scholarly journals THE USE OF THE DMAIC METHODOLOGY IN DIAGNOSING THE EXTENT OF APPLICATION OF SOME INSTITUTIONAL ACCREDITATION STANDARDS: AN IRAQI UNIVERSITY AS AN EXAMPLE

2021 ◽  
Vol 03 (03) ◽  
pp. 72-88
Author(s):  
Sally T. ALI ◽  
Abdulridha S. AL_BASRI
Keyword(s):  
Educational Institution ◽  
Scientific Research ◽  
Case Study Methodology ◽  
Accreditation Standards ◽  
Institutional Accreditation ◽  
Study Methodology ◽  
The University

The study aims to find out the extent of application of a number of Iraqi institutional accreditation standards (governance and administration, scientific research, curricula) at the University of Baghdad using the DMAIC methodology by diagnosing strengths and weaknesses, and proposing a mechanism and procedures to help the educational institution reduce or eliminate the gap. The study starts from the problem of the extent of application of a number of Iraqi institutional accreditation standards represented by (Governance and Administration Standard, Scientific Research Standard and Curriculum Standard) at the University of Baghdad. Case study methodology by using the checklist as a tool for collecting data and information to assist in a comprehensive and realistic analysis.

Using Action Research to Transform a Traditional Reading Practicum

2022 ◽  
pp. 47-78
Author(s):  
Michelle J. Kelley ◽  
Taylar Wenzel ◽  
Karri Williams ◽  
Marni Kay
Keyword(s):  
Action Research ◽  
Student Work ◽  
Case Study Methodology ◽  
Course Content ◽  
Central Florida ◽  
Faculty Input ◽  
Study Methodology ◽  
The University ◽  
Student Reflections

This chapter describes how faculty from the University of Central Florida collaboratively worked to transform an undergraduate reading practicum course utilizing action research and case study methodology. Seeking to develop preservice educators as teacher researchers, the reading faculty responded by developing and implementing the Action Research Case Study Project. This semester-long project required faculty to redesign the course to reflect this emphasis. This chapter includes the modifications made to the course content, the creation of rubrics for evaluating the project, and feedback mechanisms employed to facilitate student success. The project has been implemented for two semesters; various data sources are shared to document the effectiveness of the project including faculty input, survey data, student work examples, and student reflections.

Uses and Implementation of Social Media at University

2013 ◽  
pp. 204-222
Author(s):  
María-Jesús Díaz-González ◽  
Natalia Quintas Froufe ◽  
Almudena González del Valle Brena ◽  
Francesc Pumarola
Keyword(s):  
Social Media ◽  
Information Technologies ◽  
University Teaching ◽  
Case Study Methodology ◽  
Social Media Networks ◽  
Communication Processes ◽  
Study Methodology ◽  
The University ◽  
Relationship Of

There have been many contributions to scientific literature which have helped develop a theoretical framework in the field of education and Information Technologies. The contributions have come from the educational sciences and from the communication processes and collaboration perspectives. The purpose of this chapter is to make a contribution within the specific scope of university teaching and social media. In order to achieve this objective, a case study methodology was chosen to analyze the use and implementations of social media networks in Spanish Schools of Communication. The parameters used were chosen out of the same social media nature (potential use). The success of social media presence at Schools of Communications must follow an initial plan and a further control and supervision of the plan. The relationship of social media with the university community depends greatly upon the specific community manager’s profile and commitment.

scholarly journals Ethical Perception of University Students about Academic Dishonesty in Pakistan: Identification of Student's Dishonest Acts

2014 ◽  
Author(s):  
Rana Rehman ◽  
Ajmal Waheed
Keyword(s):  
University Students ◽  
Doctoral Students ◽  
Academic Dishonesty ◽  
Pattern Analysis ◽  
Research Work ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Study Methodology ◽  
The University

The current research work aims to explore major activities performed by the university students during academic misconducts and their perception regarding such activities. The study further explores the ethical limits drawn by the students about academic dishonesty. Case study methodology is utilized in this research. Sixty-one post graduate and doctoral students were interviewed. Pattern analysis is conducted to analyze the information received through structured interviews of the participants. Study founds the key activities through which students are involved in such misconducts and make a comprehensive agreement on academic dishonesty that has become the normal part of life in education system of Pakistan. Furthermore, students opined that these activities are ethically wrong habits and may be avoided.

scholarly journals Japanese Language as an Organizational Barrier for International Students to Access to University Services: A Case of Aoyama Gakuin University

2016 ◽  
Vol 6 (4) ◽  
pp. 956-966
Author(s):  
Hiroyoshi Hiratsuka
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Japanese Language ◽  
Case Study Methodology ◽  
Face To Face ◽  
Study Methodology ◽  
University Services ◽  
The University ◽  
Participatory Observation

In 2011, Aoyama Gakuin University (AGU) started a government-funded degree program (taught in English) to accept international students with limited or no Japanese language proficiency. However, the students faced obstacles in accessing all of the university resources provided. In this article, I investigated Japanese language as an organizational barrier for students accessing to campus resources. I utilized the case study methodology through participatory observation on campus and face-to-face interviews.

Streamlining a Design, Manufacture, and Fitting Workflow Within a UK Fit-Out SME

2018 ◽  
pp. 242-266
Author(s):  
Jason Underwood ◽  
Mark Shelbourn ◽  
Andrew Fleming ◽  
James Heywood ◽  
Ian Roberts
Keyword(s):  
Business Case ◽  
Disruptive Technology ◽  
Organizational Processes ◽  
Case Study Methodology ◽  
Design For Manufacture ◽  
Lean Transformation ◽  
Study Methodology ◽  
The Uk ◽  
The University

A 30-month project is presented that is enabled through a knowledge transfer partnership government-funded initiative between the University of Salford and Links FF&E – a design, manufacture, and fit-out SME in the UK. The project is aiming to implement BIM as a catalyst for a lean transformation to streamline processes and operations through the adoption of a case study methodology on a design for manufacture and assembly (DfMA) BIM implementation at Links FF&E. The findings highlight that the challenges for SMEs adopting disruptive technology could be mitigated with a business case that considers the changes on organizational processes and workflows by embedding technologies within the company with the focus on eliminating waste in the processes and adding value.

scholarly journals Educational Institution on Responding Disasters in Palu of Indonesia

2019 ◽  
Author(s):  
Ismail Suardi Wekke ◽  
Rajindra Rajindra ◽  
Dinil Pushpalal ◽  
Muhammad Ahsan Samad ◽  
Ahmad Yani ◽  
...  
Keyword(s):  
Educational Institution ◽  
Geological Condition ◽  
National Agency ◽  
Case Study Methodology ◽  
Governmental Agencies ◽  
Rock Structure ◽  
Study Methodology ◽  
The Government ◽  
Increased Activity

The earthquakes that occur in the Indonesia are caused by several primary factors such as the tectonic plate shifts which lead to the increased activity of earthquakes and volcanoes. Moreover, the geological condition and the rock structure of swathes of Indonesia constitute the secondary factor that contributes to the danger of the disaster in Indonesia. Various disasters having occurred in the last 2 years are summarized in this article. This study was aimed to provide information concerning the history as well as attempts to cope with disasters and impacts on society following the disasters in Indonesia. The qualitative case study methodology was selected along with sources derived from various community groups as well as governmental agencies such as BNPB (The National Agency for Disaster Countermeasure) and BMKG (Meteorological, Climatological, and Geophysical Agency) that serve as a reference in this study. The results of the study delineated that the community’s response to the natural disasters led to increased security mitigation efforts made by the community and the government. In addition, it affected social relationship between communities in a positive manner evidenced by participation in helping with the post-disaster recovery.

scholarly journals The Transformation Process of the University into a Data Driven Organisation and Advantages It Brings: Qualitative Case Study

2021 ◽  
Vol 13 (22) ◽  
pp. 12611
Author(s):  
Ignacio Carnicero ◽  
Cristina González-Gaya ◽  
Víctor F. Rosales
Keyword(s):  
Decision Making ◽  
Qualitative Case Study ◽  
Transformation Process ◽  
Data Driven ◽  
Case Study Methodology ◽  
Use Of Data ◽  
Study Methodology ◽  
The University ◽  
Inductive Analysis

The use of data in decision-making has become prevalent in all sectors, including education. The present paper analyses the steps necessary for a university to become a data-driven organisation and the advantages this transformation has to offer, both in teaching and in management. A qualitative case study methodology was used with a thematic inductive analysis with two groups of participants. The results are a methodology for transformation, identifying the barriers that may arise and actions necessary to overcome them and the advantages the use of data has to offer the university.

scholarly journals Building an Informing Business School: A Case Study of USF’s Muma College of Business

10.28945/3428 ◽  
2016 ◽  
Vol 19 ◽  
pp. 001-073
Author(s):  
Grandon Gill ◽  
Matthew Mullarkey ◽  
Joseph E Mohr ◽  
Moez Limayem
Keyword(s):  
Business School ◽  
Environmental Changes ◽  
Business Environment ◽  
Case Study Methodology ◽  
Science Theory ◽  
Key Stakeholders ◽  
Study Methodology ◽  
College Of Business ◽  
The University

As the complexity of a system grows, the challenge of informing the stakeholders of that system grows correspondingly. Nowhere is that challenge more daunting than in business education, where globalization, technological innovation, and increasingly complicated regulations continuously transform the business environment facing graduates and practitioners. Informing science theory proposes that different levels of complexity require different channels if effective informing is to be achieved. The paper first examines how two important sources of complexity—the diversity of clients and the ruggedness of the business landscape—are changing, and how these changes demand vastly more interactive informing channels if impact is to be achieved. Using an exploratory case study methodology, it then takes a detailed look at how one institution—the University of South Florida’s Muma College of Business—has introduced a variety of new channels, many of which enable informing flows without necessarily directing them, to adapt to these environmental changes. It then considers both outcomes related to these individual informing channels and college-wide outcomes related to a broad and deep mosaic of informing flows. Finally, it considers the question of the resources required to support these new channels and the relationship between resource acquisition and channel introduction. The proposed framework for looking at business school informing channels can be applied by administrators, faculty members, and key stakeholders in understanding, evaluating, and planning programs and activities supporting informing in a complex environment. Ultimately, the informing business school framework may also provide a means for communicating impact to business school accrediting agencies (such as AACSB).

scholarly journals Building an Informing Business School: A Case Study of USF's Muma College of Business

10.28945/3427 ◽  
2016 ◽  
Author(s):  
Grandon Gill ◽  
Matthew Mullarkey ◽  
Joseph E Mohr ◽  
Moez Limayem
Keyword(s):  
Business School ◽  
Environmental Changes ◽  
Business Environment ◽  
Case Study Methodology ◽  
Science Theory ◽  
Key Stakeholders ◽  
Study Methodology ◽  
College Of Business ◽  
The University

[This paper is published in Informing Science: the International Journal of an Emerging Transdiscipline, Volume 19.] As the complexity of a system grows, the challenge of informing the stakeholders of that system grows correspondingly. Nowhere is that challenge more daunting than in business education, where globalization, technological innovation, and increasingly complicated regulations continuously transform the business environment facing graduates and practitioners. Informing science theory proposes that different levels of complexity require different channels if effective informing is to be achieved. The paper first examines how two important sources of complexity—the diversity of clients and the ruggedness of the business landscape—are changing, and how these changes demand vastly more interactive informing channels if impact is to be achieved. Using an exploratory case study methodology, it then takes a detailed look at how one institution—the University of South Florida’s Muma College of Business—has introduced a variety of new channels, many of which enable informing flows without necessarily directing them, to adapt to these environmental changes. It then considers both outcomes related to these individual informing channels and college-wide outcomes related to a broad and deep mosaic of informing flows. Finally, it considers the question of the resources required to support these new channels and the relationship between resource acquisition and channel introduction. The proposed framework for looking at business school informing channels can be applied by administrators, faculty members, and key stakeholders in understanding, evaluating, and planning programs and activities supporting informing in a complex environment. Ultimately, the informing business school framework may also provide a means for communicating impact to business school accrediting agencies (such as AACSB).

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