Companies are increasingly recognising that social networks are a force to contend with in reputation management. There are numerous examples of how single voices using viral systems have, in a matter of days, reached out to millions about poor service or flawed products. Managing social networks is, however, not without cost and thus one could reasonably assume that larger companies would have better defined strategies for social network reputation management than smaller ones. The paper explores this assumption and offers an integrity management model. The social network activities of 99 different size companies (33 small, 33 medium and 33 Large) were examined and results supported that larger companies are slightly more responsive but smaller firms seem to respond more quickly. Of interest was the number of firms (of all sizes) without social media sites. There appears to be a general lack of a strategic framework for thinking about communities as most firms in the study were not monitoring, integrating and leveraging social media adequately.
This paper considers the evolving nature of project management (PM) and offers a comparison with the evolving nature of management generally. Specifically, we identify a number of management trends that are drawn from a paper that documents a proposed 'Management 2.0' model, and we compare those trends to the way in which PM is maturing to embrace the challenges of modern organizational progress.Our investigations identify strong and robust parallels between the six forces identified by McDonald (2011), who suggests that the proposed trends are drivers of a future model of management. We also suggest that the direction in which PM has been evolving over the past decade or so is very much in the same manner as McDonald's forces. As a minimum, PM is responding to the same forces, but perhaps in a more coherent manner than traditional management.Some theoretical frameworks are offered that assist in explaining the shift from the historically accepted 'tools and techniques' model to a more nuanced and behaviorally driven paradigm that is arguably more appropriate to manage change in today's flexible and progressive organizations, and which provide a more coherent response, both in PM and traditional management, to McDonald's forces. In addition, we offer a number of examples to robustly support our assertions, based around the development of innovative products from Apple Inc. In using this metaphor to demonstrate the evolution of project-based work, we link PM with innovation and new product development. IntroductionThere has been much speculation lately about the future of work, and the forces that are redefining and shaping organizations. This brings up the interesting question of how both business managers and project managers will need to change in order to accommodate the needs of employees, customers, and markets (Gratton, 2011). It is also inevitable that as management evolves, and project-based management grows in scope and influence, such speculation will also affect the way in which the field grows and develops, and the way it is perceived by academics, practitioners, and other involved parties.
The evolution of the internet and collaboration tools have made it possible to enhance the range of online education, and make it universally accessible and eminently affordable. Around 2000, the faculty at Boston University’s Metropolitan College proposed an online master’s degree in project management, using the emerging learning management systems. The program grew quickly from 40 to 200 students, and was one of the first in the United States to be accredited by the Project Management Institute’s Global Accreditation Committee. This academic model has now been extended to other disciplines and programs.It was expected from the outset that the BU online and classroom academic experiences would be completely equivalent. This presented several challenges, the first of which was developing online equivalents for the face-to-face pedagogical course components. Second, writing online courses, recording videos and developing innovative discussion topics is time-consuming, and we quickly realised that only fulltime faculty had the commitment and motivation to devote the required effort to produce quality courses. Finally, the technological resources associated with course development and course operation required significant investment, beyond the faculty time, currently estimated at around $60,000 per course.We surveyed our students and alumni every two years and now have enough data to describe accurately the evolution in attitudes to online education.As one of the earlier and premier adopters of a rigorous academic online education model, BU has a vested interest to contribute to the growing debate about the academic quality and rigour of online education, the application of high pedagogical standards, and the innovative use of online teaching frameworks and tools. This paper will address and document these issues and assist in raising awareness of emerging “best practice” in the online education domain.
Web Technology has changed conventional Information Systems (IS) and conventional Information Technology (IT) as we know it. There is no doubt that Web technology will provide the foundation for most future software systems. IS curriculum therefore needs to be brought up to date to reflect this reality. In this paper we update our earlier research leading to the design of a graduate model curriculum for Information Systems and describe a generic web-centric Information Systems Masters curriculum model. It is strong on web-technology and its goal is to produce students who are comfortable with both today's technology and technology of the future. Universities and colleges can adapt this curriculum model to design a new Masters in IS curriculum or simply to bring up to date any existing IS/IT curriculum. The model suggests new core concentration courses, and concentration electives.
As the global economy has expanded, the demand for quality information systems (IS) people increased globally. Ascertaining the quality of education in IS programs at colleges located within and outside the boundaries of the USA has become increasingly important to employers, students and the public. Accreditation is the quality assurance dimension of IS. IS accreditation is a reality in the USA and "Substantial Equivalency" status is available to computing programs outside the United States now that CSAB has
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