management education
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MEST Journal ◽  
2022 ◽  
Vol 10 (1) ◽  
pp. 36-42
Peter Odrakiewicz ◽  
Mykola Orlykovskyi ◽  
Michael Gaylord

This paper seeks to discuss challenges for management education and integrity capital promulgation in innovative ways in the era of Artificial Intelligence (AI) in education and business practice. The authors present some examples of innovative strategies in the new educational era characterized by globalized AI. How will the AI co-instruction affect the acquisition of intellectual capital? Building on previously published articles and ongoing new research, and maintaining that lack of sustainable management practices, corruption in management leads to social exclusion. The paper presents innovative methods of organization's ethics and integrity branding management in diverse organizations focusing on intellectual capital management and sustainability. It proposes that the facilitation of social inclusion can be considered an innovative approach in both business management and management education. It is an opening and invitation to further exploration for finding better means for management education, integrity competencies and intellectual capital, teaching, sharing in business and society in the era of AI in educational institutions and business organizations. In addition, it seeks to build corruption preventative contexts to construct corruption-free organizations that benefit their owners, shareholders, and community stakeholders. A particular focus is on higher educational institutions in this research.

2022 ◽  
pp. 0258042X2110694
Divya Aggarwal ◽  
Varun Elembilassery

Management education has undergone significant changes owing to the COVID-19 pandemic. The classroom delivery has moved from an offline mode to a completely online mode, unravelling many pedagogical challenges and constraints. This study explores the pedagogical challenges faced by academicians and the innovative remedial measures adopted by them. This study follows an inductive approach using qualitative interviews and uses the cognitive apprenticeship model as the theoretical underpinning. Findings indicate that all domain aspects of the cognitive apprenticeship model are not equally relevant in an online teaching scenario compared to offline teaching. Findings also indicate that the interpersonal and communicational aspects of the learning environment have gained more prominence in online teaching. This article contributes to the existing literature by bringing early evidence on the challenges and innovations in online teaching. In addition, this study also contributes to the understanding of the cognitive apprenticeship model in an online scenario. Even though the scope of the study was limited to academicians from the finance and accounting area, the findings are globally relevant. They have practical implications for other disciplines as well. JEL Classification Codes: M0, I20, I29, Y7

2022 ◽  
Vol 12 (1) ◽  
Michael A. Taylor ◽  
Terence K. Teo

Previous research on nonprofit management education (NME) in the United Kingdom (UK) has raised the question of whether NME provided through public service departments will focus more on third sector distinctiveness, while NME provided through business schools will concentrate more on general, cross-sector management skills. We collect data on courses offered within UK graduate degree programs with an NME concentration and compare them using Mirabella’s (2007) taxonomy and find that there is more commonality than differences between graduate NME offered in both business and public service programs in the UK. However, statistically significant differences in the provision of courses as a proportion of total curriculum do exist for courses related to “advocacy, public policy, and community organizing,” “financial management,” and “social enterprise.”

2022 ◽  
pp. 263501062110702
Patricia Davidson ◽  
Jacqueline LaManna ◽  
Jean Davis ◽  
Maria M. Ojeda ◽  
Suzanne Hyer ◽  

Purpose: It is well documented that chronic conditions, such as diabetes, impact quality of life (QoL). QoL assessment is essential when developing and evaluating diabetes self-management education support interventions. The aim of this systematic review was to evaluate the evidence and gaps in the research and the impact of diabetes self-management education (DSME) on QoL outcomes in persons with type 1 diabetes mellitus (T1DM). Methods A systematic review of English language studies published between January 1, 2007, and March 31, 2020, was conducted using a modified Cochrane review method. Studies were included if they were randomized controlled trials (RCTs), participants had T1DM with or without caregivers, a DSME intervention alone or a component(s) of the ADCES7™ Self-Care Behaviors was described, and QoL was a primary or secondary outcome. A 3-tiered review process was utilized for selecting articles. Retained articles were assessed for risk of bias. Results: Nineteen articles, reporting on 17 RCTs, met inclusion criteria, of which 7 studies reported QoL as the primary outcome and 10 as a secondary outcome. Seven studies detected significant impact of DMSE on QoL outcomes in either the participants or family caregivers, which varied in participant populations, selection of QoL tools (generic vs diabetes-specific), intervention type, intervention length, and type of interventionist. Conclusion: DSME has the potential to influence QoL outcomes in people with T1DM. Research using more standardized methods are needed to delineate impact on a broader range of factors that influence QoL for those living with T1DM across the life span and their caregivers.

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  

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/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. 10; 10; 10; 10; Findings Management education might be most effective when an experienced-based approach to learning is adopted. Firm can achieve desired outcomes by encouraging participants to engage in different types of dialogue in order to interpret experiences that can subsequently help generate new knowledge and inspire greater creativity. Originality/value The briefing saves busy executives, strategists 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.

2022 ◽  
Vol 22 (1) ◽  
Jenny Louise Olson ◽  
Becky White ◽  
Helen Mitchell ◽  
Jennifer Halliday ◽  
Timothy Skinner ◽  

Abstract Background The aim of this work was to develop a National Evaluation Framework to facilitate the standardization of delivery, quality, reporting, and evaluation of diabetes education and support programs delivered throughout Australia through the National Diabetes Services Scheme (NDSS). The NDSS is funded by the Australian Government, and provides access to diabetes information, education, support, and subsidized product across diverse settings in each state and territory of Australia through seven independent service-providers. This article reports the approach undertaken to develop the Framework. Methods A participatory approach was undertaken, focused on adopting nationally consistent outcomes and indicators, nominating objectives and measurement tools, specifying evaluation processes, and developing quality standards. Existing programs were classified based on related, overarching indicators enabling the adoption of a tiered system of evaluation. Results Two outcomes (i.e., improved clinical, reduced cost) and four indicators (i.e., improved knowledge and understanding, self-management, self-determination, psychosocial adjustment) were adopted from the Eigenmann and Colagiuri national consensus position statement for diabetes education. This allowed for the identification of objectives (i.e., improved empowerment, reduced distress, autonomy supportive program delivery, consumer satisfaction) and related measurement instruments. Programs were categorized as comprehensive, topic-specific, or basic education, with comprehensive programs allocated to receive the highest-level of evaluation. Eight quality standards were developed, with existing programs tested against those standards. Based on the results of testing, two comprehensive (OzDAFNE for people with type 1 diabetes, DESMOND for people with type 2 diabetes), and eight topic-specific (CarbSmart, ShopSmart, MonitorSmart, FootSmart, MedSmart, Living with Insulin, Insulin Pump Workshop, Ready Set Go – Let’s Move) structured diabetes self-management education and support programs were nominated for national delivery. Conclusions The National Evaluation Framework has facilitated consistency of program quality, delivery, and evaluation of programs delivered by multiple service providers across diverse contexts. The Framework could be applied by other service providers who facilitate multiple diabetes education and support programs and could be adapted for use in other chronic disease populations where education and support are indicated.

2022 ◽  
pp. 243-255
N. S. Bohra ◽  
Navneet Rawat

The present study aims to develop a conceptual framework of the scope and challenges of Tier 2 Business Schools in India. Management education has seen a drastic change in the recent past with a huge inflow of students, and this gave management institutes an edge to grow. Besides taking this opportunity, some institutes have compromised on various parameters which is degrading quality education. In this study, strategic analysis has been done by using the past review. For strategic analysis on challenges and future scope of Tier 2 Business Schools (T2BS) in India, challenges-scope matrix has been carefully developed and evaluated. Research procedure adopted in this study is professionally framed, and systematic review of literature has been done before concluding the study.

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Hicham Berbar ◽  
Said Lotfi ◽  
Mohammed Talbi

Evaluation is currently at the heart of the priorities of education systems. It is not limited to learning but affects several aspects: teachers, schools, training, management, education policies, and the system as a whole. There is a need in this area where research is extremely scarce in Morocco and especially in the teaching and education sector. The notion of transposing quality evaluation to the pedagogical side is very difficult and ambiguous. The evaluation of a school is a complex process, with varied practices and multiple actors. The first objective of this work is to present, within a rigorous methodological framework, the validation of pedagogical and administrative quality indicators in schools. This tool is a dashboard with precise indicators for the pedagogical audit of schools and educational institutions adapted to the Moroccan context. To select the best indicators, we used several techniques (structured interviews, focus groups, factor analysis, etc.) with the actors who carry out their activities. We identified three (03) fields and ten (10) criteria with indicators that form the basis of a quality assessment. The fields are management and strategic planning, administrative and sector management, and pedagogical organization.

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