Providing Industry with Education That Meets Business Standards

2003 ◽  
Vol 17 (2) ◽  
pp. 91-101 ◽  
Author(s):  
Erik M. van Raaij ◽  
William A. Weimer
Keyword(s):  
Higher Education ◽  
Success Factors ◽  
Formal Education ◽  
Organizational Transformation ◽  
Successful Implementation ◽  
Daily Work ◽  
Organizational Renewal ◽  
Key Success Factors ◽  
New Concepts ◽  
Client Firm

As organizations are increasingly using formal education to support organizational renewal and change, institutions for higher education face the challenge of providing industry with education that not only teaches participants new concepts and new skills, but also provides them with the motivation and the commitment to implement what has been learned in their daily work. In this paper, the authors present twelve key success factors for designing education programmes for organizational transformation. Two requisites for the successful implementation of these success factors are also identified: a true partnership between the client firm and the education provider, and a pivotal role for the course manager.

Successful Implementation of an E-Government Project

2011 ◽  
pp. 1485-1491
Author(s):  
G. Rondeaux
Keyword(s):  
Information And Communication Technologies ◽  
Success Factors ◽  
Public Services ◽  
Communication Technologies ◽  
Successful Implementation ◽  
Daily Work ◽  
Key Success Factors ◽  
Government Project ◽  
Information And Communication ◽  
Multiple Pressures

Challenged to multiple pressures, the administration developed many initiatives aimed at modernizing its practices and offering the citizen customer (Thomas, 1999) a faster and better-quality service (OECD, 1996). From this perspective, the use of information and communication technologies (ICTs) is presented as an essential means of modernization (Poullet & Van Bastelaer, 1999). However, the declarations of intent sometime seem to be difficult to translate into efficient projects integrated in civil servants’ daily work practices. A lot of case studies focus on best practices or analyze the reasons of failure of several e-government projects. There are fewer studies that position upstream and try to identify the key success factors of the introduction of ICTs into public services regarding their acceptance and appropriation by internal users.

scholarly journals Percepciones en torno a una educación remota y a una educación híbrida universitaria durante la pandemia de la COVID-19: estudio de caso

2021 ◽  
pp. 25-39
Author(s):  
Jorge Balladares Burgos
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Success Factors ◽  
Formal Concept ◽  
Research Approach ◽  
Strategic Learning ◽  
Remote Education ◽  
Key Success Factors ◽  
Estudio De Caso

El presente artículo tiene como propósito realizar un estudio sobre las percepciones en torno a una educación remota y a una educación híbrida en la educación superior.  El estudio de caso de un programa universitario de posgrado se articula con el enfoque de la investigación basada en el diseño para analizar percepciones sobre una educación remota en tiempos de pandemia e identificar factores claves de éxito para una nueva normalidad educativa a partir de los microciclos de la fase de implementación.  Entre los hallazgos, se reconoce que una educación remota respondió a la emergencia de la pandemia y se identificaron factores claves de éxito tales como la temporalización del proceso de enseñanza y aprendizaje, la docencia sincrónica, el diseño tecnopedagógico de los entornos virtuales de aprendizaje, y la transformación digital universitaria.  Estos resultados permiten resignificar el concepto tradicional de educación híbrida incorporando fortalezas de la educación remota, y reposicionándola como una modalidad de estudio estratégica para una nueva normalidad educativa que recupere progresivamente la presencialidad y expanda el aprendizaje de los estudiantes. La presente investigación contribuye a plantear pistas desde la educación híbrida hacia una renovada educación postpandemia. The purpose of this article is to lead a case study on perceptions around remote education and hybrid education in higher education.  The case study of a graduate university program is articulated by the design-based research approach for analyzing perceptions about remote education in the Covid-19 pandemic and to identify key success factors for new educational normality through the microcycle of análisis and exploration.  Among the findings, it is recognized that remote education responded to the emergency of the pandemic and identified key success factors such as teaching and learning timing, synchronous teaching, instructional design of virtual learning environments, and digital transformation in universities. These results allow us to re-signify the formal concept of blended learning including key strengths of remote learning and consider it as a strategic learning model for new higher education normality that will progressively recover face-to-face classrooms and expand students’ learning. This research contributes to raising clues from blended learning to renovate post-pandemic education

scholarly journals Using Electronic Assessment System in Higher Education: Challenges and Solutions for Lectures, Students and Institutions

2019 ◽  
Vol 8 (2S9) ◽  
pp. 673-678
Keyword(s):  
Higher Education ◽  
Formal Education ◽  
Technology Development ◽  
Assessment System ◽  
Assessment Process ◽  
Successful Implementation ◽  
Validity And Reliability ◽  
Learning And Teaching ◽  
Electronic Assessment ◽  
Assessment Systems

Assessment is an important component of education especially in the context of the learning and teaching environment. In higher education, assessment is the heart of formal education. Nowadays, technology plays an important role in the assessment process. Therefore, using technology development has an impact on improving the assessment system. Focus on the using of electronic assessment (e-assessment) systems is increasingly developing at the higher education level. Technological developments have led to a shift in concepts and ways of assessing moving from face-to-face assessment to digital-based assessment, namely an end-to-end assessment process using ICT. E-assessment system is provides many benefits for the effectiveness and efficiency of learning in higher education for lecturers, students and institutions. Many e-assessment models are developed to meet various objectives, especially in the purpose of educational learning. However, there are many challenges in its process and application. This paper aims to provide an example of e-assessment system application, describe challenges in the use of e-assessment systems in higher education based on literature, journals and research results and provide recommendations on how to deal with all of these challenges so that the assessment objectives can be achieved. The method that used is to figure out and describe qualitatively. Overall conclusion is the e-assessment system has become one of the requirements in higher education with many models. There are still many questions for lecturers, students and institutions that pose challenges in the application of e-assessments related to validity and reliability, accuracy, fairness, security, infrastructure and human resources. Based on this fact then the recommendation of these challenges in the successful implementation of e-assessment in higher education are paying attention to the characteristics of e-assessment, designing assessments according the needs, and creating a complete and accessible assessment system for all.

Networking Industry and Academia

2009 ◽  
Vol 23 (6) ◽  
pp. 437-443 ◽  
Author(s):  
Simon Stephens ◽  
George Onofrei
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Real World ◽  
Success Factors ◽  
Higher Education Institutions ◽  
Practical Application ◽  
Policy Makers ◽  
Key Success Factors ◽  
Primary Means ◽  
Education Business

Graduate development programmes such as FUSION continue to be seen by policy makers, higher education institutions and small and medium-sized enterprises (SMEs) as primary means of strengthening higher education–business links and in turn improving the match between graduate output and the needs of industry. This paper provides evidence from case studies. The findings indicate that the practical application of academic principles in real-world settings provides a useful learning vehicle for academics, graduates and SMEs. Key success factors and strategies for overcoming obstacles emerged from the case studies. In light of these findings, the authors make tentative recommendations to aid the future delivery of similar programmes.

Het Schot en de Roos. Over het Invoeren van Computerondersteund Onderwijs

1994 ◽  
Vol 49 ◽  
pp. 17-26
Author(s):  
Marcel J.A. Mirande
Keyword(s):  
Higher Education ◽  
Success Factors ◽  
Fine Tuning ◽  
Teaching Staff ◽  
Successful Implementation ◽  
Critical Success ◽  
Implementation Scheme ◽  
Practice Opportunities ◽  
The Cost ◽  
Bull's Eye

In computer-aided learning (CAL) usage in higher education, five stages can be identified: (1) complete unfamiliarity, (2) orientation, (3) introductory, (4) regular, and (5) integrated usage. Many faculties now find themselves somewhere between stages 3 and 4, which is characterised by sorting out or establishing policies, creating budgets, finding a coordinator and developing an implementation scheme or protocol. For help at implementing CAL during stage 4 we use the metaphor, "hitting the bull's-eye", to identify four important impact points. The first is to clearly recognize the critical success factors that normally accompany effective CAL usage. In total we identify 11 factors that can be divided into three hierarchical levels: the strategic, the organisational, and the operational levels of an educational institute. On the basis of an investigation, those responsible can uncover in which part(s) of an organisation conditions are most favourable for successful implementation. The next step would be to place the target, e.g. project type most likely to succeed, in the most appropriate environment. An inquiry can be held among all teaching staff involved in the curriculum that has been identified as most propitious. Questions to be included in the inquiry should address themselves to a portion of a teacher's course and should be rated on six criteria: (1) the basic teaching objective(s), (2) desirability/need for improving education, (3) teaching staff cooperation, (4) stability of learning materials, (5) target group size, and (6) the cost of training. The higher a particular course component scores on these criteria, the more likely it is to become chosen for a CAL solution. The third step is to follow the experience of the master; those who have already made successful usage of CAL. Twenty-one successful applications of CAL have been collected in a book titled, 'The merits of CAL' (De kwaliteiten van computerondersteund onderwijs, Mirande, 1994). Therein it appears that in higher education, CAL is successful in five different ways: (1) removing deficiencies, (2) increasing practice opportunities, (3) substitution for group work, (4) renewal of lab work, and (5) efficient testing and test preparation. The fourth point is to continue trying until the shot has hit the bull's-eye. This can be seen as a form of quality control or fine tuning of a product with special attention to didactic and content needs in the program under development.

scholarly journals Critical Success Factors Enterprise Resource Planning (ERP) Implementation in Higher Education

2021 ◽  
Vol 4 (1) ◽  
pp. 54
Author(s):  
Adjeng Kartika Rizkiana ◽  
Hamzah Ritchi ◽  
Zaldy Adrianto
Keyword(s):  
Higher Education ◽  
Enterprise Resource Planning ◽  
Success Factors ◽  
Resource Planning ◽  
Data Management System ◽  
Successful Implementation ◽  
Key Factors ◽  
Erp Implementation ◽  
College And University ◽  
Critical Success

One of the technologies that can optimize the data management system in Higher Education is the Enterprise Resource Planning (ERP) information system. However, in its implementation, failures often occur. This research was conducted to formulate the key factors for the successful implementation of ERP systems in universities. The research method used is descriptive qualitative through case studies on 4 campuses in West Java. The 20 key factors taken are the result of iterations of 32 works of literature in the 2016-2019 timeframe. The results of the study provide an overview of the key success factors that have emerged at each college and university.

scholarly journals Key Success Factors of e-Learning Implementation in Higher Education

2020 ◽  
Vol 15 (17) ◽  
pp. 101
Author(s):  
Tedi Priatna ◽  
Dian Sa'adillah Maylawati ◽  
Hamdan Sugilar ◽  
Muhammad Ali Ramdhani
Keyword(s):  
Higher Education ◽  
Success Factors ◽  
Organizational Factors ◽  
Academic Community ◽  
Dominant Factor ◽  
Key Success Factors ◽  
Determinant Factors ◽  
Depth Analysis ◽  
Multi Attribute Utility Theory ◽  
E Learning

This study aims to analyse the Key Success Factors (KSFs) of e-learning implementation, so that e-learning can work well and provide maximum benefits for learning activities process in higher education. The method used in this research is begin from investigate the determinant factors based on the results of literature studies and survey techniques. To obtain a more in-depth analysis, then the factors are weighted using the Multi-Attribute Utility Theory (MAUT) method. The results showed that the determinant factors that need to be used as the main consideration in the implementation of e-learning at higher education are organizational factors, technology, and human resources. The dominant factor that needs attention in realizing the effectiveness of the implementation of e-learning in higher education is the organizational aspect which is realized in the form of creating a work culture and setting policies that are binding on the academic community to carry out e-learning.

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