Khare / Hurst On the Line

Business Education in the Digital Age
1. Auflage 2018
ISBN: 978-3-319-62776-2
Verlag: Springer Nature Switzerland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 349 Seiten

This book presents different perspectives of online business education - how it is designed, delivered and how it supports advances in management disciplines. The authors describe online platforms in their provision of timely, excellent and relevant business education. The book starts by examining the emergence of online business education. It offers insights for use to business educators in design and implementation of online learning. It presents and discusses technologies for class facilitation and collaboration including tools used to bring content and issues to life. Disruptive approaches and new directions in online business education are examined. The book is ideal for business educators, administrators, as well as business practitioners that have an interest in delivering high quality business education using online platforms and tools. On the Line: Business Education in the Digital Age is divided into three sections. Section 1 presents papers on 'why' business education is viable and sustainable in today's context. Treating education as a service, this section describes new techniques for creating a better online business education experience. It also looks at the role advanced data analytics can play in enhancing the quality of online business education. Section 2 delves into 'how' online business education works. It presents conceptual models for teaching in specific disciplines, learning design that describes what business educators do and how programs work. This section also addresses performance assessments and quality assurance measures that help to demonstrate the efficacy of online pedagogy. Practical applied papers are used in this section to highlight the use of learning platforms, tools and their application specific to businesses that build knowledge and skills and make students 'work ready'. Finally Section 3 of the book addresses the 'so what?' or the outcomes and impacts of online business education. This section targets where business education needs to take learning next, for example to support sustainable business, ethical decision making and inclusive and collaborative leadership. Chapters deal with topics such as how distributed online environments may work better to support knowledge and soft skill building directly relevant for organizations today. Other learning outcomes showing the value of online business education are discussed.Academics, alumni and consultants from over fifteen institutions and organizations around the world contributed to this book.


Anshuman Khare is Professor in Operations Management at Athabasca University, Canada. He joined Athabasca University in January 2000. He is an Alexander von Humboldt Fellow and has completed two post-doctoral terms at Johannes Gutenberg Universität in Mainz, Germany. He is also a former Monbusho Scholar, having completed a postdoctoral assignment at Ryukoku University in Kyoto, Japan. He has published a number of books and research papers on a wide range of topics. His research focuses on environmental regulation impacts on industry, just-in-time manufacturing, supply chain management, sustainability, cities and climate change, online business education, etc. He is passionate about online business education. In 2003, Anshuman was awarded the Craig Cunningham Memorial Award for teaching excellence by Athabasca University as a testament to his commitment to exceptional online education and in 2015, he was awarded Athabasca University Graduate Students' Association (AUGSA) Outstanding Distinction Award (2015) which acknowledges and honors faculty members who display exemplary leadership, support, and engagement with graduate students. Anshuman serves as the Editor of IAFOR Journal of Business and Management, Associate Editor of 'International Journal of Sustainability in Higher Education' published by Emerald and is on the Editorial Board of International Journal of Applied Management and Technology. Deborah Hurst is Dean, Faculty of Business and Associate Professor Organization Studies, Athabasca University, Canada.  She joined Athabasca University in 1995 as an academic coach in the world's first online MBA. She later joined AU full time as an Associate Professor in January 2001 and since that time she has held various roles including Associate Dean, New Business Development and MBA Program Director. Deborah obtained her BA from the University of Toronto, and her MA and PhD from the University of Alberta. Prior to obtaining her graduate education, Deborah worked for General Motors of Canada Limited. Her time over a ten-year period included experience within the departments of material control, parts distribution, export operations, and traffic. During her MA studies, she worked for a summer at the non-profit, Edmonton Social Planning Council as a research assistant and later during her PhD for the Alberta Public Service as a human resources consultant and manager over a four-year period. All of these private, non-profit and public sector work experiences continue to inform Deborah's research, teaching and administrative duties. Deborah's guiding career vision and goals have always been focused on improving the human experience of workplaces through a better understanding of the cultural aspects of organization life. She is interested in how to best design online learning to develop excellence in graduate knowledge and professional skill as leaders and in business disciplines to directly support and mirror current workplace requirements. In her role as Dean, Deborah draws from her background in organization behavior/theory, work & organizational sociology, leadership development, and management education to lead the creation and provision of highly relevant, transformative and accessible online management education.

Autoren/Hrsg.

Khare, Anshuman

Hurst, Deborah

Inhaltsverzeichnis

1;Preface;5
1.1;Objective and Background;5
1.2; Audience for This Book;6
1.3; Book Structure;6
2;Review Process;8
3;Acknowledgments;9
4;Contents;10
5;About the Editors;13
6;About the Editorial Board;15
7;About the Authors;19
8;Part I: “Why?”: The Business Case;27
8.1;Online Business Education: An Economic Perspective;28
8.1.1;1 The Origin and Purpose of Business Schools;29
8.1.2;2 The Development of Online Business Education;29
8.1.3;3 Supply of Online Business Education;30
8.1.3.1;3.1 The Institutional Context;30
8.1.3.2;3.2 The Real Cost of Higher Education;31
8.1.3.2.1;3.2.1 The Determination of Costs;31
8.1.3.2.2;3.2.2 Trends in Higher Education Cost;32
8.1.4;4 Demand for Online Business Education;33
8.1.4.1;4.1 Profile of Online Business Students;33
8.1.4.2;4.2 Employer’s Perceptions;34
8.1.4.3;4.3 Income Affects;35
8.1.4.4;4.4 Price Affects;36
8.1.4.5;4.5 The Effectiveness of Online Education;37
8.1.5;5 The Future;38
8.1.5.1;5.1 Technology Development;38
8.1.5.2;5.2 Adoption;39
8.1.5.3;5.3 Brand and Market Share;40
8.1.5.4;5.4 Market Segmentation;41
8.1.5.5;5.5 Niche Schools;41
8.1.5.6;5.6 Aggregated Qualifications;42
8.1.6;6 Conclusion;42
8.1.7;References;43
8.2;A Service-Dominant Logic and Value Co-creation Approach for Online Business Education;46
8.2.1;1 Introduction;46
8.2.2;2 Service-Dominant Logic;48
8.2.3;3 Service-Dominant Logic in the Educational Context;49
8.2.3.1;3.1 Axiom 1: Service Is the Fundamental Basis of Exchange;49
8.2.3.2;3.2 Axiom 2: Value Is Co-created by Multiple Actors, Always Including the Beneficiary;50
8.2.3.3;3.3 Axiom 3: All Social and Economic Actors Are Resource Integrators;51
8.2.3.4;3.4 Axiom 4: Value Is Always Uniquely and Phenomenologically Determined by the Beneficiary;51
8.2.3.5;3.5 Axiom 5: Value Co-creation Is Coordinated Through Actor-Generated Institutions and Institutional Arrangements;52
8.2.3.6;3.6 Concluding Remarks About Service-Dominant Logic in Online Education;52
8.2.4;4 Co-creation of Value in Education;52
8.2.4.1;4.1 Development of Antecedent Conditions;53
8.2.4.2;4.2 Development of Motivations;54
8.2.4.3;4.3 Cost-Benefits;55
8.2.4.4;4.4 Activation;56
8.2.4.5;4.5 Evaluation;57
8.2.4.6;4.6 Discussion;57
8.2.5;5 Conclusion;58
8.2.6;References;58
8.3;Educational Data Mining (EDM): Researching Impact on Online Business Education;61
8.3.1;1 Introduction to EDM;61
8.3.1.1;1.1 Outline of This Chapter;63
8.3.2;2 Review of Some Basic Data Mining Algorithms Used in Education and the New State of Arts That Are Coming Up;63
8.3.2.1;2.1 Classification;64
8.3.2.2;2.2 Cluster Analysis;65
8.3.2.3;2.3 Discovery with Models: Knowledge Tracing;65
8.3.2.4;2.4 Association Rule Mining;66
8.3.3;3 Goals for Educational Data Mining;67
8.3.4;4 Educational Data Mining in Online Business Education Setting;68
8.3.4.1;4.1 Feedback for Instructors;69
8.3.4.2;4.2 Recommendations for Students;70
8.3.4.3;4.3 Predicting Student Performance;70
8.3.4.4;4.4 Detecting Undesirable Student Behaviors;71
8.3.4.5;4.5 Grouping Students;71
8.3.4.6;4.6 Constructing Courseware;71
8.3.4.7;4.7 Planning and Scheduling;72
8.3.4.8;4.8 Enhancing Student Recruitment and Admission;72
8.3.4.9;4.9 Improving Student Support Services;72
8.3.4.10;4.10 Connecting with Alumni;73
8.3.5;5 What Are Some More Challenging Applications of EDM in the Educational Field;73
8.3.6;6 Other Directions and Conclusion;73
8.3.7;References;74
8.4;Emergent Versus Planned Assessment and Tuition Strategies for Online Postgraduate Teaching of Technology and Innovation Management at the Open University, UK;78
8.4.1;1 Introduction;78
8.4.2;2 PG TIM at the OU;79
8.4.3;3 Evolution of the Assessment and Tuition Strategy (ATS);80
8.4.3.1;3.1 Objectives of the ATS;81
8.4.3.2;3.2 Evaluation of the ATS;85
8.4.3.2.1;3.2.1 Summative Assessment;86
8.4.3.2.2;3.2.2 Formative Assessment;86
8.4.3.2.2.1;Relevance and Application of Learning;87
8.4.3.2.2.2;Integrated Skills Development and Lifelong Learning;88
8.4.3.2.2.3;Feedback;89
8.4.3.2.3;3.2.3 Quality Assurance and Enhancement;90
8.4.3.2.4;3.2.4 Research Outputs;90
8.4.3.2.5;3.2.5 Tuition;90
8.4.4;4 Conclusions and Implications;93
8.4.5;References;94
8.5;An Online MBA: Effort, Investment, and ROI;97
8.5.1;1 Risks;98
8.5.2;2 Rewards;99
8.5.3;3 The ROI;100
8.6;A Student’s Perspective of Online Business Education: Self-Directed and Peer Learning in a Flexible Format Designed to Meet the Needs of Today’s Busy Professional;101
8.6.1;1 Introduction;102
8.6.2;2 The Increasing Attractiveness of Online Education;102
8.6.3;3 The Role of Social Interaction in Learning;103
8.6.4;4 Learning in an Online, Asynchronous Business Program;103
8.6.4.1;4.1 Online Discussion Boards;104
8.6.4.2;4.2 Group Assignments;104
8.6.4.3;4.3 Cohort Structure and Residential Requirement;104
8.6.5;5 Conclusion;105
8.6.6;References;105
8.7;Perspective: Work-Study-Life Balance;107
8.7.1;1 Introduction;108
8.7.2;2 Why Online?;108
8.7.3;3 Flexibility Has a Price;109
8.7.4;4 Conclusion;110
8.8;Perspective: But It’s Online;111
8.8.1;1 The Perception;112
8.8.2;2 The Value of Accreditation;112
8.8.3;3 Education Quality;113
8.8.4;4 How to Choose?;114
8.8.5;5 Concluding Remarks;115
8.8.6;References;115
9;Part II: “How?”: Building Knowledge and Skills;117
9.1;Online Student Engagement and Success in Graduate Studies;118
9.1.1;1 Introduction;118
9.1.2;2 Background;119
9.1.2.1;2.1 Student Engagement Defined;119
9.1.2.2;2.2 Student Engagement Practices;120
9.1.2.2.1;2.2.1 Academic Challenge;120
9.1.2.2.2;2.2.2 Learning with Peers;123
9.1.2.2.3;2.2.3 Experiences with Faculty;125
9.1.2.2.4;2.2.4 Campus Environment;127
9.1.3;3 Conclusion;128
9.1.4;References;129
9.2;Enhancing Digital Intelligence Through Communities of Learning;131
9.2.1;1 Introduction;131
9.2.2;2 Digitally Networked Business Environments;132
9.2.3;3 Digital Learners and Digital Intelligence;133
9.2.4;4 Communities of Learning;134
9.2.4.1;4.1 The Community of Inquiry Framework;135
9.2.4.2;4.2 The Community of Practice Framework;136
9.2.5;5 Designing Courses for Tacit Knowledge Transfer;137
9.2.5.1;5.1 Learning Outcomes;138
9.2.5.2;5.2 Instructional Design;138
9.2.5.3;5.3 Learning Activities;140
9.2.5.4;5.4 Teacher and Student Roles;141
9.2.5.5;5.5 Technological Considerations;141
9.2.5.6;5.6 Assessment;141
9.2.6;6 Concluding Comments on Inculcating Digital Intelligence Skills;142
9.2.7;References;143
9.3;Development of Personal Learning and Social Networks: Strategies for Knowledge Creation and Sharing in Online Learning Environments;146
9.3.1;1 Introduction;147
9.3.2;2 Social Capital and Development of Networks;147
9.3.3;3 Different Network Types and Their Role in Knowledge Creation;149
9.3.4;4 Effective Knowledge Sharing Network;151
9.3.5;5 Online Learners;153
9.3.6;6 Conclusions and Recommendations;155
9.3.7;References;156
9.4;New Approaches to the Assessment of Learning: New Possibilities for Business Education;159
9.4.1;1 Introduction;159
9.4.2;2 Understanding Assessment;161
9.4.2.1;2.1 Designing an Assessment for Capabilities;161
9.4.2.2;2.2 Continuing Professional Education;162
9.4.3;3 New Developments in Assessment;163
9.4.3.1;3.1 Adaptive Assessment;163
9.4.3.2;3.2 Learner Progress Analytics;164
9.4.3.3;3.3 The End of Average and the Bell Curve: Criterion-­Referenced Grading;164
9.4.3.4;3.4 Competency and Capability Assessment and the Growth of Micro-Credit Programs;165
9.4.3.5;3.5 Peer-to-Peer Assessment for and of Learning;166
9.4.3.6;3.6 Valid8 as a Competency-Driven Portfolio;167
9.4.3.7;3.7 Replacing Faculty as Writers and Markers of Assessment Items with Machine and Artificial Intelligence;167
9.4.3.8;3.8 National Standards-Based Assessment;168
9.4.3.9;3.9 Innovation in Prior Learning Assessment and Recognition (PLAR);169
9.4.3.10;3.10 Learner Mobility, Assessment and Transnational Qualification Frameworks;169
9.4.4;4 Unbundling and the Future of Online Business Education;170
9.4.5;5 Conclusion;172
9.4.6;References;172
9.5;Implementation of a Next-Generation Course Architecture for Blended Learning;174
9.5.1;1 Introduction;175
9.5.2;2 Learning Management Systems;176
9.5.3;3 Pedagogical Strategies;178
9.5.4;4 Putting It All Together: Architecture and Workflow;179
9.5.5;5 Application Examples from Agribusiness Teaching;185
9.5.6;6 Conclusion;188
9.5.7;References;189
9.6;On the Relevance of Digital Learning Cultures Within Online Business Education;191
9.6.1;1 Introduction;192
9.6.2;2 Learning Cultures;193
9.6.2.1;2.1 Teachers in Digital Learning Cultures;195
9.6.2.2;2.2 Learners in Digital Learning Cultures;196
9.6.2.3;2.3 Media in Digital Learning Cultures;197
9.6.2.4;2.4 Corporate Structures in Digital Learning Cultures;198
9.6.3;3 Method for the Survey to Examine the Existing Learning Culture in a Company;198
9.6.3.1;3.1 Concept Tool;201
9.6.4;4 Conclusion;202
9.6.5;References;203
9.7;The Use of Explainer Videos as a Learning Tool: An Internal and External View;205
9.7.1;1 Growing Demand for Online Courses and Explainer Videos;206
9.7.2;2 Market Potential for Online Courses and Usage of Explainer Videos (External View);207
9.7.2.1;2.1 Research Approach: Focus on B2C and B2B Segments;207
9.7.2.2;2.2 Research Findings: Market Study for B2C and B2B Segments;209
9.7.2.2.1;2.2.1 Digital Learning Applications;209
9.7.2.2.2;2.2.2 Degree of Customer Satisfaction with Online Courses;210
9.7.2.2.3;2.2.3 Evaluation of Innovative Online Course Formats;210
9.7.3;3 Effectiveness and Efficiency of Explainer Videos as a Learning Tool (Internal View);211
9.7.3.1;3.1 Research Approach: Experimental Online Design;211
9.7.3.2;3.2 Research Findings: Usage and Efficiency of Explainer Videos;212
9.7.3.2.1;3.2.1 Digital Learning Applications;213
9.7.3.2.2;3.2.2 Importance and Usage of Explainer Videos;213
9.7.3.2.3;3.2.3 Pre- and Post-knowledge Test;213
9.7.3.2.4;3.2.4 Input/Output Ratios;214
9.7.4;4 Discussion;215
9.7.5;5 Closing Remarks and Outlook;216
9.7.6;References;217
9.8;Social Media Usage in Higher Education in Online Business Programs;219
9.8.1;1 The Emergence of Web 2.0 and Social Networking;219
9.8.1.1;1.1 Web 2.0 Tools and Processes;220
9.8.1.1.1;1.1.1 Blogs;220
9.8.1.1.2;1.1.2 Wikis;221
9.8.1.1.3;1.1.3 Social Networking;221
9.8.1.1.4;1.1.4 Tagging and Social Bookmarking;222
9.8.1.1.5;1.1.5 RSS and Syndication;222
9.8.1.1.6;1.1.6 Podcasting;223
9.8.1.1.7;1.1.7 Multimedia Sharing;223
9.8.1.1.8;1.1.8 Photo Sharing;223
9.8.1.2;1.2 Four Social Networking Sites;224
9.8.1.2.1;1.2.1 Facebook;224
9.8.1.2.2;1.2.2 Twitter;224
9.8.1.2.3;1.2.3 Google+;225
9.8.1.2.4;1.2.4 YouTube;225
9.8.2;2 Social Media and Students: An Academic Snapshot;225
9.8.2.1;2.1 Social Media and Collaboration Tools for Student Engagement;226
9.8.2.2;2.2 Social Media and Enhancing Quality in Online Education;227
9.8.2.3;2.3 Online Platforms and Social Media to Improve Interaction;227
9.8.3;3 Current Approach;228
9.8.4;4 Key Findings;228
9.8.5;References;232
9.9;A Practitioner Perspective: Pushing the Limits of Online Learning;235
9.9.1;1 Introduction and Background;235
9.9.2;2 Offline Versus Online Productivity;237
9.9.2.1;2.1 Learning Aspects Suitable for the Online Platform;239
9.9.2.2;2.2 Practical Learning Enhanced by the Online Platform: The Hybrid Learning Approach;242
9.9.2.3;2.3 Learning Aspects Not Suitable for the Online Platform;245
9.9.3;3 Natural Selection Online;246
9.9.4;4 Conclusion: The Hybrid Approach;247
10;Part III: “So What?”: Outcomes and Impacts;249
10.1;Exploring the Factors Affecting Student Academic Performance in Online Programs: A Literature Review;250
10.1.1;1 Introduction;250
10.1.2;2 Methodology;251
10.1.3;3 Student Performance Online Compared to Traditional On-Campus Delivery;252
10.1.4;4 A Review on the Factors Affecting Student Performance;258
10.1.5;5 Student Satisfaction and Performance;259
10.1.5.1;5.1 What Is Driving Student Satisfaction in Online Courses?;259
10.1.5.2;5.2 Linking Student Performance with Student Satisfaction;260
10.1.6;6 Summary and Conclusions;261
10.1.7;References;262
10.2;A Renaissance in Skills: The Future Place of Online Learning for Skills for Business;266
10.2.1;1 Introduction;266
10.2.2;2 The Skills Gaps;267
10.2.2.1;2.1 Gap 1: The Basic Gap – The Gap Between What Employers Are Seeking and What They Can Find;267
10.2.2.2;2.2 Gap 2: The Expectations Gap;268
10.2.2.3;2.3 Gap 3: The Productivity Gap – The Skills We Need to Develop to Significantly Improve Productivity;268
10.2.2.4;2.4 Gap 4: The Leverage Gap – The Underutilization of Skills in the Workforce;268
10.2.2.5;2.5 Gap 5: The Futures’ Gap – The Gap Between Current Skill Sets and the Skills We Need to Become Competitive in the Fourth Industrial Revolution;269
10.2.2.6;2.6 Gap 6: The Skills We Need to Build a More Innovative and Sustainable Economy;269
10.2.3;3 New Approaches to Skills Development and Assessment;270
10.2.3.1;3.1 The Modularization of Learning;270
10.2.3.2;3.2 A Shift to Competency Not Content or Time in Class;270
10.2.3.3;3.3 E-Portfolios and Blockchain Technologies;271
10.2.3.4;3.4 Micro-credit and Skills-Based Badges;272
10.2.3.5;3.5 New Approaches to Assessment;273
10.2.3.5.1;3.5.1 Adaptive Assessment;274
10.2.3.5.2;3.5.2 Learner Progress Analytics;275
10.2.3.5.3;3.5.3 The End of Average and the Bell Curve;275
10.2.3.5.4;3.5.4 Competency and Capability Assessment;275
10.2.3.5.5;3.5.5 Valid8 as a Competency Driven Portfolio;276
10.2.4;4 Implications for Skills Training and Business Education;276
10.2.5;References;277
10.3;Building Adaptive Capacity in Online Graduate Management Education;279
10.3.1;1 Introduction;280
10.3.2;2 Background to Issue;281
10.3.3;3 Online Professional Skills Development;283
10.3.4;4 Adaptive Capacity;284
10.3.5;5 Adaptive Capacity: Construct Elaboration;286
10.3.6;6 How AUFB Builds Adaptive Capacity;286
10.3.6.1;6.1 Reactive Dimension and Knowledge Contextualization;286
10.3.6.2;6.2 Proactive Dimension: Creativity and Interpersonal Growth;289
10.3.6.3;6.3 Tolerance Dimension: Actively Linking Theory/Knowledge to Practice;290
10.3.7;7 Conclusion;291
10.3.8;References;292
10.4;Professional Accreditation: An Investigation into the Case of Online;295
10.4.1;1 Introduction;296
10.4.2;2 Literature Review;297
10.4.2.1;2.1 The Need to Go Online;297
10.4.2.2;2.2 Designing an E-Learning Environment;297
10.4.2.3;2.3 The Online Discussion;298
10.4.3;3 Methodology;301
10.4.4;4 Case Study;302
10.4.4.1;4.1 Case Study 1: Association to Advance Collegiate Schools of Business;303
10.4.4.2;4.2 Case Study 2: Chartered Institute of Purchasing and Supply (CIPS);306
10.4.4.2.1;4.2.1 Overview of Supply Chain Market;306
10.4.4.2.2;4.2.2 Programme Accreditation: MSc Operations and Supply Chain Management;307
10.4.5;5 Findings;312
10.4.6;6 Conclusion;313
10.4.7;References;314
10.5;Online Program Unlocks Opportunities Which Are Not Possible In Traditional Work Models;317
10.5.1;1 Introduction;318
10.5.2;2 Discussion;318
10.5.3;3 Conclusion;320
10.5.4;References;320
10.6;Online Supply Chain Education in a Digital World;322
10.6.1;1 Introduction;322
10.6.2;2 Reasons;323
10.6.3;3 Goals;323
10.6.4;4 Improvement Opportunities;324
10.6.5;5 Outcome;325
10.6.6;References;326
10.7;Perspective: Online Business Education (The Enabler of Opportunity);327
10.7.1;1 Introduction;328
10.7.2;2 The Student;328
10.7.3;3 The Institution;329
10.7.4;4 The Market;330
10.7.5;5 Conclusion;331
10.7.6;References;332
10.8;The Capstone Project: An Opportunity for the Company?;333
10.8.1;1 Why an Online Business Program?;334
10.8.2;2 The Capstone Project: Aligning with Company Needs;334
10.8.3;3 Focus Area for Capstone Project;335
10.8.4;4 Personal Development and Company Requirements;336
10.8.5;5 Getting More from Capstone Projects;336
10.9;Perspective: The Unexpected 51-Hour Conversation (An Emphasis on the Importance of In-Person Encounters);338
10.9.1;1 My Journey as a Professional;338
10.9.2;2 The Role of a Business Online Degree;339
10.9.3;3 Unexpected Benefits;339
10.9.4;4 Challenges and Missed Opportunities;340
10.9.5;5 The Role of Travel in a Changing Business Environment;341
10.9.6;6 Professional Impact;341
11;Index;342