scholarly journals Success factors for teams in business game Dynama

2018 ◽  
Vol 16 (1) ◽  
pp. 309-319
Author(s):  
Ruth Alas ◽  
Peeter Kross ◽  
Anto Liivat ◽  
Jaanika Saar
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Business School ◽  
Success Factors ◽  
Institutions Of Higher Education ◽  
Research Information ◽  
Business Game ◽  
Current Article ◽  
Research Questions ◽  
The Relationship

The current article is based on data from Dynama business games conducted in two Estonian institutions of higher education (Estonian Business School (EBS) and Estonian Entrepreneurship University of Applies Sciences) between years 2012 and 2016. The research questions that this paper attempts to explore look at the relationship between the results obtained by different teams in business game Dynama and their teams’ characteristics. The paper also shows how the volume of market research information used affects the results obtained by different teams in the business game. This research of implementational nature primarily helps to develop the teaching methods and basis for team composition in business game Dynama with the purpose of sup¬porting the course and achieving the learning outcomes in a more effective way. The research results may also be of interest to those who use and research business games as a teaching tool. The variables employed in this study enabled us to compare our research with that conducted by A.-E. Lerviks and M. Paltschik at Hanken School of Economics and Business Administration in 1982.

scholarly journals Traces of Teaching Methods in a Language Class and the Relationship between Teacher’s Intended Learning Outcomes and Students’ Uptake

2017 ◽  
Vol 10 (7) ◽  
pp. 89
Author(s):  
Zahra Mahmoudabadi
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Individual Variation ◽  
Teaching Method ◽  
Language Class ◽  
Instructional Procedures ◽  
Intended Learning Outcomes ◽  
The Relationship

This study has two main objectives: first, to find traces of teaching methods in a language class and second, to study the relationship between intended learning outcomes and uptake, which is defined as what students claim to have learned. In order to identify the teaching method, after five sessions of observation, class activities and procedures were compared with typical techniques of previous methods. The findings showed that the teacher’s method was an eclectic one which mostly followed CLT guidelines along with utilizing techniques from some other methods such as GTM, DM, and ALM. In the study of uptake, the students were given uptake charts (for vocabulary and grammar items) at the end of each session and based on their reports of uptaken items, it was concluded that uptake can reflect the intended learning outcomes and instructional procedures to a good extent, specifically for grammar items. Regarding idiosyncrasy of uptake, it was not found to be remarkably idiosyncratic, i.e. there was not much individual variation among learners’ reported uptake.

An Empirical Assessment of the Rise and Fall of Accounting as an Academic Discipline

2007 ◽  
Vol 22 (2) ◽  
pp. 137-161 ◽  
Author(s):  
Timothy J. Fogarty ◽  
Garen Markarian
Keyword(s):  
Business School ◽  
Academic Discipline ◽  
Full Time ◽  
Institutions Of Higher Education ◽  
High Demand ◽  
Accounting Faculty ◽  
History Of ◽  
Research Questions ◽  
Time Faculty ◽  
The U.S

The history of accounting as an academic discipline is a short one. Although the study of accounting in institutions of higher education is roughly coextensive with the rise of the business school, the need for a dedicated group of full-time faculty in this area is not as well established as other business disciplines. This paper pertains to the recent trajectory of the accounting professoriate. Disciplinary success should be evidenced by the broader recognition of importance of and high demand for its work, and the numerical increase of its practitioners. Although the value and importance of accounting is a maintained hypothesis within the field, how accepted this idea is in the business school is an empirical question. This paper illustrates the number and distribution of accounting faculty over a 20-year period through the consideration of a number of specific research questions. The results show that after a decade-long increase, the number of the full-time accountancy faculty in the U.S. in the last decade has declined. This decline is not uniform, but instead is patterned in ways that raise further doubts about the future of the discipline.

scholarly journals Not Computers, Only Teachers Can Make Education Exciting.

2016 ◽  
Vol 7 (5) ◽  
pp. 1369-1372
Author(s):  
DIETER GRASEDIECK
Keyword(s):  
New Media ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Vice President ◽  
Project Work ◽  
Face To Face ◽  
Human Contact ◽  
Significant Difference ◽  
E Learning ◽  
The Relationship

The advantage of presence learning is the ability to spontaneously discuss issues and problems with students face to face. Individual learning can be improved by changing teaching methods, for example through project work or tele -tutoring. by combining presence learning with phases of e-learning and also intensive telephone counselling. The following question is the focus of the report: What guiding principles for learning should the teachers at schools or universities stri ve for in the digital age and how can they implement these guidelines in the work assignments? "The belief that education can, in any case, be replaced by a computer program is a myth. Human contact and mentoring make a significant difference in the learning outcomes", says Sebastian Thrun (Professor at Stanford University and vice president of Google). He looks at both educational traditions, which see the trust and the relationship between the teachers and the pupils or students as the basis of learning, as well as at the results of empirical research on learning. "Even for the digital technology and new media the educational primacy applies: Man is and remains the teacher of man" (Lankau, 2014).

Learning to Work and Working to Learn

2009 ◽  
pp. 638-667
Author(s):  
Gary Brown ◽  
Theron Desrosier ◽  
Debbie Edwards
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Washington State ◽  
Complex Relationship ◽  
Institutions Of Higher Education ◽  
State University ◽  
Learning Outcomes Assessment ◽  
Washington State University ◽  
The World ◽  
The Relationship

The relationship between higher education and the world of work is complex and often characterized by a great deal of misperception, underscored by the recent press for accountability purportedly in response to reports of public dissatisfaction with the lack of transparency in institutions of higher education. This chapter explores the complex relationship between learning outcomes assessment, employer expectations, and traditional and emerging pedagogies. An approach used at Washington State University that uses assessment and technology as levers to help students and faculty bridge the real and the perceptual divide between learning in school and learning in the world of work is presented.

STUDENT SATISFACTION AND TECHNOLOGY INTEGRATION IN TEACHING AND LEARNING: THE CASE OF UNIVERSITY EDUCATION IN NAMIBIA

2017 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Efigenia Semente
Keyword(s):  
Higher Education ◽  
Technology Integration ◽  
Customer Satisfaction ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
University Education ◽  
Institutions Of Higher Education ◽  
Research Questions ◽  
The Relationship ◽  
Students Satisfaction

Purpose of the study: The purpose of this study is to assess Student Satisfaction and Technology Integration in Teaching and Learning:  The Case of University Education in Namibia. The concept of customer satisfaction has attracted much attention in recent years. Institutions of higher education are accountable for their performance to their trustees, state boards, accreditation agencies, employees, parents, and of course, their students. Students are the reason for the existence of Institutions of higher education. Hence Student satisfaction should be the core business of such institutions. Yet despite a large body of research literature examining customer satisfaction and student satisfaction for that matter, researchers have not fully investigated the relationship between student satisfaction and technology integration in teaching and learning.  This study explores the Challenges faced by academics in terms of technology integration in teaching and learning.  It further assesses Students’ Satisfaction in relation to Technology Integration in Teaching and Learning as well as the relationship between the use of technology in teaching and learning and Students Satisfaction. Research Methodology: This is a correlation cross-sectional quantitative survey. Responses were obtained from a 200 valid random sample comprising of Students and Lecturers at one of the major public Universities in Namibia.  The responses were analysed using SPSS version 23.  Both descriptive and inferential statistics were used to examine the research questions.  Descriptive statistics were used to report demographic information and for inferential statistics, the principal components analysis (PCA) was used.  Further, in order to explore the relationships between Student Satisfaction and Technology Integration in Teaching and Learning, Pearson correlation and analysis of variance (ANOVA), were used to address research questions accordingly.Findings: The study found significant relationships between Technology Integration in Teaching and Learning and Students Satisfaction. The results prompted recommendations guiding effective marketing strategies for Institutions of Higher Education,   policy making in relation to Technology Integration in Teaching and Learning vis-à-vis Student Satisfaction.Contribution: Regular appraisal of students satisfaction with technology integration is critical. Evaluation of lecturer’s perception and awareness of technology integration is essential-to reduce the Knowledge Gap in the area of technology integration in teaching and learning. Specific studies related to technology integration in teaching and learning per discipline (Programme) are desirable since different Programmes may have different needs in terms of technology integration. Lecturers’ commendations/support for technology integration is key to ensure adoption and full technology integration in the long run. Institutional Policy on course web/e-learning presence is fundamental

scholarly journals MODEL MENTAL SISWA TENTANG TERMOKIMIA

2018 ◽  
Vol 2 (2) ◽  
pp. 45
Author(s):  
Komang Melina Dewi ◽  
I Wayan Suja ◽  
I Dewa Ketut Sastrawidana
Keyword(s):  
High School ◽  
Mixed Methods ◽  
Data Analysis ◽  
Mental Models ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Mental Model ◽  
Student Understanding ◽  
Data Presentation ◽  
The Relationship

AbstrakPenelitian ini bertujuan mendeskripsikan dan menjelaskan profil model mental dan faktor-faktor penyebab terbentuknya model mental alternatif siswa kelas XI tentang termokimia di SMA Negeri Bali Mandara. Penelitian ini menggunakan mixed methods jenis sekuensial. Pengumpulan data dilakukan dengan observasi, pemberian tes hasil belajar dua tingkat, dan wawancara. Analisis data dilakukan secara deskriptif berdasarkan hubungan antara jawaban siswa dan argumentasinya dengan melibatkan tiga level kimia. Teknik analisis data hasil wawancara meliputi tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa profil model mental siswa kelas  XI tentang termokimia, meliputi 1,94 % model mental ilmiah dan 98,05% model mental alternatif, yang terdiri atas 28,19% miskonsepsi khusus dan 69,86% benar sebagian. Faktor-faktor penyebab terbentuknya model mental alternatif pada pikiran siswa, meliputi rendahnya minat belajar siswa, kurangnya pemahaman siswa tentang termokimia, kurangnya perhatian siswa ketika pembelajaran, metode mengajar yang diterapkan guru tidak mencankup tiga level kimia dan padatnya kegiatan sekolah.Kata-kata kunci : termokimia, model mental, model mental alternatif.AbstractThis research was aimed describe and explain the profile of the mental models and the factors that cause the formation of alternative mental models of class XI students about thermochemistry at Bali Mandara High School. This research uses a sequential type mixed methods. Data collection was carried out by observation, giving two-level learning outcomes tests, and interviews. Data analysis is carried out descriptively, based on the relationship between student answers and their arguments involving three chemical levels. The technique of analyzing data from interviews includes the stages of data reduction, data presentation, and conclusion drawing. The results of this research indicate that the profile of the mental model of class XI students about thermochemistry includes 1.94% of the scientific mental model and 98.05% of the alternative mental models, which consist of 28.19% special misconceptions and 69.86% are partly correct. Factors that cause the formation of alternative mental models on the minds of students, including the low interest in student learning, lack of student understanding of thermochemistry, lack of attention of students when learning, teaching methods applied by teachers do not cover three chemical levels and the density of school activities.Key words: thermochemistry, mental models, alternative mental models.

Kulula.com: now anyone can fly in South Africa

2011 ◽  
Vol 1 (1) ◽  
pp. 1-28
Author(s):  
Stephanie Townsend ◽  
Geoff Bick
Keyword(s):  
Marketing Strategy ◽  
Learning Outcomes ◽  
Success Factors ◽  
Product Line ◽  
Communication Strategy ◽  
Marketing Communications ◽  
Advertising Agency ◽  
Content Type ◽  
Link Type ◽  
The Relationship

Subject area Marketing. Study level/applicability This case can be used in a principles of marketing course, at Introductory, Executive or MBA level, it is particularly suitable as a case on promotions policy as one of the 4-P's, to illustrate the role of marketing communications as part of an integrated marketing strategy, or to illustrate the building of a service brand. Case overview The case illustrates a number of practical marketing issues: the marketing challenges of launching a budget airline: gaining high visibility and awareness with a relatively low share of voice; the relationship between an organisation and its advertising agency; the requirement to maintain a consistent marketing strategy over time, but to adapt the execution as market dynamics impact the consumer. Given the dynamics of most industries, kulula.com cannot afford to be complacent, as new entrants are always on the horizon. The dilemma facing Gidon Novick and his team is to rethink the sustainability of its current strategy, how to grow and protect its position, as well as the relationship with its advertising agency and its communication strategy – is a more relevant campaign or a new agency required to keep the marketing communications interesting and current? Expected learning outcomes The expected learning outcomes are: to analyse the success of communications campaigns; to explore the issue of client/agency relationships; to understand brand building strategies, how to create a distinctive position, and how to build a services brand; To understand the key success factors for a low-fare niche positioning strategy, and to examine the sustainability of this low-fare strategy; and to identify some product line extension opportunities for kulula.com. Supplementary materials Teaching note.

scholarly journals Strategic adoption of logistics and supply chain management

2018 ◽  
Vol 38 (3) ◽  
pp. 852-873 ◽  
Author(s):  
Edward Sweeney ◽  
David B. Grant ◽  
D. John Mangan
Keyword(s):  
Supply Chain ◽  
Supply Chain Management ◽  
Success Factors ◽  
International Comparisons ◽  
Empirical Work ◽  
Chain Management ◽  
Content Type ◽  
Critical Success ◽  
Research Questions ◽  
The Relationship

Purpose The purpose of this paper is to develop a thorough understanding of the adoption of logistics and supply chain management (SCM) in practice, particularly at a strategic level, through an investigation of the four perspectives taxonomy of the relationship between logistics and SCM. Design/methodology/approach Based on a comprehensive literature review, three specific research questions are proposed. The empirical work addresses these questions and comprised three phases: focussed interviews, a questionnaire survey and focus groups. Findings The findings provide a usage profile of the four perspectives and indicate a divergence between the understanding and adoption of logistics and SCM principles and concepts at a strategic level in firms. The findings also identify the critical success factors (CSFs) and inhibitors to success in addressing this divergence. Research limitations/implications The insights generated using the authors’ methodologically pluralist research design could be built upon to include case studies, grounded theory and action research. Replicating the research in other geographical areas could facilitate international comparisons. Practical implications The findings allow practitioners to compare their perspectives on the relationship between logistics and SCM with those of their peers. The CSFs and inhibitors to success provide a rational basis for realising the strategic potential of logistics and SCM in practice. Originality/value New insights are generated into practitioner perspectives vis-à-vis logistics vs SCM. A fresh understanding of those factors which drive and hinder the adoption of strategic SCM is also developed and presented.

The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals

2010 ◽  
Vol 15 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Remus Ilies ◽  
Timothy A. Judge ◽  
David T. Wagner
Keyword(s):  
Performance Feedback ◽  
Business School ◽  
Structural Equation ◽  
Emotional Reactions ◽  
Equation Model ◽  
Proposed Model ◽  
And Performance ◽  
Dispositional Measure ◽  
The Relationship ◽  
Reactions To Feedback

This paper focuses on explaining how individuals set goals on multiple performance episodes, in the context of performance feedback comparing their performance on each episode with their respective goal. The proposed model was tested through a longitudinal study of 493 university students’ actual goals and performance on business school exams. Results of a structural equation model supported the proposed conceptual model in which self-efficacy and emotional reactions to feedback mediate the relationship between feedback and subsequent goals. In addition, as expected, participants’ standing on a dispositional measure of behavioral inhibition influenced the strength of their emotional reactions to negative feedback.

A Meta-Analysis of Interviews and Cognitive Ability

2013 ◽  
Vol 12 (4) ◽  
pp. 157-169 ◽  
Author(s):  
Philip L. Roth ◽  
Allen I. Huffcutt
Keyword(s):  
Cognitive Ability ◽  
Meta Analysis ◽  
Incremental Validity ◽  
Employment Interviews ◽  
Moderator Analysis ◽  
The Future ◽  
Research Questions ◽  
Meta Analyses ◽  
The Relationship

The topic of what interviews measure has received a great deal of attention over the years. One line of research has investigated the relationship between interviews and the construct of cognitive ability. A previous meta-analysis reported an overall corrected correlation of .40 ( Huffcutt, Roth, & McDaniel, 1996 ). A more recent meta-analysis reported a noticeably lower corrected correlation of .27 ( Berry, Sackett, & Landers, 2007 ). After reviewing both meta-analyses, it appears that the two studies posed different research questions. Further, there were a number of coding judgments in Berry et al. that merit review, and there was no moderator analysis for educational versus employment interviews. As a result, we reanalyzed the work by Berry et al. and found a corrected correlation of .42 for employment interviews (.15 higher than Berry et al., a 56% increase). Further, educational interviews were associated with a corrected correlation of .21, supporting their influence as a moderator. We suggest a better estimate of the correlation between employment interviews and cognitive ability is .42, and this takes us “back to the future” in that the better overall estimate of the employment interviews – cognitive ability relationship is roughly .40. This difference has implications for what is being measured by interviews and their incremental validity.

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