A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]

10.28945/4323 ◽  
2019 ◽  
Keyword(s):  
Project Management ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Future Research ◽  
Community Of Learners ◽  
The European Union ◽  
Teacher Student ◽  
Course Syllabi ◽  
The Usa ◽  
Course Syllabus

Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.

scholarly journals Global review of tobacco product flavour policies

2020 ◽  
pp. tobaccocontrol-2019-055454 ◽  
Author(s):  
Olufemi Erinoso ◽  
Katherine Clegg Smith ◽  
Michael Iacobelli ◽  
Sejal Saraf ◽  
Kevin Welding ◽  
...  
Keyword(s):  
Grey Literature ◽  
Tobacco Product ◽  
Future Research ◽  
Specific Reference ◽  
The European Union ◽  
Tobacco Products ◽  
Product Packaging ◽  
Policy Documents ◽  
Policy Domain ◽  
The Usa

ObjectiveWe determined which countries prohibit flavoured tobacco products and the details of those restrictions in order to identify possible gaps and opportunities for these and other countries to address.MethodsWe reviewed the grey literature, scanned news articles and consulted with key informants and identified 11 countries and the European Union (EU) that ban or restrict tobacco product flavours. We reviewed policy documents for their stated policy rationale, terms and definitions of flavours, tobacco products covered and restrictions on the use of flavour imagery and terms on tobacco product packaging.ResultsCountries with a tobacco product flavour policy include the USA, Canada, Brazil, Ethiopia, Uganda, Senegal, Niger, Mauritania, EU (28 Member States), Moldova, Turkey and Singapore. Most of the countries’ policies provide a rationale of dissuading youth from taking up tobacco use. Ten of the 12 policies use the terms ‘flavours’ (n=6) or ‘characterising flavours’ (n=4). Six policies cover all products made entirely or partly of tobacco leaf. Countries consistently prohibit flavours associated with fruits, vanilla and spices. The USA and Niger make an exception for menthol, while Mauritania and Uganda do not specify the scope of flavours or ingredients covered by their policies. Eight policies make no specific reference to restricting flavour descriptors on tobacco product packaging.ConclusionCountries looking to implement policies restricting flavours in tobacco products can build on existing comprehensive policies. Future research could examine the implementation and impacts of these policies, to inform other countries interested in acting in this policy domain.

The role of industry and academia partnership in improving project management curriculum and competencies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Erastus Karanja ◽  
Laurell C. Malone
Keyword(s):  
Project Management ◽  
Learning Outcomes ◽  
Cost Estimation ◽  
Real Life ◽  
Global Competence ◽  
Academic Institutions ◽  
Content Type ◽  
Management Domain ◽  
Advisory Boards ◽  
Course Syllabi

PurposeAlthough project management (PM) continues to rise in popularity, there is still a significant PM talent deficit, leading to more challenged or failing projects. To lower the PM talent deficit and mitigate the higher project failure rates, academic institutions have been developing PM curriculums aimed at inculcating a repertoire of competencies to the potential project managers. In developing an ideal well-rounded PM curriculum, academic institutions occasionally engage the input of industry partners and governing entities. The study aims to (1) compare the competencies in one of the leading industry competency model and framework (PMI Talent Triangle) to the competencies in the PM course syllabi learning outcomes, (2) determine the extent to which these two sets of PM competencies are aligned and (3) and explore avenues for improvements.Design/methodology/approachThe study uses a purposeful sampling method to gather PM course syllabi. The PM competencies data are gleaned from the syllabi using the content analysis method. Thereafter, QSR NVivo qualitative statistical software is used to summarize and analyze the competency data from the learning outcomes.FindingsThe results reveal that most of the PM competencies in the course syllabi fall under the technical PM domain. Specifically, the top three competency elements in each domain are technical PM domain (PM skills, tools and techniques, schedule management and cost estimation/budget), leadership domain (team-building, verbal/written communication and problem-solving) and strategic and business management domain (strategic planning, analysis and alignment, benefits management and realization, customer relationship and satisfaction).Research limitations/implicationsThe study investigates the alignment of the PM course competencies with competency domains in the PMI Talent Triangle, a global competence model that is well aligned with other global competence models such as the APM Competence Framework, the ICB4 Individual Competence Baseline and the PROMA3.Practical implicationsThe results from this study provide guidelines useful in informing PM curricula re/design, as well as the inculcation of knowledge, skills, tools, techniques and behaviors needed for effective PM.Social implicationsThe PM curriculum can be improved by partnering with PM industry leaders who can serve as advisors to the academy on industry needs, direction and emerging innovations that can inform PM learning outcomes, PM curricular design and the development of quality PM talent. The academy and the industry are encouraged to actively strive for mutual partnerships where PM professionals and academicians serve on each other's advisory boards. Also, the academy can partner with the industry professionals by developing curriculum resources such as case studies that bring the real-life PM applications to the classroom.Originality/valueThis study is motivated by the call for research studies that provide a holistic picture of the desired PM competencies and an exploration and definition of the educational needs in the PM curriculum.

scholarly journals PREPARING STUDENTS FOR SUCCESS THROUGH IMPLEMENTATION OF A UNIFIED CURRICULUM DESIGN SPINE

2018 ◽  
Author(s):  
Roger Carrick ◽  
Alex Czekanski
Keyword(s):  
Project Management ◽  
Learning Outcomes ◽  
Continuous Improvement ◽  
Curriculum Design ◽  
Soft Skills ◽  
Skills Development ◽  
Engineering Practice ◽  
Technical Aspects ◽  
Design Projects ◽  
Team Design

 Abstract - Preparing students for the technical aspects of engineering practice has not been difficult, as the teaching strategies and learning outcomes are well developed. The teaching of so-called "soft-skills" such as communication, teamwork, project management, and design, however, are more difficult and varied in their strategies. In this paper, we examine the design curriculum as implemented by York University’s Department of Mechanical Engineering and discuss the advantages of promoting soft-skills development through team design projects, and outline continuous improvement processes we undergo to ensure we are giving students the training they need to practice engineering. Finally, we discuss our planned studies that will track the effectiveness of the design spine as students enter the workforce.  

Information Systems Curriculum Research

2020 ◽  
pp. 429-457
Author(s):  
Kevor Mark-Oliver
Keyword(s):  
Systematic Review ◽  
Information System ◽  
Information Systems ◽  
Curriculum Design ◽  
Future Research ◽  
Undergraduate Level ◽  
Curriculum Research ◽  
The Usa ◽  
Recent Attention ◽  
Information Systems Curriculum

While information system (IS) curriculum research has enjoyed recent attention from IS scholars, not many reviews exist. Those reviews are either outdated or focused on a particular strand of IS curriculum research which may not be comprehensive. In this chapter, the author presents a systematic review of information systems curriculum research published in information systems journals and selected conference proceedings in the past decade. The results point to many studies on identifying information systems competencies and their implications for curriculum design and delivery. Having observed that many of these issues are discussed at the undergraduate level and predominantly in the USA and UK, this chapter suggests, among others, future research at the graduate level and from other regions.

Improving project management curriculum by aligning course learning outcomes with Bloom’s taxonomy framework

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Erastus Karanja ◽  
Laurell C. Malone
Keyword(s):  
Project Management ◽  
Learning Outcomes ◽  
Course Design ◽  
Bloom's Taxonomy ◽  
Integrative Approach ◽  
Failure Rates ◽  
Data Set ◽  
Content Type ◽  
Bloom’S Taxonomy ◽  
Course Syllabi

Purpose This study aims to investigate how to improve the project management (PM) curriculum by evaluating the nature and alignment of learning outcomes in the PM course syllabi with Bloom’s Taxonomy framework. Design/methodology/approach The research methodology for this study is an integrative approach that uses document analysis and content analysis. The data set was selected based on a purposeful sampling method and came from PM course syllabi for classes that were taught during the 2016–2018 academic years. Findings Results revealed that most of the reviewed PM course syllabi contained learning outcomes although they were written and assessed at the lower levels of Bloom’s Taxonomy and knowledge dimensions. The study calls for the academy and industry to partner in improving the PM curriculum to lower the PM talent deficit and increase project success rates. Research limitations/implications The absence of PM learning outcomes or the presence of poorly written PM learning outcomes in a course implies that the academy should provide professional development programs to help professors learn how to formulate and write specific, measurable, achievable, relevant and timely learning outcomes. The professors should also ensure that the learning outcomes use a type of cognitive taxonomy that is aligned with the appropriate assessments to measure, monitor and guarantee assurance of learning. Practical implications Academy and industry partners can work collaboratively to provide students with opportunities that expose them to real-world experiential projects, internships and job opportunities while concurrently giving them hands-on practical applications of learned PM knowledge and skills. The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project’s failure rates. Social implications The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project’s failure rates. Originality/value To the researchers’ knowledge, this is the first study to specifically investigate the presence and nature of PM learning outcomes in course syllabi. By evaluating the alignment between PM learning outcomes and Bloom’s Taxonomy action verbs and cognitive processes, the study provides some exemplars of well-written and measurable learning outcomes that professors can use to inform their PM curriculum through course design or redesign.

scholarly journals China’s NME status at the WTO: analysis of the debate

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mirek Tobiáš Hošman
Keyword(s):  
Future Research ◽  
The European Union ◽  
Content Type ◽  
Legal Documents ◽  
Appellate Body ◽  
The Usa ◽  
Wto Appellate Body ◽  
Practical Implications ◽  
Point Of Reference ◽  
Academic Debate

Purpose Although officially ended in July 2020, China’s dispute about its non-market economy (NME) status at the World Trade Organization (WTO) is far from being resolved. The NME status enables China’s counterparts to disregard Chinese prices in antidumping proceedings and instead use the so-called surrogate country methodology. This paper aims to structure and analyze the complex debate, which emerged with the disputes China has filed against the European Union and the USA at the WTO, and therefore provide a point of reference for future analysis of and debates about China’s NME status. Design/methodology/approach The analysis is based on the existing academic literature on the topic and on the legal WTO-related documents (e.g. multilateral agreements, China’s Accession Protocol, legal findings of the WTO dispute panels). Findings Four different interpretations of the respective legal documents about China’s NME status are discussed and strong and weak aspects of these interpretations are pointed out. Also, several misunderstandings and mistakes appearing in the debate are clarified. Practical implications As the question of China’s position at the WTO and its NME status has not been resolved yet and some authors believe that China will pursue its case again once the WTO Appellate Body revives its functionality, the analysis of the debate can serve as a point of reference for the academic debate and the future research on this topic. Moreover, it offers an introduction to China’s NME position at the WTO for the newcomers to this topic. Originality/value Although China’s NME status has been much discussed, there is no literature review that would structure the debate and point out some of the (dis)advantages of the respective arguments and interpretations. Rather than adding to the large corpus of literature about the NME status, this study takes this corpus as the object of its analysis.

Designing Online Pedagogical Techniques for Student Learning Outcomes

2010 ◽  
pp. 22-38
Author(s):  
Kay MacKeogh ◽  
Seamus Fox ◽  
Francesca Lorenzi ◽  
Elaine Walsh
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
National Level ◽  
Bologna Process ◽  
Student Learning Outcomes ◽  
The European Union ◽  
Policy Makers ◽  
Pedagogical Techniques ◽  
The Usa ◽  
Intended Learning Outcomes

The concept of identifying and measuring student learning outcomes has been embraced by a wide range of international policy makers and institutions across the globe, including the European Union through the Bologna Process, the USA, the OECD and other international organisations, while at national level many states have adopted, or are in the process of adopting a new national qualifications framework, based on student learning outcomes. The challenge for educators is to develop ways of enabling students to achieve, and to demonstrate their achievement, of these outcomes. The aim of this chapter is to explore ways in which online pedagogical techniques can be designed to provide solutions to the challenge of clearly demonstrating that students are achieving intended learning outcomes. While the techniques have been developed in the context of distance education programmes, the chapter includes an example of how these methods have been adapted for blended learning for on-campus students. A note of caution is sounded on the need to adopt effective techniques which do not impact unduly on lecturer workload.

scholarly journals Returning scientists and the emergence of China’s science system

2019 ◽  
Vol 47 (2) ◽  
pp. 172-183 ◽  
Author(s):  
Cong Cao ◽  
Jeroen Baas ◽  
Caroline S Wagner ◽  
Koen Jonkers
Keyword(s):  
Work Experience ◽  
Global Network ◽  
Future Research ◽  
Overseas Chinese ◽  
The European Union ◽  
Science System ◽  
Overseas Training ◽  
The Usa ◽  
World Class ◽  
The Impact

Abstract China’s approach to developing a world-class science system includes a vigorous set of programmes to attract back Chinese researchers who have overseas training and work experience. No analysis is available to show the performance of these mobile researchers. This article attempts to close part of this gap. Using a novel bibliometric approach, we estimate the stocks of overseas Chinese and returnees from the perspective of their publication activities, albeit with some limitations. We show that the share of overseas Chinese scientists in the USA is considerably larger than that in the European Union. We also show that Chinese returnees publish higher impact work and continue to publish more and at the international level than domestic counterparts. Returnees not only tend to publish more, but they are instrumental in linking China into the global network. Indeed, returnees actively co-publish with researchers in their former host system, showing the importance of scientific social capital. Future research will examine the impact of length of stay, among other factors, on such impact and integration.

scholarly journals A meta-analysis of Twitter assisted learning outcomes in terms of country, gender, and Twitter usage

2021 ◽  
Author(s):  
Zhonggen Yu
Keyword(s):  
Learning Outcomes ◽  
Educational Outcomes ◽  
Teaching Effectiveness ◽  
Meta Analysis ◽  
Higher Learning ◽  
Future Research ◽  
Journal Articles ◽  
Learning Context ◽  
The Usa ◽  
Use Of Social Media

Abstract The use of social media such as Twitter has been widely used in education due to their positive learning outcomes. To summarize the effect of Twitter use on educational outcomes, this study included 22 high-quality peer-reviewed journal articles for meta-analysis. It is concluded that the Twitter assisted learning approach can lead to significantly higher learning outcomes than the non-Twitter assisted but the former cannot lead to significantly higher teaching effectiveness than the latter. The use of Twitter can improve learning outcomes in the USA and Sweden rather than Spain. Twitter can significantly improve learning engagement in the USA but not in Greece. Males tend to show significantly higher learning outcomes than females in the Twitter assisted learning context. Whether Twitter is used as a supplementary or an integrated tool can significantly improve learning outcomes. Future research may adopt more interdisciplinary methods and include more literature to summarize the effect of Twitter use on educational outcomes.

A meta-analysis of gender differences in e-learning outcomes

2021 ◽  
Author(s):  
zhonggen yu
Keyword(s):  
Gender Differences ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Information Technologies ◽  
Meta Analysis ◽  
Rapid Development ◽  
Future Research ◽  
The World ◽  
The Usa ◽  
E Learning

Abstract The new century has been witnessing a rapid development of information technologies, along with which e-learning has been increasingly popularized especially in this special pandemic time. This study, including 20 high-quality publications, meta-analytically examined gender differences in e-learning outcomes, e.g. e-learners’ self-efficacy, satisfaction, motivation, attitude, and performance, across the world. The study concludes that there are generally no significant gender differences in e-learning outcomes except in a few countries. For example, females significantly outperformed males in Spain and the UK. In Austria, India, and mixed countries (Chile and Spain), females hold significantly more positive attitudes towards e-learning than males. In the USA, females present significantly higher self-efficacy than males. Future research into the gender issue in e-learning across the world may adopt cross-disciplinary research methods except for a meta-analysis.

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