This paper focuses on the academic involvement in the design and delivery of new teaching and learning spaces in higher education.The findings are based on research conducted at 12 universities within the United Kingdom. The paper examines the nature of academic involvement in the design and decisionmaking process of pedagogic space design, revealing some of the complexities and the tensions within this area of academic leadership. The research found that innovation and creativity on particular projects is often restricted by the project management decision-making processes and that broader institutional aims are often underplayed once the design process goes into project mode.The paper concludes by calling for greater academic involvement in the design process in ways that allow for critical reflexivity based on discussions around the concept of 'the idea of the university'.
There is little doubt that the number of colleges and universities offering electronic courses (E courses) is growing rapidly. Vasarhelyi and Graham (1997, p. 32
There is little doubt that enrollments in MIS degree programs have been declining since the recession in the technical industry in 2001. Reagan's research (2008) indicates that enrollments in MIS degree programs is only about 25% of the 2001 level. Many MIS (IS) programs have been abandoned or combined with other related programs. While many reasons for this decline have been advanced, one of the most tenable reasons is a perception gap between what IT professors believe is important and what potential employers see as important skills for new hires. This study reports the results of a survey of MIS graduates of a medium size university in the midwest. Results suggest that graduates share the views that a perception gap exists. They tend to believe that their program needs to become more aligned with the needs of employers. Graduates believe that business leaders should be involved more closely in determining the direction and content of their program.
Section 33 of the AACSB requirements for Specialized Accreditation of Accounting Programs requires that that each accounting program applying for specialized accreditation demonstrate its success with regard to the placement of students within three months of graduation and the career success of graduates at an appropriate later time (e.g., 5 or 10 years). The accounting program in a medium sized Midwestern university recently applied for “Specialized Accounting Accreditation” and found that only anecdotal data was available to satisfy this standard. In order to satisfy section 33 of the standards a questionnaire was developed and emailed to a list of accounting graduates. A list of 1,026 email addresses for accounting graduates was obtained from the alumni office and questionnaires were sent by email to each of the graduates. As expected, some of the email addresses were outdated and 269 were returned as undeliverable leaving 757 questionnaires delivered to accounting graduates. A total of 212 were returned for a 28% response rate with 103 (48%) requesting a copy of the results. The average age of the respondents was 44.2 years and the average graduation year was 1986, suggesting that the average age at graduation (21 years ago) was 23 years. The oldest graduate was 74 and the youngest was 22. More than one half of the graduates had obtained their first professional position before graduation and 90% had obtained a professional position within three months of graduation. Respondents were asked how many times they had changed companies in their careers and, remarkably, 23% had never changed companies. All of the graduates, except for one who had never changed companies, were satisfied with the progression of their careers. Another requirement of standard 33 is to demonstrate “career success of graduates at an appropriate later time (e.g., 5 or 10 years).” Graduates were asked if they were “satisfied with the progression of your career.” Remember, on average they had been graduated for about 12 years. Ninety seven percent indicated that they were satisfied with the progression of their careers. That indicates that they have achieved career success as they define success. Responses to whether graduates believe their education at Marshall adequately prepared them for their career were significantly (0.000) with whether they were satisfied with the progression of their career and with whether they would recommend the accounting program at Marshall to their children or friends (0.000 level). These relationships suggest that graduates are consistent in their approval and support for the accounting program.
With the dramatic increase in international business, companies are faced with increased differences in business rules and behaviors between locations. Location to location differences in business norms and practices leads to the question if there is a relationship between ethics and culture? The emergence of Asian countries as economic forces and larger trading partners to the West has heightened the cultural differences. This paper looks at the ethical attitudes of U.S. students relative to the ethical attitudes of students in India. This paper found that Indian students and U.S. students exhibited very similar attitudes toward ethics and unethical acts, despite perceived ethical differences between the cultures.
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