scholarly journals An Experience With A Faculty-Driven Approach To Business Curriculum Revision And Faculty Reorganization

2011 ◽  
Vol 1 (7) ◽  
Author(s):  
Stephen J. Holoviak ◽  
Michael T. Marsh
Keyword(s):  
Core Curriculum ◽  
Lessons Learned ◽  
Business Curriculum ◽  
College Leadership ◽  
The Core ◽  
Wide Range ◽  
Key Issues ◽  
College Of Business ◽  
Consensus Decision Making ◽  
Consensus Decision

Technology issues, student feedback, faculty turnover, employers needs, administration guidance, and AACSB recertification requirements combined to force the need for significant changes in the core business curriculum within the John L. Grove College of Business at Shippensburg University. College leadership approached both the identification of key issues and potential solutions with round-robin participation and consensus decision making by faculty rather than administrative edicts. Faculty Town Meetings were held regularly to discuss a wide range of issues, plan courses of actions, and design a new core curriculum. Faculty agreed to accept responsibility for the end products and ultimately made the final decisions regarding the content and structure of the core curriculum. This paper provides details of the processes, issues, problems, successes, lessons learned, and final results.

scholarly journals A Model For Teaching Integration Of Business Disciplines To Freshman Business Majors

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Michael Marsh ◽  
Susan Stone
Keyword(s):  
Extracurricular Activities ◽  
Core Curriculum ◽  
Lessons Learned ◽  
Career Goals ◽  
Business Majors ◽  
Business Faculty ◽  
Finance Management ◽  
The Core ◽  
College Of Business ◽  
Academic Year

The John L. Grove College of Business recently completed major revisions to the core curriculum as part of AACSB recertification efforts. A significant omission in the "old" curriculum came to light during focus groups and surveys of students. They revealed that the curriculum that had existed virtually unchanged for twenty years had no provisions for giving students an overview of how coursework fit together. In addition, students had virtually no exposure to finance, management, or marketing until their junior year, even though many had declared one of these as their major. A solution agreed upon by the business faculty was to incorporate a freshman business integration experience course, Foundations in Business Administration, into the new curriculum. The course is designed to expose students to various disciplines in business and present the basics of how these disciplines interact in businesses. In addition to the focus on business disciplines, the course includes numerous activities designed to help students develop a better understanding of how their goals and interests can be integrated into the process of planning academic and career goals with emphasis on relating their academic and extracurricular activities to those career goals.  The Freshman Business Experience, now referred to as the Business Integration Experience, has been in the curriculum for one academic year. This paper provides details about the development and implementation of the initiative, lessons learned from the first year's experience, and preliminary assessments of the program's effectiveness.

2008 APSA Teaching and Learning Track Summaries—Track Seven: Core Curriculum/General Education

2008 ◽  
Vol 41 (03) ◽  
pp. 620-622
Author(s):  
Kweku Ainuson ◽  
Stacy G. Ulbig
Keyword(s):  
General Education ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
Experienced Teachers ◽  
Teaching Techniques ◽  
Innovative Teaching ◽  
The Core ◽  
Wide Range ◽  
Private And Public

The Core Curriculum/General Education track comprised a wide range of institutions, different areas of expertise, and levels of teaching. Institutions represented were both private and public, and four year colleges and community colleges. Participants were made up of seasoned and experienced teachers, novice teachers, and graduate students. Presenters described their innovative teaching techniques and how they could be effectively employed both inside and outside the classroom. Presentations gave rise to the discussion of various teaching methods and how to tailor the techniques to fit specific needs. In the ensuing discussion one thing became apparent. The goal of the successful teacher is to engage students in a number of ways.

scholarly journals Empowering Students To Create The Study Abroad Experience

2011 ◽  
Vol 1 (6) ◽  
Author(s):  
Bryan A. Booth ◽  
Stephen J. Holoviak
Keyword(s):  
Study Abroad ◽  
Student Growth ◽  
Academic Experience ◽  
Total Quality ◽  
Global Business ◽  
Ethnographic Data ◽  
College Of Business ◽  
Consensus Decision Making ◽  
Study Abroad Program ◽  
Consensus Decision

The literature is filled with numerous findings demonstrating the benefits of a study abroad experience for a student. These benefits include the broad-based student growth that goes well beyond the topics studied abroad. There is also significant substantiation in the literature to suggest empowerment learning enriches and facilitates the total academic experience for students. This paper describes a class whereby preparing students for study abroad and marketing study abroad are integrated with empowerment techniques to create a more meaningful study abroad program. This class, the Global Business Exploration Program (GBEP) is student-managed and guided by the desire to promote the importance and benefits of global exploration. Consensus decision-making and other processes within Total Quality Management (TQM) are employed by the students to manage the GBEP class interactions. Ethnographic data collected over a four semester period (two years) were analyzed to illustrate the benefits as well as the difficulties of utilizing empowerment techniques to create the GBEP class and improve the study abroad program in the college of business.

scholarly journals Course Revitalization As A Change Driver Throughout Undergraduate Business Curriculum

2004 ◽  
Vol 1 (6) ◽  
Author(s):  
Elke M. Leeds ◽  
Radwan Ali
Keyword(s):  
Information Systems ◽  
Business Students ◽  
Undergraduate Curriculum ◽  
Lessons Learned ◽  
Original Structure ◽  
Business Curriculum ◽  
Business Information Systems ◽  
Business Information ◽  
College Of Business ◽  
Undergraduate Business Students

This paper describes the revitalization of Business Information Systems and Communication, a high enrollment, prerequisite course for all undergraduate business students in the Coles College of Business.  An overview of the course components is presented and original structure described. The rationale for change, technologies leveraged and measures of success are presented. The change drivers are identified and their impact on undergraduate curriculum delineated. Lessons learned and future implications are discussed.

Disjunctions: Theory and Practice, Teaching and Research

2016 ◽  
Vol 78 (2) ◽  
pp. 291-293
Author(s):  
Edward Andrew
Keyword(s):  
Twentieth Century ◽  
Graduate Students ◽  
Team Teaching ◽  
Core Curriculum ◽  
Theory And Practice ◽  
Critical Examination ◽  
Teaching Experiences ◽  
The Core ◽  
Wide Range ◽  
Practice Teaching

Beiner's excellent book is the fruit of more than a dozen years teaching his Horizons course that introduced graduate students to a critical examination of a wide range of twentieth-century political philosophers, some familiar to most students, such as Rawls and Arendt, and some unfamiliar, such as Weil and Löwith. In the 1980s and 1990s, before he taught the course, some of my most enjoyable teaching experiences were team teaching with Beiner courses on Foucault and Heidegger, which provided background for his effort to create a twentieth-century canon in his Horizons course. Beiner has been a steadfast defender of canonicity in a university bent on diluting the core curriculum.

Human Computation

2012 ◽  
pp. 1027-1047 ◽  
Author(s):  
Markus Krause ◽  
Jan Smeddinck
Keyword(s):  
Game Design ◽  
Digital Games ◽  
Scientific Study ◽  
Human Computation ◽  
Digital Game ◽  
The Core ◽  
Wide Range ◽  
Key Issues ◽  
Viable Approach ◽  
Computational Systems

The scientific study of serious games is a recent development, spanning less than two decades. One aspect in this field is human computation with digital games. The core of the paradigm is to outsource problems that are not yet solvable by conventional computational systems to humans. Therefore, these problems are reformulated into tasks that are then integrated into digital games. The players of the game then solve the problem while playing. Different human computation games have been successfully deployed, but tend to provide a relatively narrow gaming experience. This chapter analyzes the differences between game design for human computation and traditional digital game design. An in-depth consideration of these differences shows that it is a viable approach to build human computation games with a wide range of designs. The key issues of human computation game design are illustrated with the game OnToGalaxy.

scholarly journals Innovative Pedagogical Strategies of Streaming, Just-in-Time Teaching, and Scaffolding: A Case Study of Using Videos to Add Business Analytics Instruction Across a Curriculum

10.28945/4694 ◽  
2021 ◽  
Vol 20 ◽  
pp. 001-019
Author(s):  
Benjamin Larson ◽  
Jeffrey A Bohler ◽  
Anand Krishnamoorthy
Keyword(s):  
Learning Outcomes ◽  
Thinking Skills ◽  
Lessons Learned ◽  
Future Research ◽  
Just In Time ◽  
Business Curriculum ◽  
Business Analytics ◽  
College Of Business ◽  
The Impact

Aim/Purpose: Business analytics is a cross-functional field that is important to implement for a college and has emerged as a critically important core component of the business curriculum. It is a difficult task due to scheduling concerns and limits to faculty and student resources. This paper describes the process of creating a central video repository to serve as a platform for just in time teaching and the impact on student learning outcomes. Background: Industry demand for employees with analytical knowledge, skills, and abilities requires additional analytical content throughout the college of business curriculum. This demand needs other content to be added to ensure that students have the prerequisite skills to complete assignments. Two pedagogical approaches to address this issue are Just-in-Time Teaching (JiTT) and scaffolding, grounded in the Vygoskian concept of “Zone of Proximal Development. Methodology: This paper presents a case study that applies scaffolding and JiTT teaching to create a video repository to add business analytics instruction to a curriculum. The California Critical Thinking Skills Test (CCTST) and Major Field Test (MFT) scores were analyzed to assess learning outcomes. Student and faculty comments were considered to inform the results of the review. Contribution: This paper demonstrates a practical application of scaffolding and JiTT theory by outlining the process of using a video library to provide valuable instructional resources that support meaningful learning, promote student academic achievement, and improve program flexibility. Findings: A centrally created library is a simple and inexpensive way to provide business analytics course content, augmenting standard content delivery. Assessment of learning scores showed an improvement, and a summary of lessons learned is provided to guide implications. Recommendations for Practitioners: Pedagogical implications of this research include the observation that producing a central library of instructor created videos and assignments can help address knowledge and skills gaps, augment the learning of business analytics content, and provide a valuable educational resource throughout the college of business curriculum. Recommendation for Researchers: This paper examines the use of scaffolding and JiTT theories. Additional examination of these theories may improve the understanding and limits of these concepts as higher education evolves due to the combination of market forces changing the execution of course delivery. Impact on Society: Universities are tasked with providing new and increasing skills to students while controlling the costs. A centrally created library of instructional videos provides a means of delivering meaningful content while controlling costs. Future Research: Future research may examine student success, including the immediate impact of videos and longitudinally using video repositories throughout the curriculum. Studies examining the approach across multiple institutions may help to evaluate the success of video repositories. Faculty acceptance of centrally created video libraries and assignments should be considered for the value of faculty recruiting and use in the classroom. The economic impact on both the university and students should be evaluated.

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