Culture-Based Gamification for Global Education

This chapter discusses gamification as a viable strategy to deliver tourism and hospitality management curricula effectively at a non-public Western university in Vietnam. This chapter discusses how Western tourism and hospitality curricula, which aim at developing problem-solving skills, independent thinking, and individual initiative in a global marketplace, are at odds with the education system in Vietnam, and proposes specific strategies that can be employed by global educators to bridge this gap. A case-study with upper-level tourism management Vietnamese undergraduates is presented as demonstrative of the benefits of gamification of tourism and hospitality management curriculum delivery. Knowledge of Vietnamese behavioral mores, culture, and language are highlighted as conditions for the successful implementation of gamification efforts in this educational setting. Implications for educational praxis, suggestions and recommendations for best uses, common pitfalls, and directions for future research in light of extant literature are discussed.

Expected Competencies of Construction Management Graduates Working in China

Construction manager competencies in today's construction industry are the key factors of project success. Compared to traditional roles, they are faced with a situation showing a gradual shift in their roles and functions especially projects nowadays are encountering more and more complicated issues during construction phase and the increasing complexity of projects poses huge demand for construction managers possessing competencies capable to adapt to this changing industry environment by their knowledge and skills gained through training especially during their early years of construction management education received in polytechnics or universities. Such kind of training builds the foundations for construction managers enabling to develop further a way to adapt to the escalating expectations of the clients and more important related to the development of leadership, management and problem-solving skills construction organisations are looking for. This paper aim to evaluate the expected competencies of construction management graduates in China focusing on the development of construction manager during their early training and how the education institutes can make sure their curriculums capable to prepare learners for the changing needs of construction industry in China. The result of this study is to provide a theoretical basis for the excellent construction management curriculum design, thus encouraging education institutes to adopt industry-oriented approach to deal with ever-changing construction industry.

Laboratory Management for Cytopathology Fellows: Our Institution’s Curriculum

Introduction/Objective The cytopathology laboratory is one of the most highly regulated clinical laboratories. The Accreditation Council for Graduate Medical Education (ACGME) milestones include competencies in laboratory management. Additionally, many cytology fellows will be involved in laboratory management after finishing training. Therefore, it is imperative to incorporate formal laboratory management training for cytology fellows. Our cytopathology department implemented a formal laboratory management curriculum this year, with emphasis placed on the milestones (1.0 and 2.0) provided by the ACGME. Methods/Case Report The curriculum is divided into seven modules extending throughout the fellowship year (August-April). The modules include hand-off communication, process improvement, laboratory accreditation (introduction, intermediate, advanced) and error management (introduction, intermediate). Each module has two components: self-study of assigned reading materials and online courses, followed by an interactive session with faculty and/or laboratory personnel. Several engaging, high-quality resources are used including Institute for Healthcare Improvement Open School, modules from professional organizations, PubMed articles, National Quality Forum, departmental committees and mock inspections. Each module is followed by an interactive session to review policies, procedures and/or checklists. The fellows also spend time in the cytology laboratory preparation area and participate in Quality Improvement meetings. Results (if a Case Study enter NA) The fellowship director discusses the educational expectations at the start of each module. Evidence of compliance is demonstrated by uploading all of the completed assignments to MedHub (a web- based training management system) at the end of the module. All of the modules include self-assessment questions that are reviewed by the fellowship director. Conclusion Our cytopathology laboratory introduced a structured laboratory management curriculum. This curriculum fulfills some of the laboratory management competencies put forth in the ACGME milestones. This curriculum will also help to prepare fellows to confidently participate in cytology laboratory management as they enter the workforce.

Decolonising the retail business management curriculum in the higher education sector

This article critiques the retail business management curriculum as currently offered in the Higher Education (HE) sector. The study used an exploratory qualitative approach, which involved conducting telephone interviews with a purposively selected sample of 25 participants conversant with the phenomenon studied, retail management practitioners, students and curriculum review experts. This was augmented by secondary literature. The study found out that by and large the retail business management (RBM) curriculum that is currently rolled out in the HE sector is largely based on Western epistemologies. The knowledge economy that is consumed by the recipients of the RBM curriculum in the HE sector is mainly from American and European academics and that is at the expense of the local or indigenous knowledge. It was found out, that the majority of the curriculum recipients do not identify with the current curriculum because it is divorced from their lived experiences that include their culture in particular their languages, beliefs and values. The study avers that indigenous knowledge systems were left out in the process of the RBM curriculum development and that partly explains its alienation from the lived realities of the local students and academic staff. The study therefore recommends that the current RBM curriculum needs to be effectively decolonised and the starting point for this decolonisation process is the involvement of all stakeholders in the curriculum development process. Secondly, the use of diverse educators to reflect the country’s racial mix is recommended. The study also recommends the convening of all stakeholder curriculum review engagements, the use of a local knowledge economy and local languages in teaching and learning of the RBM curriculum.

Investigation of the Mediator Role of Cultural Variables in Sports Club Management for Undergraduate Sports Management Curriculum Programs

Change management in sports organizations is important in terms of organizational continuity. Sports Clubs, like other organizations, have their own behavioral patterns, beliefs and values. The sum of these differences constitute the variables within the organizational culture. Sports clubs that are aware of and develop their own cultural variables have a healthy organizational continuity.The aim of this study is to define the cultural variables of a sports club and to examine these variables in sports management education.This research was carried out according to qualitative research methods.According to the findings obtained in the research, it was concluded that Institutional purposes, principles, understanding and rules, norms, beliefs and symbols and basic values are important among the culture variables. Keywords : Sports Club, Culturel Variable,Cirriculum,Mangement,Sustainability

Integrating Sustainability in the Business Administration and Management Curriculum: A Sustainability Competencies Map

This study presents a sustainability competencies map (SCM) for Business Administration and Management (BAM) disciplines as a tool to support education in sustainability at the university level. The study describes in detail the design and elaboration of the map based on the competencies defined by the Conference of Rectors of Spanish Universities (CRUE) and complemented with the Sustainable Development Goals (SDG) adopted by the United Nations. In addition, to externally evaluate the proposed SCM, we conducted a series of interviews with top managers and founders of five organizations that vary in size and industry. As the main contribution, the SCM for BAM studies is presented, containing 58 learning objectives. The qualitative research framework performed to obtain evidence from the interviewees showed that the holistic dimension of the proposed SCM is highly valued by the interviewed practitioners. Additionally, the SCM’s division of competencies into three levels of achievement was considered practical and helpful to measure them. Finally, the interviewees expressed concerns regarding the implementation of the SCM in real classroom, calling for the necessity of special training for teachers and flexibility of higher education system. Reinforced by the interviewees’ opinions, we believe that the SCM for BAM education presented here will facilitate the design of different methodologies by the teaching staff to guide students towards compliance with the 17 SDGs in 2030.

Quality education: industry contributions to embed sustainability in a meeting and event management curriculum

PurposeWith the global adoption of the United Nations Sustainable Development Goals (UN SDGs), it has become increasingly important for educators to develop a responsive curriculum where future event practitioners understand, value and implement sustainability as a core component of meeting and event management. The purpose of this paper is to explore the viewpoints of industry to embed sustainability as part of developing a Meeting and Event Management curriculum that is responsive to industry needs, and in so doing, contribute to quality education (SDG4).Design/methodology/approachQualitative data were generated from 10 key informant interviews amongst top-level meeting and event professionals. Open questions elucidated industry viewpoints to develop content for a Meeting and Event Management curriculum at Advanced Diploma level in South Africa. Content analysis and data interpretation revealed key topics that guided the embedment of SDGs in the curriculum as knowledge, skills, values and attitudes.FindingsCurriculum content was linked to six specific, corresponding SDGs, namely: good health and well-being; quality education; decent work and economic growth; industry, innovation and infrastructure; climate action and partnerships for the goals.Originality/valueThe paper contributes valuable industry insights into academic educators concerned with responsive curriculum development in the field of meeting and event management by outlining how SDGs can be integrated as competencies and learning outcomes in a tertiary qualification.