Developing Employability Skills in Information System Graduates

2021 ◽  
pp. 1331-1344
Author(s):  
Mohamad Osmani ◽  
Nitham M. Hindi ◽  
Vishanth Weerakkody
Keyword(s):  
Information System ◽  
Teaching Methods ◽  
Time Management ◽  
Employability Skills ◽  
Traditional Teaching ◽  
Learning And Teaching ◽  
Traditional Teaching Methods ◽  
Flipped Classrooms ◽  
Study Techniques

It is widely acknowledged that traditional teaching methods such as lectures, textbooks and case study techniques on their own are not adequate to improving the most in-demand employability skills for graduates. The aim of this article is to explore the potential impact that novel learning and teaching methods can have on improving the employability skills of Management Information System (MIS) graduates. To do so, the article reports the results of an experiment that was conducted with MIS students at the Faculty of Business and Economics in Qatar University, that combined lectures, case study-based workshops, flipped classrooms, presentations, problem-based learning and collaborative learning. The findings of this experiment suggest that known methods of classroom-based learning and teaching used for MIS graduates are failing to develop important graduate skills such as, critical thinking, time management and how to conduct research when faced with challenging problems.

Developing Employability Skills in Information System Graduates

2018 ◽  
Vol 14 (2) ◽  
pp. 17-29 ◽  
Author(s):  
Mohamad Osmani ◽  
Nitham M. Hindi ◽  
Vishanth Weerakkody
Keyword(s):  
Information System ◽  
Teaching Methods ◽  
Time Management ◽  
Employability Skills ◽  
Traditional Teaching ◽  
Learning And Teaching ◽  
Traditional Teaching Methods ◽  
Flipped Classrooms ◽  
Study Techniques

It is widely acknowledged that traditional teaching methods such as lectures, textbooks and case study techniques on their own are not adequate to improving the most in-demand employability skills for graduates. The aim of this article is to explore the potential impact that novel learning and teaching methods can have on improving the employability skills of Management Information System (MIS) graduates. To do so, the article reports the results of an experiment that was conducted with MIS students at the Faculty of Business and Economics in Qatar University, that combined lectures, case study-based workshops, flipped classrooms, presentations, problem-based learning and collaborative learning. The findings of this experiment suggest that known methods of classroom-based learning and teaching used for MIS graduates are failing to develop important graduate skills such as, critical thinking, time management and how to conduct research when faced with challenging problems.

Learning and training in organizations

2019 ◽  
Vol 27 (5) ◽  
pp. 27-29
Keyword(s):  
Case Studies ◽  
Teaching Methods ◽  
Teaching Styles ◽  
Traditional Teaching ◽  
Content Type ◽  
Learning And Teaching ◽  
Active Teaching ◽  
Traditional Teaching Methods ◽  
Challenges And Opportunities ◽  
Pertinent Information

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Traditional teaching methods have limitations in expecting learners to be passive recipients, and do not take individual differences of either instructor or learner into account. Active teaching methods, such as case-method teaching (CMT) require learners to be more active and dynamic, engaging with real-world case studies, analyzing and problem-solving. The CMT method offers flexibility matching learning and teaching styles of participants. This method has advantages working with potential challenges and opportunities for organizations, empowering staff and bridging the gap between theoretical knowledge and reality. Originality The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Traditional Teaching and Its Effect on Research-Based Teaching

2014 ◽  
pp. 304-325
Author(s):  
LaToya N. Johnson ◽  
Dana-Marie Thomas ◽  
K. Y. Williams
Keyword(s):  
Computational Chemistry ◽  
Teaching Methods ◽  
Science Instruction ◽  
Traditional Teaching ◽  
Research Environment ◽  
Research Areas ◽  
Traditional Teaching Methods ◽  
History Of

Land-based institutions that use traditional teaching methods have very well documented methods for providing students with the necessary skills, experience, and knowledge for becoming extremely productive scientists in different research areas that are traditional (chemistry, biology, and microbiology) and interdisciplinary (biochemistry, bioinformatics, and computational chemistry) in nature, and they have very few problems when transitioning into any research environment. However, online institutions do not have a well-documented history of students transitioning into land-based institution or research intensive environments. Within this case study, the authors express ways to help meet the needs of the students and educate students in becoming better scientists who have been educated in online institutions by using methods from land-based institutions and implementing other forms of technology into the classroom. The authors explore instruction, knowledge, and experience, and suggest how online science instruction can be supplemented with experience and technology that can increase their experience and knowledge to allow them to become better scientists.

Learning consecutive interpretation

Interpreting ◽  
1999 ◽  
Vol 4 (2) ◽  
pp. 199-218 ◽  
Author(s):  
Velia Ficchi
Keyword(s):  
Learning Strategies ◽  
Teaching Methods ◽  
Self Management ◽  
Small Scale ◽  
Traditional Teaching ◽  
Learning And Teaching ◽  
Personal Effort ◽  
Traditional Teaching Methods ◽  
Personal Approach ◽  
Persistent Errors

In an attempt to meet the undeniable need for an empirical approach to interpretation research, this paper suggests an approach to consecutive interpretation learning, based on the observation of recurrent and persistent errors among learners. Although traditional teaching methods will not be discredited, this paper aims to show that since consecutive interpretation requires a personal effort of creation, both students and teachers can be encouraged to more frequently adopt learning and teaching strategies based on self-management, autonomy and self-directed work. After setting out a general framework based on what has been said and written about interpretation teaching methods, we describe how the experiment was conducted. The data collected is analysed and the concept of autonomy and its possible application to consecutive interpretation learning are discussed. On the basis of the findings, and recognising that learning consecutive interpretation requires a personal approach, alternative learning strategies will be proposed which are based on a more autonomous approach on the part of the student. In spite of the inevitable limits of such a small-scale study, it could be suggested that given the recurrence and persistence of certain errors, learners might hope to reduce them by self-observation and by developing autonomous learning strategies according to their needs and experiences.

scholarly journals Cognitive and motivational effectiveness of an interdisciplinary case method experiment at the University of Stuttgart

1982 ◽  
Vol 13 (3) ◽  
pp. 136-135
Author(s):  
Karl-Friedrich Ackermann
Keyword(s):  
Teaching Methods ◽  
Engineering Students ◽  
University Education ◽  
Traditional Teaching ◽  
Case Method ◽  
Case Study Method ◽  
Business World ◽  
Traditional Teaching Methods ◽  
The University

An experiment on the value of the case study method was carried out at the University of Stuttgart in the Federal Republic of Germany, to ascertain whether the case study method was superior to the traditional teaching methods, especially with a view to increasing requests that university education should be more practice-related. The main deficiencies of traditional business teaching methods are indicated, as well as the perceived satisfaction and importance of the basic needs as seen by a number of students. In the experiment five business administration and five engineering students were used, while a large business firm and some of its sub-contractors gave feedback from the business world itself. Towards the end of the experiment the students' opinions on the value of the case method compared with traditional teaching methods was obtained by means of anonymous questionnaires. They rated the case study method as substantially superior with regard to increasing knowledge, and to improving both technical and inter-personal competence. The same conclusions were drawn as to the affective area of learning, including increased and better satisfied intrinsic motivation to achieve, and to cooperate in small task groups.

Constructivism and Educational Practice

1996 ◽  
Vol 40 (1) ◽  
pp. 19-45 ◽  
Author(s):  
Graham D. Hendry
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Educational Practice ◽  
Classroom Teaching ◽  
Traditional Teaching ◽  
Human Knowledge ◽  
Traditional Classrooms ◽  
Learning And Teaching ◽  
Traditional Teaching Methods

The constructivist approach is seen to be useful notably in science, mathematics and tertiary education. An account of non-radical constructivism is advanced and applied to classroom teaching and learning, and teaching strategies derived from the application of constructivist principles are identified and evaluated. It is suggested that many traditional classrooms are places of over-control, and certain traditional teaching methods may actually hinder students' potential to procreate human knowledge. Constructivism represents a fundamental challenge to many aspects of educational praxis, and may change significantly the ways by which young people are mass educated.

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