Management Education Collaboration Networks

2014 ◽  
Vol 4 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Owen P. Hall ◽  
Kenneth D. Ko
Keyword(s):  
Performance Management ◽  
Business Education ◽  
Management Education ◽  
Implementation Strategies ◽  
Learning Technologies ◽  
Collaboration Network ◽  
Collaboration Networks ◽  
Curriculum Innovation ◽  
Educational Approach ◽  
And Performance

Management education has come a long way since Sir Isaac Pitman initiated the first correspondence course in the early 1840s. Today the demands from a globalized economy are causing a sea change in the way business education is being delivered. The traditional one-size-fits-all educational approach of the past is being replaced with a customized and flexible learning paradigm that focuses on student outcomes and performance. Management education collaboration networks can assist in this transformation. A primary function of a collaboration network is to provide the management education community with access to curriculum innovation, databases, cloud computing resources, mobile learning technologies and implementation strategies. The network design should be based on stakeholder attitudes, new learning technologies, globalization, changing demographics and sustainability. The purpose of this article is to highlight the results of a global survey on collaboration networks and to outline the role of cloud-based collaboration in the future of business education.

Management Education Collaboration Networks

2018 ◽  
pp. 1160-1177
Author(s):  
Owen P. Hall Jr. ◽  
Kenneth D. Ko
Keyword(s):  
Performance Management ◽  
Business Education ◽  
Management Education ◽  
Implementation Strategies ◽  
Learning Technologies ◽  
Collaboration Network ◽  
Collaboration Networks ◽  
Curriculum Innovation ◽  
And Performance ◽  
Changing Demographics

Management education has come a long way since Sir Isaac Pitman initiated the first correspondence course in the early 1840s. Today the demands from a globalized economy are causing a sea change in the way business education is being delivered. The traditional one-size-fits-all educational approach of the past is being replaced with a customized and flexible learning paradigm that focuses on student outcomes and performance. Management education collaboration networks can assist in this transformation. A primary function of a collaboration network is to provide the management education community with access to curriculum innovation, databases, cloud computing resources, mobile learning technologies and implementation strategies. The network design should be based on stakeholder attitudes, new learning technologies, globalization, changing demographics and sustainability. The purpose of this article is to highlight the results of a global survey on collaboration networks and to outline the role of cloud-based collaboration in the future of business education.

Collaboration-Driven Management Education

2021 ◽  
pp. 1419-1438
Author(s):  
Owen P. Hall Jr. ◽  
Kenneth D. Ko
Keyword(s):  
Management Education ◽  
Implementation Strategies ◽  
Radical Change ◽  
Learning Technologies ◽  
Collaboration Network ◽  
Collaboration Networks ◽  
Curriculum Innovation ◽  
Education Community ◽  
And Performance ◽  
Changing Demographics

Business leaders, accrediting bodies, and management educators alike are calling for a radical change in the delivery of management education because of globalization, unprecedented economic uncertainty, changing demographics, and new learning technologies. The traditional one-size-fits-all educational approach of the past is being replaced with a customized and flexible learning paradigm that focuses on student outcomes and performance. Collaboration networks can assist in this transformation. The primary function of a collaboration network is to provide the management education community with access to curriculum innovation, cloud-based resources, intelligent tutors, and implementation strategies. The purpose of this chapter is to outline the role of cloud-based collaboration networks in helping shape the future of management education.

Collaboration-Driven Management Education

2018 ◽  
pp. 318-337
Author(s):  
Owen P. Hall Jr. ◽  
Kenneth D. Ko
Keyword(s):  
Management Education ◽  
Implementation Strategies ◽  
Radical Change ◽  
Learning Technologies ◽  
Collaboration Network ◽  
Collaboration Networks ◽  
Curriculum Innovation ◽  
Education Community ◽  
And Performance ◽  
Changing Demographics

Business leaders, accrediting bodies, and management educators alike are calling for a radical change in the delivery of management education because of globalization, unprecedented economic uncertainty, changing demographics, and new learning technologies. The traditional one-size-fits-all educational approach of the past is being replaced with a customized and flexible learning paradigm that focuses on student outcomes and performance. Collaboration networks can assist in this transformation. The primary function of a collaboration network is to provide the management education community with access to curriculum innovation, cloud-based resources, intelligent tutors, and implementation strategies. The purpose of this chapter is to outline the role of cloud-based collaboration networks in helping shape the future of management education.

scholarly journals Leadership development for managers in turbulent times

2016 ◽  
Vol 35 (8) ◽  
pp. 942-955 ◽  
Author(s):  
Roger David Hall ◽  
Caroline Ann Rowland
Keyword(s):  
Leadership Development ◽  
Performance Management ◽  
Management Education ◽  
Theory Approach ◽  
Current Management ◽  
Content Type ◽  
High Performing ◽  
Economic Climate ◽  
And Performance ◽  
The Impact

Purpose In a turbulent economic climate, characterized by pressures to improve productivity and reduce costs, leadership and performance management have a more central role in helping to ensure competitive advantage. The purpose of this paper is to explore current demands on leaders; and endeavours to explore linkages between management education and agile leadership. Design/methodology/approach Taking a grounded theory approach, this paper uses the concepts of volatility, uncertainty, complexity and ambiguity (VUCA) to investigate the impact on desired attributes of leaders and the extent to which this is underpinned by current management education programmes. It draws on the VUCA model of agile management to examine current practices and experiences and considers future trends. Empirical research includes case studies and analysis of management syllabuses. Findings Syllabuses do not reflect the attributes that organizations expect leaders to possess and are content driven rather than process focused. VUCA is not yet mainstream in academic thinking. Practical implications There is a disparity between the output of business schools and the expectations of organizations. This may affect productivity. It is suggested that the use of live consultancies may provide a more beneficial management development experience. Originality/value This research opens an international debate that seeks to assess the relevance of current management education to the needs of organizations for agile, high-performing leaders.

scholarly journals Patterns of student collaborative learning in blended course designs based on their learning orientations: a student approaches to learning perspective

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Feifei Han ◽  
Robert A. Ellis
Keyword(s):  
Collaborative Learning ◽  
Approaches To Learning ◽  
Learning Technologies ◽  
Collaboration Network ◽  
Collaboration Networks ◽  
Face To Face ◽  
Collaborative Groups ◽  
Student Approaches To Learning ◽  
Learning Orientations ◽  
Blended Course

AbstractThis study combines research methods from student approaches to learning research and social network analysis (SNA) to examine patterns of students’ collaborative learning based on their learning orientations amongst 193 postgraduates enrolled in a blended course. The study identified two distinct learning orientations, namely ‘understanding’ and ‘reproducing’, which differed in approaches to learning through inquiry, approaches to using online learning technologies, perceptions of the online workload, and academic outcomes. On the basis of students’ learning orientations and their choice of whether to collaborate and with whom to collaborate, five networks representing five patterns of collaborative learning were found. From these, two did not reveal any collaboration (Understanding Alone and Reproducing Alone networks); and three revealed collaborations (Understanding Collaboration, Mixed Collaboration, Reproducing Collaboration networks). A range of SNA measures were calculated and revealed different features of the three collaboration networks. Viewed together, the combined methodologies suggest that the Understanding Collaboration network has more desirable features of collaboration, such as the intensity of collaboration, having closely knitted groups who tended to seek out and welcome peers and who tended to engage more often in both face-to-face and online modes. The study suggests that helping students adjust their learning orientations, designing some compulsory collaborative assessment tasks, and configuring the composition of collaborative groups are productive strategies likely to improve students’ experiences of collaborative learning.

Performance Measurement using Balance Score Card and its Applications: A Review

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Shradha Gawankar ◽  
Sachin S. Kamble ◽  
Rakesh Raut
Keyword(s):  
Performance Measurement ◽  
Organizational Performance ◽  
Performance Management ◽  
Balanced Scorecard ◽  
Strategic Change ◽  
The Balanced Scorecard ◽  
Balance Score Card ◽  
Measurement Framework ◽  
Score Card ◽  
And Performance

This paper aims to propose the idea of briefly explaining the balance scorecard by highlighting its use, application in depth. A critical enabler in achieving desired performance goals is the ability to measure performance. Despite the importance of accurately measuring organizational performance in most areas of academic research, there have been very few studies that have directly addressed the question of how overall organizational performance is or should be measured. Perhaps more importantly, none of these studies seems to have significantly influenced how overall organizational performance is actually measured in most of the empirical research that uses this construct as a dependent measure. The most popular of the performance measurement framework has been the balanced scorecard abbreviated as BSC. The BSC is widely acknowledged to have moved beyond the original ideology. It has now become a strategic change management and performance management process. The approach used in this paper is the combination of literature review on evolution of balance score card and its applications in various sectors/organizations/ areas. This paper identify that the balanced scorecard is a powerful but simple strategic tool and the simplicity of the scorecard is in its design. By encompassing four primary perspectives, the tool allows an organization to turn its attention to external concerns, such as the financial outcomes and its customers expectations, and internal areas, which include its internal processes to meet external requirements and its integration of learning and growth, to successfully meet its strategic expectations. This paper provides a comprehensive overview of the balanced scorecard combined with application and strategy, which are now in a better position to begin to recognize managements expectations and to discover new ways to build value for workplace learning and performance within organization.

Management science and nation building: The sociotechnical imaginary behind the making of the Indian Institute of Management in Ahmedabad

2021 ◽  
pp. 001946462110203
Author(s):  
Lourens van Haaften
Keyword(s):  
Business Education ◽  
Management Education ◽  
Nation Building ◽  
Management Science ◽  
Indian Institute ◽  
Management Knowledge ◽  
Education In India ◽  
Development Trajectory ◽  
Distinct Character

The start of management education in India in the early 1960s has been dominantly described from the perspective of ‘Americanisation’, characterised by isomorphism and mimicry. Existing scholarship has avoided the question of how management education and knowledge were reconciled and naturalised with India’s specific socio-economic contexts. This article addresses the issue and provides a situated account of this complex history by delving into the establishment of the Indian Institute of Management Ahmedabad, one of India’s first and most prominent management schools. Using the concept of sociotechnical imaginary developed by Jasanoff and Kim, the analysis describes how the development of management education and research was aligned with the objective of nation building. The article shows that the project to start management education did not take off before the capitalist connotations, associated with business education, were subtly removed and a narrative was created that put management education in the context of India’s wider development trajectory. Under influence of a changing political atmosphere in the late 1960s, a particular imaginary on the role of management knowledge and education unfolded in the development of the institute, giving the field in India a distinct character in the early 1970s.

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