Reinventing Universities: Agile Project Management in Higher Education

Higher Education facilitates the process of Internship students through several stages, which can be taken by students after fulfilling the requirements. The Process of Internship, starting with making an official letter of submission to the company where the internship is accompanied by the submission of proposals internships until the implementation of Internship Work in the company is completed. After the internship process is completed students then make a report Internship. Readiness of Study Program to the Faculty in managing the process of implementation of internship work vary. Especially readiness when the Study Program enrolls students until obtaining the scheduling of the seminar report Internship. Universities that have fewer students may not be a problem. But if universities have a large number of Faculties and Study Programs, so the number of active students owned is also a lot, this can be the first step of the complexity of a system. The problems that arise are conflicting schedules of supervisors, examiners and rooms. To facilitate the implementation of the process, e-Magang application is made to help the application process of Internship. The e-Internship application is built with the phase flow of the Scrum SDLC method in Project Management.

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Balancing authority and autonomy in higher education by implementing an agile project management approach

Tertiary Education and Management ◽

10.1080/13583883.2017.1400092 ◽

2017 ◽

Vol 24 (2) ◽

pp. 128-143 ◽

Cited By ~ 2

Author(s):

Nikos Macheridis

Keyword(s):

Higher Education ◽

Project Management ◽

Management Approach ◽

Agile Project Management

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Traditional and Agile Project Management in Public Sector and ICT

Proceedings of the 2015 Federated Conference on Computer Science and Information Systems ◽

10.15439/2015f279 ◽

2015 ◽

Cited By ~ 4

Author(s):

Anna Kaczorowska

Keyword(s):

Project Management ◽

Public Sector ◽

Agile Project Management

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Agile Innovation to transform healthcare: innovating in complex adaptive systems is an everyday process, not a light bulb event

BMJ Innovations ◽

10.1136/bmjinnov-2020-000574 ◽

2021 ◽

pp. bmjinnov-2020-000574

Author(s):

Richard J Holden ◽

Malaz A Boustani ◽

Jose Azar

Keyword(s):

Project Management ◽

Complex Adaptive Systems ◽

Adaptive Systems ◽

Design Thinking ◽

Healthcare Delivery ◽

Light Bulb ◽

Innovation Development ◽

Agile Project Management ◽

Complex Adaptive ◽

Behavioural Sciences

Innovation is essential to transform healthcare delivery systems, but in complex adaptive systems innovation is more than ‘light bulb events’ of inspired creativity. To achieve true innovation, organisations must adopt a disciplined, customer-centred process. We developed the process of Agile Innovation as an approach any complex adaptive organisation can adopt to achieve rapid, systematic, customer-centred development and testing of innovative interventions. Agile Innovation incorporates insights from design thinking, Agile project management, and complexity and behavioural sciences. It was refined through experiments in diverse healthcare organisations. The eight steps of Agile Innovation are: (1) confirm demand; (2) study the problem; (3) scan for solutions; (4) plan for evaluation and termination; (5) ideate and select; (6) run innovation development sprints; (7) validate solutions; and (8) package for launch. In addition to describing each of these steps, we discuss examples of and challenges to using Agile Innovation. We contend that once Agile Innovation is mastered, healthcare delivery organisations can habituate it as the go-to approach to projects, thus incorporating innovation into how things are done, rather than treating innovation as a light bulb event.

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The Value of Team-Based Mixed-Reality (TBMR) Games in Higher Education

International Journal of Game-Based Learning ◽

10.4018/ijgbl.2013010102 ◽

2013 ◽

Vol 3 (1) ◽

pp. 18-33 ◽

Cited By ~ 2

Author(s):

John A. Denholm ◽

Aristidis Protopsaltis ◽

Sara de Freitas

Keyword(s):

Higher Education ◽

Project Management ◽

International Students ◽

Graduate Students ◽

Sample Size ◽

Product Design ◽

Serious Games ◽

Mixed Reality ◽

Business Simulation ◽

Team Working

This paper reports on a conducted study, measuring the perceptions of post-graduate students on the effectiveness of serious games in the classroom. Four games were used (Project Management Exercise, “Winning Margin” Business Simulation, Management of Change and Management of Product Design and Development) with scenarios ranging from product design to project management. The games might be classified as Team-Based Mixed-Reality (TBMR) games. The games were conducted over the period October 2010 to May 2011and the questionnaires conducted during June 2011. The results, from a sample size of 80 of largely international students, indicated a clear ranking of emotions experienced when participating in the games with “Exciting” outweighing “Apprehensive”, “Bored” and Indifferent”. The majority of students indicated that both “their team winning” and “showing their personal competence” were important to them. However 70% said that working in teams was valuable in itself implying that team-working was a strong element in the conclusion that the games were of value. For all four games, over 60% said that conflict was valuable and over 75% said participating improved their “working in teams” skills. The value of feedback was rated highly, as was improved motivation. Over 60% said that the participation in the games was more useful than lectures on the same topic.

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