Management Education Collaboration Networks
Owen P. Hall (Pepperdine University, Malibu, CA, USA) and Kenneth D. Ko (Pepperdine University, Malibu, CA, USA)
Volume 4, Issue 4. Copyright © 2014. 16 pages.
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DOI: 10.4018/ijopcd.2014100101Instant access upon order completion.
Abstract
Managementeducation has come a long way since Sir Isaac Pitman initiated the
first correspondence course in the early 1840s. Today the demands from a
globalized economy are causing a sea change in the way business
education is being delivered. The traditional one-size-fits-all
educational approach of the past is being replaced with a customized and
flexible learning paradigm that focuses on student outcomes and
performance. Management education collaboration networks can assist in
this transformation. A primary function of a collaboration network is to
provide the management education community with access to curriculum
innovation, databases, cloud computing resources, mobile learning
technologies and implementation strategies. The network design should be
based on stakeholder attitudes, new learning technologies,
globalization, changing demographics and sustainability. The purpose of
this article is to highlight the results of a global survey on
collaboration networks and to outline the role of cloud-based
collaboration in the future of business education.
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TopIntroduction
Traditionalbusiness schools are under increased pressure to respond to the growing
demands from businesses, governments, and students or lose market share
to alternative providers of business education (e.g., for profit
institutions, MOOCs). Some of the factors driving this shift include
globalization, student demographics, sustainability and enabling
technology (Ain, 2010; Martin, 2011; Rusinko, 2010):
Many
domains of business will require new approaches that collectively
amount to a new model for business practice. Articulating and mastering
these new models will require a significant shift in management
education. The imperatives of 1) viewing planning as learning and
reinvention rather than as prediction or control, 2) framing complex
business problems through multiple disciplinary lenses, and 3)
recognizing the importance of intuition and seasoned judgment, are just
some of the elements that a new paradigm of business education needs to
include (Schoemaker, 2008).
To meet these ongoing
challenges the management education community is engaged in a
significant overhaul of curricula, delivery modalities and focus
(Bruner, 2011; Doh, 2010; Kleiman, 2007; Mamum, 2009).
This
reformation builds on the same networking and computing systems that
revolutionized global commerce in the 1990s and 2000s. Integrating the
Internet with the new learning technologies now makes it possible for
schools of business to offer a variety of customized programs on a
global basis. Two critical tasks in this process are the development of
high quality curricula and content that can be delivered in a reliable
manner and that will be accepted by students (Kao, 2011). Learning
Management Systems (LMS) can provide the student with a customized
curriculum delivered at a convenient time and place (Dykman, 2008; Ping,
2008; Yoon, 2010):
When students are learning online,
there are multiple opportunities to exploit the power of technology for
formative assessment. The same technology that supports learning
activities gathers data in the course of learning that can be used for
assessment. As students work, the system can capture their inputs and
collect evidence of their problem-solving sequences (Bienkowski, 2012).
Management Education Collaboration Networks: Education Journal Article | IGI Global
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