIS THROUGH TECHNOLOGY MANAGEMENT MAPS

2006 ◽  
Vol 03 (03) ◽  
pp. 283-302 ◽  
Author(s):  
HUW MILLWARD ◽  
CHRIS BYRNE ◽  
ANDREW WALTERS ◽  
ALAN LEWIS
Keyword(s):  
Product Development ◽  
Technology Management ◽  
Product Quality ◽  
New Product Development ◽  
New Product ◽  
Knowledge Resources ◽  
A Company

Technology management maps have been developed to evaluate new product development (NPD) within small and medium-sized enterprises (SMEs). These maps provide a graphical 'footprint' of a company in terms of knowledge, resources, quality, and innovation & change. A series of 15 case-study companies highlight that the shape and extent of the technology management maps correlate well with the overall impact of the NPD activities. Implementation of an effective NPD process is the main distinguishing factor between the best- and worst-performing companies. The inherent benefits of design-led technology are also encapsulated, specifically in the areas of resource savings and improved product quality.

The proposed PhD in Technology Management at the University of Bridgeport: a case study

2013 ◽  
Vol 5 (2) ◽  
pp. 172
Author(s):  
Gad J. Selig ◽  
Elif Kongar ◽  
Neal Lewis ◽  
Christian Bach ◽  
Tarek M. Sobh
Keyword(s):  
Technology Management ◽  
The University

scholarly journals Comparative Study of the Usefulness of Online Technologies in a Global Virtual Business Project Team Environment

2011 ◽  
pp. 72-88 ◽  
Author(s):  
Simpson Poon ◽  
Shri Rai
Keyword(s):  
Online Education ◽  
Rapid Change ◽  
Independent Learning ◽  
Synchronous Communication ◽  
Cultural Issues ◽  
Online Technology ◽  
Online Technologies ◽  
To Come ◽  
The Right

Lifelong learning is quickly becoming an integrated part of todays working life because of the demand for keeping up to date with latest developments due to rapid change in technology and business. To maintain flexibility and quality, online technology is often used as a medium of educational service delivery. In this chapter, we examine a case where online technology has been used to coordinate virtual project teams (in an educational setting) around the world. The experience from the case study is that although online technology promises to offer an independent learning environment anytime and anywhere, only some aspects of the technology are useful depending on the nature of the task. In addition, there are behavioural and cultural issues, which can be exacerbated by underdeveloped personal relationships due to constraints imposed by online technology. The case study also shows that synchronous communication is not necessarily a better means to coordinate than its asynchronous counterpart. A challenge faced by online education providers is to find the right mix and how to come up with a framework that will provide optimal results.

scholarly journals On(line) Being Relational: A Case Study

2018 ◽  
Author(s):  
Carol Isaac ◽  
Arla Bernstein
Keyword(s):  
Narrative Analysis ◽  
Social Constructivism ◽  
Online Environment ◽  
Master's Program ◽  
Online Program ◽  
Online Technology ◽  
Online Tools ◽  
Faculty Presence ◽  
On Line

This study describes a master’s program cohort in the Southeast transitioning from a traditional to an online paradigm. This study examined through narrative analysis the online dialogue of engagement between students and faculty through the lens of social constructivism, specifically focusing on barriers creating monologue and facilitators creating “online” dialogue (Gergen, 1999). Transformative dialogue was more difficult in the online transition because of technology structures and differing expectations. Results suggest that faculty and students must be prepared to use online technology in a pedagogical setting that requires greater responsibility for students to “manage their education.” The “boundedness” of an online environment requires faculty to encourage a shift from blame to responsibility. Although online dialogue was considered “stilted,” even by experienced participants, the convenience is evident for students as well as faculty. The results demonstrated the need for faculty presence through the use of online tools to make the online environment meaningful. Reviewing these narratives may help administrators prepare for a transition to an online program.

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