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Continuous curriculum improvement derives from a variety of perspectives, opportunities, and approaches. In this brief, we describe a process that facilitated student participation in curriculum development. We took our Supply Chain Management students to a regional conference affiliated with APICS and had them assess their knowledge readiness compared to professional standards. We used these data to identify our curriculum's strengths and weaknesses and to encourage faculty collaboration to adjust it accordingly. Our approach can be generalized to any academic discipline.  相似文献   

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A study was conducted at a southern university in sophomore level production classes to assess skills such as the order of arithmetic operations, decimal and percent conversion, solving of algebraic expressions, and evaluation of formulas. The study was replicated using business statistics and quantitative analysis classes at a southeastern university. The intent of the study was to determine math deficiencies among college students and to ascertain whether or not these deficiencies impact grades. Data analyses compared students’ test results and grades from the different classes at the two universities and identified surprising patterns across classes, universities, and professors.These results support the need for curriculum modifications to address the identified deficiencies.  相似文献   

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Business students are thoroughly schooled about the importance of measurement systems that, by their very nature, are designed to accurately measure the past performance of organizations, departments, and individuals. This article describes a team‐based, active‐learning exercise that clearly illustrates an additional important and often underemphasized aspect of performance measurement systems—their influence on individuals’ future behaviors and organizations’ future performance.  相似文献   

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This study offers a model for incorporating live sustainability consulting projects in an MBA curriculum to nurture cross‐functional faculty collaboration while offering students proving ground for solving contemporary challenges related to ethical management of all forms of capital. We attempt to first lay a foundation for the recent evolution of sustainability within business schools, and then provide evidence that an opportunity exists for decision science scholars to play a key role as facilitators of this wave of pedagogy. Our research is based on publicly available data that rank business schools relative to their integration of sustainability within MBA programs, our experiences with 39 project clients over a 3‐year period, an analysis of client and student feedback, and anecdotal evidence of success in the development of live project‐based consulting courses. The case study highlights the potential and scalability of this proposed pedagogy to deliver live projects as either a stand‐alone course or an integrated part of the curriculum.  相似文献   

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“The Bicycle Assembly Line Game” is a team‐based, in‐class activity that helps students develop a basic understanding of continuously operating processes. Each team of 7–10 students selects one of seven prefigured bicycle assembly lines to operate. The lines are run in real‐time, and the team that operates the line that yields the highest revenue wins. Students learn through discovery “What drives output rate?”; “How is capacity managed relative to market demand?”; and “Why does inventory accumulate?” Because task times are constant, the game provides a nice lead‐in to the topic of line balancing. This game has been successfully used in both undergraduate‐ and MBA‐level operations management courses.  相似文献   

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In introductory information technology (IT) courses, communicating technical concepts so that they can be comprehended by all students, technical and nontechnical, has been a concern. Another challenge in such courses is to teach the real‐world applicability of technical concepts. In this conceptual article, we focus on a relatively unexplored issue in IT education—which instructional method is more effective in improving the learning outcomes of all students taking introductory IT courses. In doing so, we consider two instructional methods, lecture and multimedia case studies, and argue that either of these instructional methods, adopted singly, will be perceived by students as less effective in accomplishing learning outcomes than adopting a combination of the two instructional methods. Our arguments both augment existing knowledge about the differential influence of lecture and multimedia case studies on students’ learning outcomes and questions the wisdom of adopting either of these methods singly in introductory IT courses. We derive insights from the literature and anecdotal evidence, presented as four propositions, which illustrate the relationship between the two instructional methods and the specific learning outcomes students perceive they affect.  相似文献   

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This article demonstrates an active learning technique for teaching the Central Limit Theorem (CLT) in an introductory undergraduate business statistics class. Groups of students carry out one of two experiments in the lab, tossing a die in sets of 5 rolls or tossing a die in sets of 10 rolls. They are asked to calculate the sample average of each experiment. An easy‐to‐use Excel template is designed to calculate the averages from the students' dice rolls. Empirical histograms are generated dynamically for both sample sizes of 5 and 10 rolls, visually demonstrating the convergence toward a bell‐shaped distribution for the sample means. Our classroom experiences with the learning approach show that most students view it as fun and valuable to their learning of the concepts underlying the CLT.  相似文献   

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This conceptual paper suggests a methodology for increasing student satisfaction in core courses by applying the principle of mass customization to increase student satisfaction. It proposes that customization can be increased by increasing course flexibility along three dimensions: content flexibility, schedule flexibility, and course length flexibility. The increased flexibility provides opportunities for both student‐centered customization and the cross‐functional integration of the core course with other disciplines. Core courses were targeted because of their high volume of students specializing in something other than the core course being taught and the associated general disinterest of these types of students. There are two main sections. The first section provides an overview to the proposed course structure while the second provides suggestions about computer‐based technology that can be used to support the structure presented in the first section. Examples are presented that pertain to a core course in statistics, but the technology and course structure presented are easily adaptable to core courses in any discipline.  相似文献   

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The Edward Jones Company recently initiated financial sponsorship of team‐based competitions in six undergraduate business core classes at Baylor University. The challenges were chosen to take place in an introductory freshman business class, Managerial Accounting, Principles of Marketing, Corporate Finance, Operations Management, and Strategic Management. Teams of students in each course competed for monetary awards ranging up to $1,000 per team member. This article describes the rationale behind the Edward Jones Challenge, reviews the literature as to the expected benefits of the group projects involved in the competition, summarizes the projects used in the various classes, analyzes the results of a student survey, tests a set of hypotheses relating project structure to the expected benefits, examines the positive results derived from the Edward Jones initiative, and discusses the lessons learned from the experience.  相似文献   

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Unilateral enterprise resource planning (ERP) curriculum improvements from the instructor's perspective are likely to generate only limited success. Understanding student motivations and beliefs with ERP systems is the missing link to effective ERP education. Relatively little attention in the ERP literature has been given to student learning associated with ERP experience, and almost none to factors influencing current and expected student beliefs and behaviors relative to ERP. The complexity of ERP systems demands that beliefs and behaviors be considered when planning ERP curricula. In the present study, the Theory of Planned Behavior was extended to examine students’ intentions to explore additional aspects of ERP after their class exercises. When considering all students, attitude and subjective norm had positive and significant effects on intentions to continue ERP learning. Subjective norm also affected attitude, and availability of support materials had a positive effect on subjective norm. Distinctive patterns are found for the construct relationships between student groups who valued ERP education (the engaged) and those who placed little or no value on ERP education (the undecided). Results from competing model analyses indicate that support materials influenced the engaged and undecided groups differently. Strategies for ERP curriculum design are provided.  相似文献   

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Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems.  相似文献   

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基于流形学习理论,通过改变权值的设置将类别信息加到图构造过程中,提出一种新的主动学习算法.在3个真实图像数据集上的实验结果表明,新算法能够取得较好的图像分类效果.  相似文献   

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Laerplan 97 (L97) is a substantial programme of educational reform in Norway. It includes a subject-based, centrally determined curriculum more detailed than its predecessor, M87 (Monsterplan). L97 combines the compulsory delivery of a core of centrally determined knowledge with the flexibility for teachers to plan and teach with the local environment and resources in mind and in relation to topical issues and learners' interests. Teacher decision making in the selection of content and mode of delivery will be crucial aspects in the successful implementation of L97. This paper takes three key constructs within L97 and examines them more closely: thematic approaches to curriculum delivery, the active and independent learner and the cooperating learner, constructs traditionally associated with pupil autonomy and meaningful learning. Drawing on interviews with those responsible for designing the subject-related curricula and on teacher questionnaires, the study reveals how the journey from educational policy making to effective classroom practice would benefit from a continuing interface with all parties striving to understand links between the origins of ideological underpinnings and the reality of practice. Insights are drawn from curriculum development trends in England where a centrally determined curriculum has now been in place for over a decade and where debates about a learner-centred curriculum seem to have diminished.  相似文献   

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Active learning has attracted considerable attention in higher education in response to concerns about how and what students are learning. There are many different forms of active learning, yet most of them are classroom based. We propose an alternative to active learning in the classroom through active learning outside of the classroom in the form of student consulting projects. While the literature on student consulting has largely focused on projects to assist small business owners, this research demonstrates the potential for using student-consulting projects in the Production/Operations Management course. We use a case study to describe the use of a student-consulting project as an alternative to the other types of active learning described in the Operations Management education literature.  相似文献   

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In this article we present a game that can be used as a tool to educate students and managers on the issues in supply chain (SC), inventory management. The game has a bilevel demand with one level during regular times and another during sale times. The game could be played in two modes (independence and cooperation) and has been field tested in engineering and business classes. Players developed an appreciation for fluctuating demand and its impact on the costs and performance of a SC. They also learned the benefits and a monetary evaluation approach for cooperation. Our statistical analysis revealed that, as the game progressed, the performance of the teams improved. We present an integer linear programming (ILP) model to evaluate the performance of the teams. Because it is a post facto analysis, while the game is played without knowing the materialized retailer demand for the period, the ILP solution is not a tight lower bound on the total cost of the SC. However, it could be used to compare performance across teams. As an alternative, we also present a possible distribution of total SC costs that could be used as another reference without actually solving an ILP.  相似文献   

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The assessment of internal control is a consideration in all financial statement audits, as stressed by the Statement on Auditing Standards (SAS) No. 78. According to this statement, “the auditor should obtain an understanding of internal control sufficient to plan the audit” ( Accounting Standards Board, 1995 , p. 1). Therefore, an accounting student will progress through the auditing course with the responsibility of learning how and why internal controls are assessed. Research in expert systems applied to auditing has shown that there is strong support for the constructive dialogue used in expert systems as a means of encouraging their use in decision making ( Eining, Jones, & Loebbecke, 1997 ). The purpose of this study is to provide the student or novice auditor with a method for developing a more comprehensive understanding of internal controls and the use of internal controls in audit planning. The results of the study reinforce previous findings that novices do better when an expert system applies analogies along with declarative explanations, and clarifies the length of time in which the use of active learning in a training system can provide an improvement to declarative knowledge, but procedural knowledge must be acquired over a longer time frame.  相似文献   

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The main concern is a longstanding one in classroom instruction—the determinants of effective team performance. The paper explicitly examines the effect of teacher‐controlled factors on the use and functioning of student teams. From a sample of 500 undergraduate students, data are obtained on aptitude, diversity, instability, motivation, personality style, size, and performance. The regression results suggest that team motivation and instability, which are both partly controlled by the instructor, are particularly important in determining a team's performance. An implication is that instructor decisions about team make‐up and incentives can have a significant impact on student achievement.  相似文献   

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Over the past decade, more and more business schools are attempting to teach business processes (BPs) by using enterprise resource planning (ERP) software in their curricula. Currently, most studies involving ERP software in the academy have concentrated on learning and teaching via self‐assessment surveys or curriculum integration. This research extended previous studies by attempting to measure student knowledge acquisition of BP concepts (BPC) about two common BP cycles through hands‐on exercises using ERP software. Assessments of students’ knowledge about BP were conducted at multiple time points during the study. In addition, a Technology Acceptance Model (TAM)‐based survey was employed to analyze student self‐assessment about improved understanding of BPs though ERP hands‐on exercises. Results from our empirical study indicated that there is no clear evidence that students’ knowledge about BPs significantly improved after experiencing ERP software. However, students’ self‐assessment showed that there is a positive relationship between their comprehension of BPs and hands‐on experience with ERP software. Our research findings concurred with previous research, and studies undertaken in other disciplines.  相似文献   

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