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Yacine Atif Jameela Al-Jaroodi Shayma Alkobaisi Ahmed Jaffar George Ditsa Piers Campbell 《Education and Information Technologies》2011,16(4):441-461
We present a curriculum that prepares students for supporting large Enterprise Information Systems (EIS). EIS is best explained
through the evolution of Enterprise Resource Planning (ERP). These systems evolved over the last years driven by (1) changing
business requirements and (2) new development capabilities provided by technologies evolution and software vendors’ innovation.
These developments led to a new discipline—Enterprise Information Systems, which deals with issues whose focus is on creating
and sustaining business benefits through the utilization of corporate IT infrastructure assets. Currently, EIS knowledge is
essentially acquired on the job after substantial time of experience building and longer career ladder scale. This paper presents
an experience of a curriculum implementation that prepares students for the pervasive EIS landscape in meeting today’s corporate
needs. Our IT-based educational approach is evaluated as an alternative to prevailing Business-based approaches to EIS instruction.
In this IT-rooted approach, the curriculum is divided into four sections: a Core IT block of courses followed by two progressive-levels
of advanced EIS-related specialized subjects, and an industry-oriented field-training experience. Initially, a Core IT background
provides a foundation for IT innovation in developing EIS components at sophomore-level. A junior-level of specialized instruction
introduces integrated modules which form EIS platforms. Finally, supporting technologies of EIS-related processes and workflows
are presented at senior-level of specialized EIS instruction. An assessment case study of the proposed Enterprise System programs
is carried out through which we discuss the results of the curriculum performance. 相似文献
13.
How Exemplar Counselor Advocates Develop Social Justice Interest: A Qualitative Investigation
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Melissa Robinson Swartz Dodie Limberg Joshua Gold 《Counselor Education & Supervision》2018,57(1):18-33
The authors examined the experiences of 10 peer‐nominated exemplar counselor advocates using grounded theory methodology (Strauss & Corbin, 1998 ). Analysis by the authors yielded a model of how exemplar counselor advocates develop a social justice interest and provided key insights on how counselor educators can enhance social justice interest in their students. Implications for supervisors and scholars are presented. 相似文献
14.
Alan Robinson 《Learning, Media and Technology》1993,19(3):127-137
The use of videoconferencing enabled teachers, enrolled for in‐service training on three different sites in Northern Ireland, to work together. This not only facilitated educational co‐operation, but also community co‐operation. There are some technical and educational drawbacks, which are discussed. 相似文献
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Philipsen NC 《The Journal of perinatal education》2002,11(1):43-44
Lamaze Certified Childbirth Educators have a duty to their clients to make referrals to qualified professionals-in this case, to an expert in nutrition, a dietician. A reasonable way to assure a quality referral is to contact the appropriate professional organization. 相似文献
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William J. Meyer Patrick Morrison Anayansi Lombardero Kelsey Swingle Duncan G. Campbell 《Journal of College Student Psychotherapy》2016,30(3):197-205
Unwillingness to share depression experiences with primary care physicians contributes to the undertreatment of depression. This project examined college students’ reasons for depression nondisclosure to primary care providers (PCPs). Undergraduate participants read a vignette describing someone with depression and completed measures of disclosure barriers. Analyses indicated 26% of respondents would NOT disclose depression symptoms to PCPs. Reasons for nondisclosure included difficulty initiating the depression conversation, medication aversion, and fear of referral to a psychologist. Also, anger toward the vignette character varied with disclosure willingness, suggesting that nondisclosers feel more stigma than disclosers and are less likely to engage in psychotherapy. Because engagement in pharmacological and/or psychotherapeutic treatment requires identification of depression in healthcare settings, increased understanding of disclosure barriers could increase students’ access to depression treatment. 相似文献
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Robert L. Robinson 《Higher Education in Europe》2001,26(4):567-575
In 1997, the University of Texas (UT) System initiated the development of the UT TeleCampus, a centralized facilitation point for distance learning. The TeleCampus opened its virtual doors in May 1998. At the start, its focus was entirely on support services for students. By late 1998, however, the TeleCampus had begun developing what would become collaborative benchmark on-line programmes for the UT System. Since then, in developing more than twelve complete on-line degree programmes, the administrators of the TeleCampus have learned lessons about creating and maintaining quality in collaborative, Web-based, distance, for-credit, education courses and degree programmes. Some of the key issues arising from the collaborative nature of these programmes and methods that are used to ensure that each course meets a high-quality standard are discussed. 相似文献