Project Realities

2013 ◽  
pp. 114-133
Author(s):  
Patricia McGee ◽  
Michael Anderson
Keyword(s):  
Project Management ◽  
Technology Use ◽  
Higher Learning ◽  
Course Delivery ◽  
Management Approach ◽  
Hybrid Courses ◽  
Institutions Of Higher Learning ◽  
Delivery Options ◽  
Institutional Challenges

Meeting the demands of students who expect convenience, affordability, and a quality education has required that institutions of higher learning find ways to offer programs in multiple delivery modes. Blended or hybrid course delivery requiring course meetings both on campus and online is a growing model that addresses institutional challenges of classroom availability, technology use in courses, improvement of four-year graduation rates when more courses are offered, and flexibility in attendance through multiple course delivery options. This case study describes an institutional strategic initiative, the Summer Hybrid Academy, which supported faculty members in the transition from campus-based classroom courses to technology-infused hybrid courses. Year One of the Academy was planned without using a project management approach, and Year Two was offered with a project management approach that improved results.

Engineering the Services of the Library through Mobile Technology

2018 ◽  
pp. 1117-1132
Author(s):  
Eunice Mtshali
Keyword(s):  
Mobile Technology ◽  
Academic Library ◽  
Case Study Research ◽  
Rapid Change ◽  
Higher Learning ◽  
Library Services ◽  
Study Research ◽  
Institutions Of Higher Learning ◽  
Fast Pace

Many universities are struggling to response the needs of its users. This is attributed to the rapid change in technological innovations. The growing interest on mobile technology in organisations is at a fast pace, particularly in institutions of higher learning. Mobile technology could be used in academic libraries to provide a better service to their clients or improve the service that they currently provide. Case study research was conducted at Capital University to understand the factors that could influence and impact the adoption of mobile technology in academic library services.

Developing an Assessment Plan for the Arts and Sciences Division of a Comprehensive Community College

2011 ◽  
pp. 260-274
Author(s):  
Annette E. Smith ◽  
Stephanie J. Jones
Keyword(s):  
Community College ◽  
Student Learning Outcomes ◽  
Higher Learning ◽  
Assessment Process ◽  
Arts And Sciences ◽  
The Arts ◽  
Institutions Of Higher Learning ◽  
Data Collection And Analysis ◽  
Assessment Of Student Learning

Assessment of student learning outcomes at institutions of higher learning has become a strategic initiative as accountability discussions continue to stir within the academic environment. This case study looks at the various aspects of developing, implementing, and evaluating an assessment plan for the Arts and Sciences division of a comprehensive community college. Discussions include how to instill an “assessment” focus within an institution, the importance of identifying appropriate leadership and establishing assessment committees, how to get faculty buy in, how to develop an assessment plan, how to utilize technology for data collection and analysis, and how to continuously improve assessment activities, are all explored. The institution of discussion has completed the first two years of its four-year assessment process. The case study reflects on the first two years of the process.

Impactful Academic Supports for Students Enrolled at Military Colleges

2021 ◽  
pp. 281-296
Author(s):  
Susan Greene Stevenson
Keyword(s):  
Academic Success ◽  
Academic Support ◽  
Higher Learning ◽  
Admission Process ◽  
Military Colleges ◽  
Institutions Of Higher Learning ◽  
Academic Supports ◽  
Military College ◽  
Military Institute

Military colleges have historically been respected and viewed as results-driven institutions of higher learning. These colleges have strong reputations for producing both leaders and scholars. Though gaining admission to a military college is usually somewhat more formidable than the admission process at many civilian colleges, students are accepted with varying academic abilities, skills, and backgrounds. Most of these students, however, are retained, experience academic success, and graduate. The author describes distinct military college academic support initiatives that promote scholarly success among college students, from those who struggle to pass a course to those who want to turn a satisfactory grade into a better grade. Included in those initiatives are tutoring, advising, and mentoring. A case study of the establishment of the Academic Success Center at Marion Military Institute is included, along with data markers indicating the success of the center and its programs.

The Hybrid Course

2010 ◽  
pp. 816-828
Author(s):  
Lorraine D. Jackson ◽  
Joe Grimes
Keyword(s):  
Web 2.0 ◽  
Course Design ◽  
Higher Learning ◽  
Discussion Boards ◽  
Hybrid Courses ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
Face To Face Instruction ◽  
Data Mashups

This chapter surveys the benefits and challenges of hybrid courses, which blend face-to-face instruction with online learning, and opportunities provided by the introduction of Web-based social interaction technologies. It discusses the pedagogical implications of various Web 2.0 tools: that is, asynchronous discussion boards, blogs, wikis, podcasts, RSS, e-portfolios, folksonomies, educational gaming, data mashups, and simulations. The authors argue that as hybrid courses continue to evolve to meet the needs of students, instructors, and institutions of higher learning, the integration of Web 2.0 applications in a hybrid model requires thoughtful course design, clear educational objectives, and carefully planned activities.

The Hybrid Course

2010 ◽  
pp. 220-232
Author(s):  
Lorraine D. Jackson ◽  
Joe Grimes
Keyword(s):  
Web 2.0 ◽  
Course Design ◽  
Higher Learning ◽  
Discussion Boards ◽  
Hybrid Courses ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
Face To Face Instruction ◽  
Data Mashups

This chapter surveys the benefits and challenges of hybrid courses, which blend face-to-face instruction with online learning, and opportunities provided by the introduction of web-based social interaction technologies. It discusses the pedagogical implications of various Web 2.0 tools; that is, asynchronous discussion boards, blogs, wikis, podcasts, RSS, e-portfolios, folksonomies, educational gaming, data mashups, and simulations. The authors argue that as hybrid courses continue to evolve to meet the needs of students, instructors, and institutions of higher learning, the integration of Web 2.0 applications in a hybrid model requires thoughtful course design, clear educational objectives, and carefully planned activities.

Achieving success in the Digital Equalizer Program through project management

2018 ◽  
Vol 8 (2) ◽  
pp. 1-32 ◽  
Author(s):  
Subrat Sarkar ◽  
Sanjay Mohapatra ◽  
Sarmistha Pattanayak
Keyword(s):  
Project Management ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Positive Impact ◽  
Management Approach ◽  
Total System ◽  
Digital Learning ◽  
Content Type ◽  
Set Up

Subject area The case deals with project management principles that are required for implementing a social project in India. Study level/applicability The study has been carried out at primary schools in an underdeveloped state, namely, Odisha, in India. Case overview The case illustrates a project management approach for improving primary education in a government set up. The bureaucracy set up in education in a state like Odisha, India, needs to undergo radical changes. To be effective, an education system requires an optimal integration of the three main components, namely, people, infrastructure (this includes technology) and pedagogical processes. Using a public–private partnership model, American India Foundation (AIF) through its Digital Equalizer (DE) Program has been able to make a positive impact in an underdeveloped tribal dominated district like Keonjhar. The case study also illustrates the detailed execution plan predicated on total system planning, required to achieve this amount of success. The case study also explains how to measure success through different metrics where intervention has to be at multiple levels. The learning from the case study can also be adopted for designing an implementation strategy in other states. Expected learning outcomes Expected learning outcomes are as follows: how to approach implementation of technology-based intervention with involvement of all stakeholders; learn project management techniques related to digital learning model implementation; understand the DE methodology; and understand the challenges faced while implementing the DE Program. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email [email protected] to request teaching notes. Subject code CSS 7: Management Science.

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