University of Maryland University College: UMUC Digital Repository
Not a member yet
6660 research outputs found
Sort by
Integrated change management framework for the U.S. aerospace and defense industry
No full textThe purpose and scope of this research is to:
Develop an integrated change management framework for the knowledge workforce in the U.S. aerospace and defense industry.
Minimize the impact of workforce attrition, and to nurture the employees’ skills base, during disruptive program changes.An Integrated Change Management Framework for theU.S. Aerospace and Defense Industry
Transition Management of Knowledge Workforce
Key Words: Organizational Change, Force-field, Transformational Leadership
Satya Pilla
July 2011Purpose and Scope of the Research
Develop an integrated change management framework for the knowledge workforce in the U.S. aerospace and defense industry.
Minimize the impact of workforce attrition, and to nurture the employees’ skills base, during disruptive program changes. Research Questions
Though what change processes can management lead knowledge workforce transitions during major organizational disruptions in the US aerospace and defense industry? Significance of this Research for Management
•
No integrated change management frameworks are readily available for the knowledge workforce
•
This is a new area of research for transformational leadership
•
This is a new area of research for establishing metrics to measure organizational changesThesis Statement
Episodic organizational change involving knowledge workforce, in the U.S. aerospace and defense industry, can be successfully achieved by: implementing transformational leadership strategies to address organizational force-field, and framing leader-follower alignment to gain follower alliance.Main Literature Themes and Authors
Force-Field Concept: Lewin, Schein
Change Readiness: Armenakis, Bandura
Leader Motivation: McClelland, House, Hollander
Follower Motivation: Chaleff, Kelley
Orientation: Black, Mouton
Regulatory Focus: Kark, Van Dijk
Self Concept: Lord, Shamir
Social Identity: Tajfel, Haslam Key Propositions Distilledfrom the Literature
In the domain of knowledge workers:
Lewin’s force-field concept can be applied to manage organizational change.
Leaders can be “typed” by power and relational motivation, orientation, and regulatory focus.
Followers have the same behavior dimensions as leaders
Leader-follower alignment is key to follower alliance, and
The result will be a high degree of success for workforce transition.Conceptual FrameworkForce-Field
Force-Field
for
Knowledge Workforce Transition
-Pilla (2011)
Capacity
(Operations Strategy)
Collaborative Vision & Action
(Business Strategy)
Commitment
(People Strategy)
Retention,
Productivity Gains
Attrition, Operational Bottlenecks
Ethnic Diversity,
Organizational
Cultural mix,
Incompatible Leadership Behavior
Transformational
Leadership,
Team Cohesion, Work Content
Shared Values in the Vision, Inclusive Environment, Leader-follower Similarity
High Perceived Power Distance, One-way Communication
Gaps in Skill Mix,
Closed Organizational Culture,
Disparate Technologies
Knowledge Mgmt,
Complexity Management
Equilibrium
State A
Equilibrium
State B
F(+)
F(-)
F(+)
F(-)
F(+)
F(-)
F(+)
F(-)
Direction of Change from A to B
Transition Flux
External Environmental Forces
Ability
Availability
External Environmental ForcesConceptual FrameworkLeader-Follower Typology
Leader’s Typology Model from Behavioral Dimensions
–Pilla (2011)
Follower’s Typology Model from Behavioral Dimensions
–Pilla (2011)
Power, and Relational
Power, and Relational
Orientation, Regulatory Focus
Orientation, Regulatory FocusConceptual FrameworkIntegrated Change Management Framework
Vision for Change
Leader-Follower
Self-Group-Identity
Articulate
Change
Change Readiness
Chart Force-Field
Frame Leader-Follower Alignment
Follower Alliance
Change Objectives
State A
State B
Prior Equilibrium
New Equilibrium
Change Management Framework for Knowledge Workforce Transition -Pilla (2011)
Mitigate ResistanceResearch Approach & Formationof Argument
•
Evidence Based Research
Extensive body of scholarly literature for formulating the theoretical framework
Existing empirical data for supporting the research propositions
•
Expert Panel Reviews
Academia, Industry, Government
•
Guidance and Review by Faculty and CohortsFindings
Force-field theory for organizational change management is empirically supported
Cultural aspects and change readiness concepts for transition are empirically supported.
Leader typology is empirically supported by varied studies
Follower typology in this study is new, and is not yet empirically verified
Leader-follower similarity for transformation is empirically supported.Implications for Management Practice
•
Great value to the U.S. aerospace and defense industry, for steering the workforce safely through disruptive organizational changes since it strategically builds workforce commitment and mitigates attrition
•
If organizational change metrics are established, and measured, change scenarios can be digitally simulated, prior to implementation.Future Research Agendas
•
How does the quasi-stationary equilibrium of Lewin force-field compare with asymmetric appreciative inquiry (AI) for addressing global level changes?
•
What are the leader-follower alignment implications for the long-term?
•
How can organizational change be quantitatively measured, monitored and simulated
Shift happens II: How critical forces of change are reshaping the US higher education paradigm
No full textThis is a video of the presentation at the 1st Annual UMUC ShareFair on Research and Scholarship.
Free registration is required to view this webcast
Women in leadership: A case study of executive women in the U.S. banking industry
No full textThe purpose of this study was to explore various factors that women perceive as significant in their achievement of executive level positions in the U.S. banking industry.Self-Efficacy
Mentoring
Relationships
Emotional
Intelligence
Organizational
Culture
Networking
Sponsorships
Neutral
Industry
Based
Commitment
Goal Oriented
Positive Attitude
Direct Leadership
Communication
Continuous Learning
Perceived Significance of Factors
Women in Leadership: A Case Study of
Executive Women in the U.S. Banking Industry
Introduction: Purpose & Scope
Results
The purpose of this study was to explore various factors
that women perceive as significant in their achievement of
executive level positions in the U.S. banking industry.
Conclusions
Mary Jo Anderson
Graduate School of Management & Technology
University of Maryland University College, Adelphi, MD
Method
Existing literature indicated that several potential factors may
contribute to upward career mobility for women:
Emotional Intelligence: Goleman,1998, 2005; Fitzgerald &
Schutte, 2009; Mayer, Salovey, & Caruso, 2004; Petrides &
Furnham, 2000.
Self-Efficacy: Bandura, 1977, 1982; Gist & Mitchell, 1992; Metz,
2003; Paglis & Green, 2002; Stajkovic & Luthans, 1998.
Networking: Broadbridge, 2004; Ibarra & Hunter, 2007; Linehan,
2001; Van Emmerick, Euwema, Geschiere, & Schouten, 2006.
Mentoring Relationships: Burke & McKeen, 1990; Kanter, 1977;
Kram, 1983; Levinson, 1978; Ragins & Cotton, 1999.
Organizational Culture: Bierema, 1996; Gallagher & Golant,
2000; E. Schein, 1983, 1990, 2004; V. Schein, 2007.
Propositions derived from key literature:
P1: Executive women in the U.S. banking industry perceive their
own degree of emotional intelligence as significantly contributing to
their achievement of upward career mobility.
P2: Executive women in the U.S. banking industry perceive their
sense of self-efficacy as significantly contributing to their
achievement of upward career mobility.
P3: Executive women in the U.S. banking industry perceive their
participation in networking activities as significantly contributing to
their achievement of upward career mobility.
P4: Executive women in the U.S. banking industry perceive their
involvement in mentoring relationships as significantly contributing
to their achievement of upward career mobility.
P5: Executive women in the U.S. banking industry perceive the
corporate culture within their organization as significantly
contributing to their achievement of upward career mobility.
A purposeful sampling was used to select five women
meeting prescribed criteria:
• Employed with a U.S. banking institution (Commercial
Banks and Savings Institutions)
• Hold a corporate title of CEO, President, CFO, COO, CIO,
CAO, EVP, or SVP
• Geographically located in Mid-Atlantic region of the U.S.
• FDIC bank asset size classifications of less than 100
million,100 million to 1 billion, or over 1 billion
A semi-structured questionnaire was used to conduct face-to-face
in-depth interviews that were recorded using a digital
voice recorder and electronically transcribed.
ATLAS.ti was used to assist in the data analysis process to
derive common themes and findings.
Research Question
R1) What are the factors that women attribute to their upward
career mobility and achievement of executive level
positions in the U.S. banking industry?
R2) To what extent are internal factors such as emotional
intelligence and self-efficacy; or external factors such as
networking, mentor relationships, and organizational
culture, perceived as significant to women’s ability for
upward career mobility?
Key Literature & Propositions
12 MAJOR THEMES FROM PARTICIPANT INTERVIEWS
1) Importance of managers as mentors
2) Influence from mentors who were career
advocates and provided advancement opportunities
3) Lack of participation in networking activities
4) Avoidance of women networking groups
5) Lack of organizational sponsorship for
promoting the advancement of women
6) Neutral impact from corporate culture
7) Direct leadership style
8) Willingness to continuously learn
9) Importance of communication
10) Positive attitude
11) Strong sense of commitment
12) Goal oriented
Implications for Management/Future
Research
The banking industry may adjust their career development
programs specifically for women to reflect some of the key
findings from this study. For example, several large banks
sponsor women only networking groups and mentoring
programs that only include women mentors.
Additional studies by individual organizations exploring similar
potential influential factors may benefit from examining the
current perceived factors within their own organization.
Word Cloud Created from Participants’ Interview
Influence of senior executive team culture on managers’ decision making in crisis situations
No full textThe purpose of this presentation is, focusing on how senior executive team culture affects managers' decision making during crisis situations, to explore effective solutions and strategies for organizations such as community colleges in effectively preparing for and managing crises.The Influence of Senior Executive Team Culture on
Managers’ Decision Making in Crisis Situations
Kendris J. Brumfield
University of Maryland, University College
contact: [email protected]
keywords: organizational culture, senior executive team culture, decision-making, crisis management,
Purpose and Scope of The Research
•
To focus on how senior executive team culture affects managers' decision making during crisis situations.
•To explore effective solutions and strategies for organizations, such as community colleges in effectively preparing for and managing crises.Research Question
The following research question will guide this study:
Primary Research Question:
•
Does senior executive team culture influence middle manager decision making in critical incidents?
Subquestions:
•
Does the type of senior executive team culture determine how successful an organization will be in managing a crisis?
•
What type of crisis outcomes are produced when a hierarchy or top-down senior executive team culture exists within an organization?Significance of this Research for Management
•
Based on an analysis of their own culture, senior executives will have information to recognize and acknowledge that their leaders must be empowered to make decisions during the time of crisis management. These decisions involve acting decisively and not ambivalently, especially when the loss of life and property is impending.Key Propositions Distilled from the Literature
•
Where group members possess shared beliefs and values, crisis outcomes of an organization are generally successful.
•
Managers who possess the passive–defensive cultural style tend to make ambivalent decisions during crisis situations.
•
Managers who possess the passive–defensive cultural style tend to make ambivalent decisions during crisis situations.
•
Where there is a balanced and trusting senior executive team culture, managers are empowered to effectively oversee critical incidents.
•
Where senior executive teams empower their leaders during critical incidents, the outcomes tend to be positive.Main Literature Themes and Authors
•
Organizational Culture Theory
Schein
O’Reilly and Chatman
Hofstede; Weick
•
Crisis Management
Pearson and Clair
Flynn
O’Connor
•
Decision Making
Bazerman
Simon
Conger and Rabindra
•
Leadership
Fiedler
House and Aditya
KotterSenior Executive Team
Artifacts, Espoused Beliefs, Values, and Underlying Assumptions
Clan Identity Adhocracy Identity Hierarchy Identity Market Identity
Middle Management Decision Making In Crisis Management
Constrained Decisions
Rational Choices or Decisiveness
Organizational Failure
Organizational Resiliency
Cultural
Dimensions
Conceptual Framework of Cultural Influence Team Culture Types Decision Influence Decision Types Crisis OutcomesThesis Statement
Based on Schein’s Organizational Culture Theory (1996), the guiding theory for this study, suggests that senior executive culture is a subset of organizational culture and expressed that senior executive’ values and beliefs can determine the culture of an organization. Senior executive team culture types influence managers’ decision types and constrained management decisions lead to adverse crisis outcomes.Research Approach & Formation of Argument
•
The research methodology used in this study involves a systematic review and critical analysis of extant literature.
•
Developed based on a conceptual model and feedback from subject matter experts.
•
The literature review involved a critical analysis of scholarly research to understand cultural dimensions, decision-making behaviors, and leadership attributes of executive teams.Findings
•
An organization’s leadership traits and culture as defined by the executive team will determine how successful an organization is in managing a crisis.
•
Value sharing or belief sharing occurs among group members and that this sharing directly relates to how senior executive teams share their values and beliefs among the team members, providing direction for the organization.Implications for Management Practice
Understand the Executive Team Culture of the
Organization
•
Capability to provide strategies and insights to investigate how elements of the culture may impact organizational crisis performance
•
Through analyzing their executive team culture, organizational leaders will be able to change values and traits that are barriers for crisis management success. Implications for Management Practice
Understand the Relationship between Executive
Team Culture and Organizational Performance
•
Executive Culture influences managers’ decision making and the resulting decisions determine crisis outcomes
•
Managers and researchers, especially those working in the community college arena can address issues of advancing a firm’s opportunities for resiliency and
sustainability after a crisis event and future innovationsFuture Research Agendas
•
Study role of senior executive team culture influence on radical innovation in crises
•
Study role of executive team culture influence on employee retention
•
Conduct case-study research to understand the role of executive culture influence on for-profit educational institutions’ resiliency in an economic down-tur
Comparing student course grades with their participation in online discussion forums
No full textThe goals of the research were as follows: 1) To identify strategies for improving student learning through enhanced interaction in UMUC discussion conferences; and 2) To begin to identify those variables [see the literature review section below] related to student course grades. This study looks at student participation in conferences [discussion fora] through 5 semesters of an introductory graduate course in Public Health Administration at UMUC with the goal of helping the presenter improve his use of the conferences. See the Timeline of Activities in Appendix 1 and the Deliverable list in Appendix 2.Fall 2011 Faculty Research Grant Project Summary
University of Maryland University College The Graduate School
William B. Ward, Adjunct Professor, UMUC HCAD
1. Title and abstract of the research project.
The title of the research grant project was “Comparing Student Course Grades with Their Participation in Online Discussion Forums”. The study examined participation in conferences [discussion forums] in a basic Public Health Administration course taught over 5 consecutive semesters. The role of the instructor was also examined.
Examination of a course at a second university was dropped at the suggestion of a member of my department and the reality that a comparison would be difficult given the different structure of that course and its forums.
2. Description and goals for the research.
The goals of the research were as follows: 1) To identify strategies for improving student learning through enhanced interaction in UMUC discussion conferences; and 2) To begin to identify those variables [see the literature review section below] related to student course grades. This study looks at student participation in conferences [discussion fora] through 5 semesters of an introductory graduate course in Public Health Administration at UMUC with the goal of helping the presenter improve his use of the conferences. See the Timeline of Activities in Appendix 1 and the Deliverable list in Appendix 2.
3. Brief literature review and summary of current knowledge.
Examination of discussion forums suggested that that those who participated later had shorter posts and shorter responses. This suggests the hypothesis that a majority of learning takes place early on. It also suggests that more points might be given for early contributions.
Perhaps one of the more important issues to be looking at is ‘instructor involvement’. Simmering et al (2004) wrote: “Recent research into VLEs indicates that the role of an instructor and class-mates in online learning is more important than previously thought.” Social Presence Theory appears to be of interest. A confounding variable might be class size in determining the amount and frequency of interaction. (Dringus and Ellis, 2005; and Lee and Rha, 2009) posit that ‘less structured interaction produces more high level contributions.’ The problem is that less structure can also add to minimal contributions and responses by those less involved.
There is some evidence of the following in the discussion forum literature: 1) More higher-level knowledge constructions occur in forums with a larger number of participants making postings; 2) There seems to be significant positive correlation between group size & duration of online discussion; 3) No significant correlation found between duration of online discussion & frequency of higher level knowledge construction [Foon & Cheung [2011].
According to Khe Foon Hew and Wing Sum Cheung, “The six main facilitation techniques are as follows: 1) Giving comments or opinions about an issue or topic; 2) Asking questions; 3) Setting ground rules for online discussion; 4) Showing appreciation for some action; 5) Encouraging people to contribute; and 6) Summarizing what has been discussed so far.
The research design is simplistic comparing UMUC courses over a five-semester period
Palmer et al (2008) observed “that while many students read a significant number of discussion postings, generally, the posting of new and reply messages occurred at the minimum level required qualifying for the assignment marks.”
4. Hypotheses generated and tested
1. Students who provide new posts earlier will have higher course grades [rejected but revised to Earlier new posts will have higher numbers of response posts
2. ];
The total number of words in a student’s post notes will be related to her/his overall course
3.
grade. [Rejected]
The average number of responses by a specific student will be related to the overall course
4.
grade of the student. [Some support]
The relevance of the post note to the forum /conference will be related to the student’s
overall course grade.
5. [Partially supported]
There will be a correlation between level of activity in the conference by the instructor and
by the students [supported only in ungraded conferences
5. Study summary
There is need for models of andragogy rather than [pedagogy. Possible models are the SOLO Taxonomy http://prs.heacademy.ac.uk/view.html/PrsDiscourseArticles/208, the Information Processing Model http://msucares.com/health/health/appa1.htm , and the Theory of Reasoned Action model http://msucares.com/health/health/appa1.htm which aim at behavior change.
For the study, the majority of the hypotheses did not pan out. In hindsight, the lessons learned, for the moment, have to be as follows:
1) Give credit for all contributions that meet the word limits
2) Give additional credit for earlier new threads
3) Give additional credit for correctly referenced contributions
4) Provide more initial guidance as to conference expectations
5) Have fewer conferences
6) Provide a slightly longer time frame for the conferences and avoid overlapping
conferences
7) The role of the instructor should be more of a facilitative one rather than as a blessor of
the posts.
Numbers 5 and 6 have been implemented in spring 2012 and the others are planned for
Summer 2012.
6. Expected benefits to you, to your program, to your students, and/or to UMUC.
As an instructor relatively new to the UMUC system [12/2008], I feel the process has helped facilitate my use of WebTycho conferencing. In spring 2012, I have made some changes to conference organization and students seem more involved in the conferences than in the past [my assessment]. There are additional changes based on the research findings that I plan on implementing by summer 2012. I assume that there may be other relatively new UMUC faculty who could also benefit from the findings through publicizing of the revised presentation. If published, the article might help to increase the already considerable image of UMUC as a leading institution for online graduate studies
7. Target publication or conference for disseminating the research results.
The research was accepted for presentation at Sloan 2011 and was presented on 11/9/11: http://sloanconsortium.org/conferences/2011/aln/comparing-student-course-grades-their-participation-online-discussion-forums
I plan to submit a manuscript to one of the following journals: the Journal of Technology in Human Services, the Online Journal of Distance Learning, Distance Education, or the Journal of Interactive Learning Research based on study findings.Appendices
1. Timeline of research tasks and when they will be completed.
The following table lists research project activities and time frame for the proposed research study.
Step
Research Activity
Time Period
1
Comprehensive Lit Review
July/September 2011
2
Refining of Hypotheses
August/September 2011
3
Development of Data Variables
September/October 2011
4
Entry of Data into Database [EXCEL]
September/October 2011
5
Development of Charting formats
September/October 2011
6
Cleaning of Database Errors
September/October 2011
7
Data Runs
September/October 2011
8
Testing of Hypotheses
September/October 2011
9
Report/Manuscript Draft
September/October 2011
10
Presentation @ Sloan Orlando 2011
November 9, 2011.
11
Presentation Revision Based on Feedback
December 2011/January 2012
12
Revised Presentation Submission
February 1, 2012
13
Summary Report Submission to UMUC Graduate Dean
February 3 2012
14
Plan to Submit Manuscript for Publication
February/March 2012
2. Deliverable outcomes of the research.
a. A framework for UMUC WebTycho conference data analysis
b. Development of a revised conference scoring matrix.
c. Presentation of study findings at the Sloan 2011 Conference in Orlando, FL http://sloanconsortium.org/aln
d. Submission of a revised presentation with narration to UMUC.
e. Data permitting the submitting of a manuscript to a journal focusing on online education
research.
Fall 2011 Faculty Research Grant Project Summary
University of Maryland University College The Graduate School
William B. Ward, Adjunct Professor, UMUC HCAD
1. Title and abstract of the research project.
The title of the research grant project was “Comparing Student Course Grades with Their Participation in Online Discussion Forums”. The study examined participation in conferences [discussion forums] in a basic Public Health Administration course taught over 5 consecutive semesters. The role of the instructor was also examined.
Examination of a course at a second university was dropped at the suggestion of a member of my department and the reality that a comparison would be difficult given the different structure of that course and its forums.
2. Description and goals for the research.
The goals of the research were as follows: 1) To identify strategies for improving student learning through enhanced interaction in UMUC discussion conferences; and 2) To begin to identify those variables [see the literature review section below] related to student course grades. This study looks at student participation in conferences [discussion fora] through 5 semesters of an introductory graduate course in Public Health Administration at UMUC with the goal of helping the presenter improve his use of the conferences. See the Timeline of Activities in Appendix 1 and the Deliverable list in Appendix 2.
3. Brief literature review and summary of current knowledge.
Examination of discussion forums suggested that that those who participated later had shorter posts and shorter responses. This suggests the hypothesis that a majority of learning takes place early on. It also suggests that more points might be given for early contributions.
Perhaps one of the more important issues to be looking at is ‘instructor involvement’. Simmering et al (2004) wrote: “Recent research into VLEs indicates that the role of an instructor and class-mates in online learning is more important than previously thought.” Social Presence Theory appears to be of interest. A confounding variable might be class size in determining the amount and frequency of interaction. (Dringus and Ellis, 2005; and Lee and Rha, 2009) posit that ‘less structured interaction produces more high level contributions.’ The problem is that less structure can also add to minimal contributions and responses by those less involved.
There is some evidence of the following in the discussion forum literature: 1) More higher-level knowledge constructions occur in forums with a larger number of participants making postings; 2) There seems to be significant positive correlation between group size & duration of online discussion; 3) No significant correlation found between duration of online discussion & frequency of higher level knowledge construction [Foon & Cheung [2011].
According to Khe Foon Hew and Wing Sum Cheung, “The six main facilitation techniques are as follows: 1) Giving comments or opinions about an issue or topic; 2) Asking questions; 3) Setting ground rules for online discussion; 4) Showing appreciation for some action; 5) Encouraging people to contribute; and 6) Summarizing what has been discussed so far.
The research design is simplistic comparing UMUC courses over a five-semester period
Palmer et al (2008) observed “that while many students read a significant number of discussion postings, generally, the posting of new and reply messages occurred at the minimum level required qualifying for the assignment marks.”
4. Hypotheses generated and tested
1. Students who provide new posts earlier will have higher course grades [rejected but revised to Earlier new posts will have higher numbers of response posts
2. ];
The total number of words in a student’s post notes will be related to her/his overall course
3.
grade. [Rejected]
The average number of responses by a specific student will be related to the overall course
4.
grade of the student. [Some support]
The relevance of the post note to the forum /conference will be related to the student’s
overall course grade.
5. [Partially supported]
There will be a correlation between level of activity in the conference by the instructor and
by the students [supported only in ungraded conferences
5. Study summary
There is need for models of andragogy rather than [pedagogy. Possible models are the SOLO Taxonomy http://prs.heacademy.ac.uk/view.html/PrsDiscourseArticles/208, the Information Processing Model http://msucares.com/health/health/appa1.htm , and the Theory of Reasoned Action model http://msucares.com/health/health/appa1.htm which aim at behavior change.
For the study, the majority of the hypotheses did not pan out. In hindsight, the lessons learned, for the moment, have to be as follows:
1) Give credit for all contributions that meet the word limits
2) Give additional credit for earlier new threads
3) Give additional credit for correctly referenced contributions
4) Provide more initial guidance as to conference expectations
5) Have fewer conferences
6) Provide a slightly longer time frame for the conferences and avoid overlapping
conferences
7) The role of the instructor should be more of a facilitative one rather than as a blessor of
the posts.
Numbers 5 and 6 have been implemented in spring 2012 and the others are planned for
Summer 2012.
6. Expected benefits to you, to your program, to your students, and/or to UMUC.
As an instructor relatively new to the UMUC system [12/2008], I feel the process has helped facilitate my use of WebTycho conferencing. In spring 2012, I have made some changes to conference organization and students seem more involved in the conferences than in the past [my assessment]. There are additional changes based on the research findings that I plan on implementing by summer 2012. I assume that there may be other relatively new UMUC faculty who could also benefit from the findings through publicizing of the revised presentation. If published, the article might help to increase the already considerable image of UMUC as a leading institution for online graduate studies
7. Target publication or conference for disseminating the research results.
The research was accepted for presentation at Sloan 2011 and was presented on 11/9/11: http://sloanconsortium.org/conferences/2011/aln/comparing-student-course-grades-their-participation-online-discussion-forums
I plan to submit a manuscript to one of the following journals: the Journal of Technology in Human Services, the Online Journal of Distance Learning, Distance Education, or the Journal of Interactive Learning Research based on study findings.Appendices
1. Timeline of research tasks and when they will be completed.
The following table lists research project activities and time frame for the proposed research study.
Step
Research Activity
Time Period
1
Comprehensive Lit Review
July/September 2011
2
Refining of Hypotheses
August/September 2011
3
Development of Data Variables
September/October 2011
4
Entry of Data into Database [EXCEL]
September/October 2011
5
Development of Charting formats
September/October 2011
6
Cleaning of Database Errors
September/October 2011
7
Data Runs
September/October 2011
8
Testing of Hypotheses
September/October 2011
9
Report/Manuscript Draft
September/October 2011
10
Presentation @ Sloan Orlando 2011
November 9, 2011.
11
Presentation Revision Based on Feedback
December 2011/January 2012
12
Revised Presentation Submission
February 1, 2012
13
Summary Report Submission to UMUC Graduate Dean
February 3 2012
14
Plan to Submit Manuscript for Publication
February/March 2012
2. Deliverable outcomes of the research.
a. A framework for UMUC WebTycho conference data analysis
b. Development of a revised conference scoring matrix.
c. Presentation of study findings at the Sloan 2011 Conference in Orlando, FL http://sloanconsortium.org/aln
d. Submission of a revised presentation with narration to UMUC.
e. Data permitting the submitting of a manuscript to a journal focusing on online education
research
Preferred feedback mechanisms in online accounting & finance education: Evidence from UMUC
No full textThis research utilizes an online questionnaire survey to assess student perceptions of feedback in online accounting & finance courses at the University of Maryland University College (UMUC). Existing literature demonstrates that students studying accounting & finance at the tertiary level are generally dissatisfied with the feedback they receive. The primary objective of this research is to identify the type of feedback mechanisms that are preferred by online accounting and finance students. Furthermore, our research analyzes whether preferred feedback mechanisms differ across student types (e.g. graduate vs. undergraduate, accounting vs. finance, traditional vs. non-traditional). Our preliminary findings indicate that students (particularly graduate students) prefer timely personalized feedback. This finding is unaffected by the „student type‟. Our results suggest that any efforts to increase the speed and personalization of feedback at UMUC will increase student satisfaction
Ability to advance knowledge in a trans-global learning environment
No full textKnowledge is an invaluable commodity whose transference must be facilitated by educators through technological means. Thus, while the boundaries of “traditional society” appear to be stretching beyond the breaking point, those who guide a techno-savvy generation to lifelong learning must be willing to adapt their message to an electronic forum.1
The Ability to Advance Knowledge in a Trans-Global Learning Environment Suzane L. Bricker, M.A. Adjunct Assistant Professor at the School of Undergraduate Studies at University of Maryland University College Academic Writing Department (online division) Abstract: Knowledge is an invaluable commodity whose transference must be facilitated by educators through technological means. Thus, while the boundaries of “traditional society” appear to be stretching beyond the breaking point, those who guide a techno-savvy generation to lifelong learning must be willing to adapt their message to an electronic forum. Imagine the concept of being able to establish a fully meaningful relationship with someone that you will probably never meet, but with whom you are frequently able to share knowledge and information about your mutual backgrounds, interests, goals, and experiences. And, during the course of this communication process, which lasts only about 13 weeks; you are able to greatly advance your academic knowledge and skills through an ongoing exchange that is facilitated by someone who both recognizes and supports your lifelong quest to remain an active learner. Such scenarios, which were once merely fodder for the intricate plots of science fiction novels, are fast becoming commonplace, thanks to the continuing expansion of distance learning options. Accordingly, one of the most beneficial aspects of being able to supplant a conventional brick-and-mortar lecture hall with the virtual classroom setting is that students from all sectors of the globe can participate. And by doing so, the distance learner can engage in meaningful exchanges with instructors and classmates through a broad channel of communication that is designed to transcend traditional geographic boundaries.
Thus, for a techno-savvy generation, whose introduction to computers is often linked to initial presence on a social networking site, the “virtual learning platform of the future” is available today, and offers a much more realistic and viable option for “world citizens” to live and work in a “globalized society” (Magano and Carvalho 17). Consequently, through the increasing frequency of synchronous and asynchronous cyberspace exchanges in interactive learning activities, a mounting body of evidence is rapidly becoming available to support the central premise that online education increases the quality of knowledge transfer overall. 2
So, for the contemporary generation of students engaged in higher learning, whose thumbs can manipulate cell phone key pads faster than a light switch, and whose range of emotional commentary on interactive websites is as trackable as seismic activity on a Richter scale, skills which were once exclusive to establishing presence in a global chat room, now provide the basic tools to succeed in a virtual learning environment.
However, for a transition from real-time learning to virtual classrooms to sustain longevity, it is essential that educators freely acknowledge their respective roles in facilitating this evolutionary process. Yet, it appears that this challenge is easier for some to embrace than for others. For, as online educator and researcher Robert Hogan points out in his recent essay on roadblocks to the systemization of distance learning options, “ … moving from the podium to the keyboard may be frightening” (289). And, in truth, it is understandable that those of us who were schooled before the pop-culture term, “virtual communication,” had been introduced into the English language, would find the adjustment to E-learning techniques to be quite daunting. However, should we choose to ignore the advantages of fusing electronic communications into the 21-century classroom, we will not be sufficiently able to meet the demands of a techno-savvy generation who seek our guidance in obtaining knowledge within the construct of an electronic forum. Thus, as distance learning researchers and co-authors, Jose Magano and Carlos V. Carvalho, clearly state: “Above all, the construction of a shared vision and understanding of the role of technology in higher education institutions is required” (17). Indeed, transmitting messages in a web-based environment allows educators to communicate more directly with their students; thereby, reducing the level of distortion in the delivery of core learning concepts. In other words, like it or not; prepared or not, technology is our future, and it is therefore our responsibility as educators to show students how they can best utilize these electronic tools to maximize their learning potential. And, by so doing, we are acknowledging that such changes in the traditional classroom structure do not diminish our capacity to teach; but, instead, enhance our ability to guide a new generation of scholars and entrepreneurs toward the attainment of their respective goals. So, as present-day educators, the real issue becomes, not whether we are willing to accept our role in challenging students to achieve their academic potential in a virtual learning environment; but, whether we can overcome our own resistance to fully embracing such innovative techniques. For, as more and more of our students choose to advance their skills through E-learning, it is up to us to construct a corridor that leads into a transnational channel for the transfer of knowledge. Conversely, should we choose to remain tied to the rigid instructional methods of the past, we are limiting opportunities for an increasing number of students, whose physical presence in a classroom is prohibited by personal or professional commitments. Consider, for example, the case of a young enlistee who participated in my online class last term. While she had recently been deployed overseas; nonetheless, she retained a strong desire to obtain her college degree before she completed her tour of duty. However, her ability to participate in classroom discussions or to submit required writing assignments was restricted to when the military allowed her access to a computer. Therefore, this highly-motivated individual 3
would have been unable to pursue her goal, if a traditional classroom setting was her only available option. And so, the question that naturally begs to be asked is: Why should someone, who so eagerly prioritizes her country’s needs over her own, not be entitled to the same quality learning options as another individual who has not made this type of brave commitment? The answer is obvious: both student populations deserve equal access. Thus, for this young recruit, the opportunity to participate in a classroom situation that offers an online delivery option means that she can achieve the same learning outcomes as any student who has set similar objectives. This anecdotal reference to the unique challenges that many of our students face, reinforces the concept that, as educators, we must facilitate access to a quality learning environment for all those who seek to obtain a degree. Therefore, we need to recognize when our students’ need to balance personal and professional responsibilities interfere with demanding class schedules, or when sudden economic or job losses make affordability an issue, or, when the impact of unique social, cultural, or age-related barriers minimize the benefits of face-to-face learning options. And, as we become more attuned to these issues that impact our students’ ability to achieve their goals, we must also admit that, as educators of the 21st century, we, ourselves, have much to learn.
No longer can we assume that conventional teaching methods will enable us to best serve the needs of those who enroll in institutions of higher learning. In fact, according to an article in the Online Journal of Distance Learning Administration that was co-authored by Scott L. Howell, PhD and Peter B. Williams, M.S. of Brigham Young University, and Nathan K. Lindsay, M.S. of the University of Michigan, “Today’s adult learners differ still from traditional college-age students. They are motivated by professional advancement, external expectations, the need to better serve others, social relationships, escape or stimulation, and pure interest in the subject. Their demands include time and scheduling, money, and long-term commitment constraints” (Howell, Williams and Lindsay). So, we must recognize that, as the characteristics of these learners change, we have to make adjustments in our delivery methods as well.
Similarly, this evolving student portrait challenges us to be more responsive to those whose needs which may have previously been sidelined or even ignored. As a result, when national statistics indicate that: “Between 1976 and 2008, increases in undergraduate enrollment were greatest among Hispanics and Asians/Pacific Islanders,” and women accounted for 57 percent of new undergraduates and 64 percent of incoming black students,” as educators, we have no choice but to acknowledge and adapt to such variances in the images of traditional undergraduates (Aud, Fox and KewalRamani). And, when research also shows that the growth of online enrollment is increasing faster than the general rate at colleges and universities overall, we must redefine our roles as facilitators before we “set foot” into the virtual classroom (Allen and Seaman). Indeed, as we begin to update our lesson plans, we would be wise to heed Socrates cautionary words: “There is only one good, knowledge, and one evil, ignorance” (Huss, Mastrangelo and Smith).
For, even if we struggle with the task of infusing new technology into our curriculum, we must remember that it is our students, not us; who have chosen this pathway to learning. Therefore, our duty is and always will be to effectively guide those who seek such intangible rewards. And, if we are to take our roles in this educational process seriously, we need to work together toward eliminating barriers of distance or design that inhibit progress. Consequently, by first learning 4
how to open new doors to knowledge transfer, we can proudly say that we are well-equipped to lead new generations of collegiate learners toward the attainment of their respective goals.
5
Works Cited
Allen, I. E. and J. Seaman. "Class Differences: Online Education in the United States, 2010." 2010. Babson Survey Research Group. 18 May 2011 .
Aud, S, M. Fox and A KewalRamani. "Status and Trends in the Education of Racial and Ethnic Minorities." Educational Demographic Patterns. Washington, DC: U.S. Department of Education, National Center for Education Statistics, 2010.
Hogan, Robert. "Societal Issues, Legal Standards, & International Realities Universities Face in the Distance-Learning Market." Holim, Song. Distance Learning Technology, Current Instruction, and the Future of Education: Applications of Today, Practices of Tomorrow. Hershey: Information Science Reference, 2010. 284-300.
Howell, PhD , Scott L., M.S. , Peter B. Williams and M.S., Nathan K. Lindsay. "Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Planning." 2003. Online Journal of Distance Learning Administration. 14 May 2011 .
Huss, Bernhard, et al. "The Unknown Socrates: Translations, With Introductions and Notes, of Four Important Documents in the Late Antique Reception of Socrates the Athenian." Wauconda: Bolchazy Carducci Publishers, Inc., 2002.
Magano, Jose and Carlos V. Carvalho. "From Traditional Teaching to Online Learning" Revolution or Evolution." Song, Holim. Distance Learning Technology, Current Instruction, and the Future of Education: Applications of Today, Practices of Tomorrow . Hershey: Information Science Reference, 2010. 17-26.
Suzane L. Bricker, M.A. Adjunct Assistant Professor School of Undergraduate Studies University of Maryland University College Academic Writing Department (online division)
Educators must “guide” a techno-savvy generation .
Technology facilitates the most direct route of such knowledge transfer.
Adaptability to electronic forums helps to promote active and lifelong learning.
The Need to Introduce a New Classroom Setting
Goal: To remain active learners
Response: Virtual environment greatly expands options for ongoing exchanges of knowledge and information.
Benefits of Distance Learning to Students
Goal: To share knowledge and develop meaningful interactions with classmates.
Response: Enables trans-global transmission of ideas and feedback.
Benefits of Distance Learning to Students
Students can share information with instructors and classmates through a broad channel of communication.
Enables participation from all sectors of the globe.
Teaching platform transcends traditional geographic boundaries which have been established by brick-and-mortar classrooms.
Advantages to a Virtual Classroom Setting
Social networking skills provide the basic tools to succeed in a virtual learning environment.
Offers ideal environment for educators to meet the needs of a 21st-century classroom.
Joins instructor and student in benefiting from the enhanced role of technology in education.
Reduces distortion in communication channel; thereby enabling delivery of core learning concepts.
Easy Access to Information
Technology is our future, and thus, as educators, we must be willing to utilize these electronic tools in order to maximize our students’ learning potential.
Introduction of such innovative techniques into the classroom better equips our students to achieve their respective academic and career goals.
Barriers to learning are removed, when concrete walls are replaced by a transnational channel of communication that enables direct transfer of knowledge.
Accepting the Challenge
The rigid construct of a brick-and-mortar classroom limits opportunities for an increasing number of students, whose physical presence is prohibited by personal or professional commitments.
Physical location should not be a prohibitive factor for students to achieve their long-term goals.
Online delivery options reach out to students for whom such opportunities were nonexistent .
Overcoming Resistance
Online enrollment rates are climbing faster than statistics on traditional classroom participation.
The image of the “traditional” college student has changed.
When the characteristics of these learners change, we must be willing to make adjustments in our own delivery methods .
Our students have the right to demand that we be responsive to their needs.
We must equip ourselves to guide new generations along this updated pathway to learning.
The Time for Change is No
Executive scorecard: Evaluating a CEO’s performance using the balanced scorecard and stakeholder theory approach
No full textDespite executive pay being closely scrutinized, the recent financial debacle in 2008 spring boarded executive compensation to the attention of the news, the public and the government. This study reviews the history of executive compensation and the findings of quantitative and qualitative studies concerning executive compensation in relation to excessive pay, firm size, agency theory, pay in other countries, pay-for-performance, and motivation. Various models including the Stakeholders‟ model, Total Reward approach, and the Balanced Scorecard are reviewed to see the possible ways management can approach executive compensation. Using the literature on stakeholder theory and the Balanced Scorecard, a conceptual framework (Executive Scorecard) is developed that provides organizations the ability to formulate executive goals that are translated into a set of measures that align executive compensation with a firm‟s goals and objective while meeting stakeholder expectations. The study concludes with a discussion of the findings of the research and a discussion of the implications for management practitioners and trends for future research.An Executive Scorecard: Evaluating a CEO’s Performance Using the Balanced Scorecard and Stakeholder Theory Approach
By
Patricia A. Beckenholdt
Dissertation submitted to the Faculty of the Graduate School of the
University of Maryland University College,
in partial fulfillment
of the requirements for the degree of
Doctor of Management
2011
Dissertation Advisory Committee:
James P. Gelatt, Ph.D.
Katherine Edwards, Ph.D.
Michael Evanchik, Ph.D.
John Glennie, Ph.D.
ii
Abstract
Despite executive pay being closely scrutinized, the recent financial debacle in 2008 spring boarded executive compensation to the attention of the news, the public and the government. This study reviews the history of executive compensation and the findings of quantitative and qualitative studies concerning executive compensation in relation to excessive pay, firm size, agency theory, pay in other countries, pay-for-performance, and motivation. Various models including the Stakeholders‟ model, Total Reward approach, and the Balanced Scorecard are reviewed to see the possible ways management can approach executive compensation. Using the literature on stakeholder theory and the Balanced Scorecard, a conceptual framework (Executive Scorecard) is developed that provides organizations the ability to formulate executive goals that are translated into a set of measures that align executive compensation with a firm‟s goals and objective while meeting stakeholder expectations. The study concludes with a discussion of the findings of the research and a discussion of the implications for management practitioners and trends for future research.
Key Words: Agency Theory, Balanced Scorecard, Executive Compensation, Pay-for-Performance, Stakeholder Theory
iii
Dedication
I dedicate this dissertation to my dearest children, Lindsay, Joel, and Paul who have spent their lives journeying down my educational path. Their love, support, and understanding of my need for lifelong learning are most graciously appreciated.
“We now accept the fact that learning is a lifelong process of keeping abreast of change.”
--Peter Drucker
iv
Acknowledgments
I would like to thank all of the people who supported me through this challenging yet rewarding program. To my children, who supported me over the past three years…a huge thank you! A special thanks to my friends Mary and Barbara, who spent countless hours shopping, going to the movies, and having dinners and breakfasts during semester breaks. I cannot thank you enough for always being there for me. To my sister, Marlene, who has supported me in more way than imagined over the years, and especially through my time in this program! Many thanks to my expert panelists, Dr. James O‟Brien, Mr. Thomas Ettinger, and especially Dr. Liliana Meneses, who read through my paper, provided sound advice, and shared ideas. I would like to acknowledge and thank my colleagues with whom I journeyed through the doctoral program. You have been a wonderful group of people to share this experience and I appreciate your support and encouragement. Finally, I would like to thank the University of Maryland University College faculty for their dedication to teaching in the doctorate program.
v
Table of Contents
Abstract .............................................................................................................................. ii
Dedication ......................................................................................................................... iii
Acknowledgement ............................................................................................................ iv
Table of Contents .............................................................................................................. v
Chapter One: Introduction .............................................................................................. 1
1.1:Research Problem ............................................................................................. 1
1.2: Significance of Problem to Management......................................................... 3
1.3: Purpose of Study .............................................................................................. 5
1.3.1: Research Questions ................................................................................ 6
1.4: Definition of Terms ......................................................................................... 7
1.4.1: "Executive" Defined ................................................................................ 7
1.4.2: Types of Compensation ........................................................................... 7
1.4.2.1: Base Salary ........................................................................................ 8
1.4.2.2: Incentive Awards ............................................................................... 9
1.4.2.3: Benefits and Allowances in Kind .................................................... 10
1.4.2.4: Long-term Incentive Compensation ............................................... 10
1.5: Assumptions................................................................................................... 10
1.6: Chapter One Summary and Organization of Dissertation ............................. 11
Chapter Two: Literature Review .................................................................................. 13
2.1: Introduction .................................................................................................... 13
2.2: Components of Salary .................................................................................... 13
2.3: History of Compensation .............................................................................. 20 vi
2.4: Comparison of CEO Salary to Average Worker... ........................................ 27
2.5: Excessive Pay ............................................................................................... 28
2.6: Comparison of U.S. Compensation to Other Countries................................. 31
2.7: Regulatory and Legal Intervention ................................................................ 34
2.8: Agency Theory .............................................................................................. 36
2.9: Relationship between Pay and Size of Firm ................................................. 38
2.10: Relationship between Pay and Performance ............................................... 42
2.11: Relationship between Pay and Motivation .................................................. 45
2.12: Total Rewards Model................................................................................... 47
2.13: Stakeholders' Model ..................................................................................... 50
2.13.1: Stakeholders' Expectations ....................................................................... 52
2.14: Balanced Scorecard...................................................................................... 57
2.15: Theoretical Lens and Summary ................................................................... 61
Chapter Three: Conceptual Model ............................................................................... 64
3.1: Introduction ................................................................................................... 64
3.2: Applying the Balanced Scorecard to Strategy .............................................. 64
3.3: Applying the Balanced Scorecard and Stakeholders' Model to
Executive Compensation ............................................................................... 65
3.4: Designing an Executive Scorecard ................................................................ 67
3.5: Stakeholders' .................................................................................................. 68
3.6: Evaluating Executive Performance ............................................................... 72
3.7: The Need for an Effective Evaluation ........................................................... 73
3.8: Creating the Evaluation ................................................................................. 75 vii
3.8.1: Step One: Identifying key stakeholders ............................................... 75
3.8.2: Step Two: Defining stakeholders' expectations ................................... 76
3.8.3: Step Three: Setting the CEO's goals and objectives ........................... 78
3.8.4: Step Four: Defining key performancemeasures ................................... 79
3.8.5: Step Five: Developing metrics for setting targets ................................ 83
3.9: Completed Scorecard .................................................................................... 85
3.10: Managing Executive Scorecard Weaknesses .............................................. 93
3.11: Summary ..................................................................................................... 93
Chapter Four: Methodology .......................................................................................... 94
4.1: Research Process............................................................................................ 94
4.2: Evidence-based Research .............................................................................. 96
4.3: Application of Evidence-based Research ...................................................... 96
4.4: Use of Expert Panel ....................................................................................... 96
4.5: Summary ........................................................................................................ 97
Chapter Five: Analysis and Discussion ......................................................................... 98
5.1: Question 1 ...................................................................................................... 98
5.2: Question 2 .................................................................................................... 101
5.3: Question 3 .................................................................................................... 102
5.4: Question 4 .................................................................................................... 105
5.5: Chapter Summary ........................................................................................ 106
Chapter Six: Conclusions, Implications and Trends ................................................. 107
6.1: Conclusions .................................................................................................. 107
6.2: Implications for Management ...................................................................... 109 viii
6.3: Implication of Trends................................................................................... 111
6.4: Limitations and Areas for Future Research ................................................. 114
6.5: Summary ...................................................................................................... 115
List of Figures ......................................................................................................................
Figure 1: Schematic of stakeholder theory .......................................................... 52
Figure 2: Balanced Scorecard .............................................................................. 58
Figure 3: Performance Evaluation Process .......................................................... 74
List of Tables .......................................................................................................................
Table 1: CompensationTerms Defined .................................................................. 8
Table 2: Performance Measures ........................................................................... 17
Table 3: Timeline - History of Compensation ..................................................... 20
Table 4: 2009 CEO Compensation ...................................................................... 26
Table 5: Stakeholders' Expectations Document ................................................... 77
Table 6: CEO's Goals and Objectives .................................................................. 78
Table 7: Performance Measures ........................................................................... 80
Table 8: Explanation for Selection of Performance Measures ............................ 82
Table 9: Executive Scorecard Targets ................................................................. 84
Table 10: Completed Executive Scorecard .......................................................... 89
References ...................................................................................................................... 117
Appendix A (Panel Member 1) ................................................................................... 129
Appendix B (Panel Member 2) .................................................................................... 132
Appendix C(Panel Member 3) ..................................................................................... 135 Chapter One: Introduction
1.1: Research Problem
As organizations are faced with doing business in an increasingly competitive global market, executive compensation has become a more complex and controversial issue. The financial crisis of 2008 has brought the topic of executive compensation to the forefront of the news, raising criticism and debate from investors, the public, and the government over what they consider unacceptable and inappropriate pay packages. Although the recent executive compensation controversy has focused on the financial service industry with firms such as American International Group (AIG), Bear Stearns, and Goldman Sachs, the resulting initiatives (ex: more transparency of compensation, more corporate governance) are aimed at the entire public-company arena (Hodak, 2010).
Executive compensation started out as simple as executives receiving compensation in the form of salary (Ellig, 2006), and has evolved into a complex pay system that substantially rewards Chief Executive Officer‟s (CEO‟s) and senior executives for their services. Firm size has been shown to play a role in how much CEO‟s receive in compensation, with CEO‟s of larger firms receiving compensation that far exceeded the salaries of their counterparts at smaller firms (Agarwal, 1981). The literature review in Chapter Two provides a more comprehensive discussion of the history of executive compensation and the relation to firm size.
In more recent years, executive compensation has been headline news due to skyrocketing CEO compensation of US firms, especially in comparison to stagnant wage growth for the average employee (Agarwal, 2010). Much of the concern relates to executive compensation practices that bear questionable relationship to a company‟s financial performance (O‟Reilly & Main, 2007), which will be discussed further in 2
Chapter Two. Further, public awareness has raised the question of whether senior executives deserve to receive the huge amounts of compensation received. There is concern as to who should have a say, and how corporations should design an executive compensation package to meets the criteria of stakeholders so everyone benefits to some degree. The problem is not only the amount senior executives earn but how they are paid. The last fifteen years have seen a shift in executive compensation from a cash-based (fixed salary and bonus) pay system to an equity-based pay system (stock options and methods of pay-for-performance) (Barrington and Hallock, 2009).
Corporate board directors and compensation committees are faced with new challenges as they attempt to find the right balance between providing meaningful compensation for performance and avoiding what government regulators and the public believe are extravagant payouts for taking on a level of risk that jeopardizes meeting established performance goals. Beyond meeting the ever-expanding legal and regulatory requirements, board members are also confronted with motivating and retaining good performance from executives while managing change-of-control provisions and severance packages that can result in high CEO payouts (Steinberg, 2009). Additionally, the board and compensation committee is tasked with aligning CEO and other top executives‟ compensation with a company‟s strategy. Ferracone & Gershkowitz (2010) suggest executive compensation be a derivative of corporate strategy that drives value for shareholders. The economic value created has a direct influence on compensation plans to include the pay mix, selection of performance metrics, and the setting of goals (p. 17), all of which should be easily understandable. Appropriate performance measures need to be in place to motivate a CEO‟s behavior that is also in the shareholder‟s best interest 3
while effectively measuring both short-term and long-term performance (Steinberg, 2008).
1.2: Significance of Problem to Management
Executive compensation has taken a front and center position in the wake of the financial crisis of 2008. Although not new to controversy, executive compensation came under scrutiny when companies such as American International Group, Inc. (AIG) received bailout funds only to later report that executives continued to received bonuses and perks. Edward M. Liddy, Chairman and CEO of AIG, and New York‟s Attorney General, Andrew Cuomo, met and came to an agreement to help recover bonuses and other payments paid out in bailout funds. Cuomo considered the 9.6 million in bonuses representing half of their 2008 bonuses with two more quarterly disbursements expected (Dennis and Cho, 2009).
With so many large corporations on the brink of financial collapse, U.S. regulators began discussing the need for changes to executive compensation policies and transparency. Public outcry fostered organizations to rethink how they determine executive compensation. In an effort to improve executive accountability, many shareholders wanted a say-on-pay and to have their votes count as more than advisory votes (Albano, Alcock, Emberger, LaPorte, & Bonnett, 2011). It has been suggested by President Obama‟s administration that say-on-pay will allow shareholders and members 4
of the board a way to express their opinions, resulting in a collaborative effort to design a compensation package that will encourage executives to maximize long-term corporate goals and wealth (U.S. Dept. of Treasury Fact Sheet, 2009).
The stakeholder concept of the organization implies that maintaining favorable relationships and affiliations with internal and external stakeholders is known to play an important role in generating current and future wealth (Susnienẻ and Sargunas, 2009). Ferrell (2004) noted that consumers identify with organizational images that are congruent with their self-identity, so when there is negative perception of an organization, consumers separate from an organization. When there is a perception that an organization has created an ethical corporate culture based on leadership and commitment to values that stress the importance of stakeholder relationships, an organization will be better prepared to maintain satisfactory relationships with all stakeholders.
Hartzell and Starks (2003) performed a study that showed a positive relationship between institutional investor ownership and performance sensitivity of executive compensation and a negative relationship between ownership and the level of compensation. The study, which will be discussed in detail in Chapter Two, is relevant in that it shows that institutional investors influence executive compensation and play an integral role in the monitoring of expenses emphasizing good leadership as a priority.
Evans and Hefner (2009) argue that CEO‟s who are socially responsible are those who consider the effects of takeovers and the presence of severance agreement clauses on stakeholders. Compensation committees are tasked with linking executive pay to performance or face tax consequences that impact both executive and company. For example, under the Internal Revenue Code Section 162(m), the employer can lose a tax 5
deduction and the executive is subject to a 20 percent excise tax on excess parachute payments if there
Including Engaging Dynamic Content in WebTycho Conferences - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Including Engaging Dynamic Content in WebTycho Conferences
Laddie Odom
Multimedia Producer
Center for Support of Instruction
Published: January-February 2011
Category: » Online-pedagogy » Teaching-strategies
Introduction
This article examines the benefits of using Open Educational Resources (OERs), discusses how to find
dynamic content from non-educational providers and make it instructionally relevant, and reviews
various methods for including dynamic OER content within the WebTycho conference area. It also links
to a tutorial on how to embed objects in WebTycho conferences.
OERs and Their Benefits
According to Rawson and Thomes (2008), "OERs are any type of educational material that are freely
available for teachers and students to use, adapt, share, and reuse. OERs include learning content such
as videos, audio clips, images, lecture notes, reading lists, course assignments, syllabi and lesson
plans, textbooks, data, instructional games, tests and quizzes, etc." Because OERs have already been
developed by other people and organizations, faculty can easily incorporate them as supplements
to their existing course materials and not have to bear the burden of creating the resource themselves.
Dynamic OERs can assist faculty in fostering discussion because they provide a more interactive mode
of content delivery than plain text. Interactive content also helps address the needs of different
learning styles. In a government-funded research report, Crook et al. (2008) documented several
benefits that come from providing dynamic content in the online classroom, including that it stimulates
new modes of inquiry, creates new opportunities for collaborative learning, allows students to engage
with new literacies, and encourages proficiency in the publication of content. The report also indicated
that faculty can encourage students to research and share relevant OERs, which can foster a sense of
ownership, audience engagement, and peer assessment. In short, OERs can help the teaching and
learning process in a variety of ways.
Finding OERs and Using them Appropriately
Numerous OERs are available and waiting to be used. Rawson and Thomes (2008) detail where to find
them from known educational content providers and how to evaluate those resources. But OERs can be
discovered in other (seemingly unlikely) places such as video hosting Web sites if faculty are willing to
think outside the box. A video on one of these sites may seem self-contained, but by writing around
that video and explaining why it is important (or what important ideas can be gleaned from it or how it
relates to what is being discussed in class, and so on), faculty can take an otherwise
non-educational stand-alone object and turn it into something that is instructionally relevant.
As an example, a search on YouTube for environmental topics turned up The Plastic Battle
(http://www.youtube.com/watch?v=MJaI-Ohggd4) , a one-minute video that takes a brief look at overpackaging
in children's toys. The video won a Best Green Film award from Friends of the Earth, an international
organization that focuses on the environment. Although the video has no dialogue, it can make more of
an impact through its visual imagery than text alone can convey. As a stand-alone video, The Plastic
Including Engaging Dynamic Content in WebTycho Conferences - DE Oracle
Battle is cute and accurately portrays the difficulty involved in opening toy packages. Faculty in an
environmental management course could make this video instructionally relevant and a useful addition
to course materials by placing it in a conference note, providing information that relates the video to
the course materials or the discussion topic of the week, and telling the students what they should do
with this video (such as discuss the problems with the packaging, offer ideas for how the packaging
could have been better, relate the packaging materials to landfill issues, etc.). By taking a creative yet
critical view of non-educational content and establishing instructional relevance for their students,
faculty will have an even larger pool from which to find appropriate dynamic content to include in their
courses.
Methods for Including OERs in WebTycho Conferences
The conference area of WebTycho is a natural space for faculty to provide engaging dynamic content to
students by incorporating relevant OERs that foster discussion. Using OERs in conferences creates
opportunities to provide different opinions and/or new ways of viewing and considering course material.
Strategically placed OERs can help faculty focus on a specific point and make subject matter more
understandable, relevant, and current. Practically speaking, the key to using OERs successfully in
online conferences is to embed them within the context of the course materials.
As demonstrated below, there are three basic levels of approach to the inclusion of dynamic content,
such as The Plastic Battle video mentioned earlier, within WebTycho conferences. The okay method
provides a link to the OER while the better method embeds the OER using HTML tags. The best
method embeds the OER within a contextual wrapper that explains how the OER relates to course
content and provides instructions on how students should engage with the resource.
Okay Method: Link to the OER
The most basic method of including dynamic OER content in the online classroom is to provide a link to
the OER, as demonstrated below. However, by providing a link with no context for introducing or using
the OER, students may be confused as to how they should engage with the resource. In addition,
providing a link that opens YouTube in a new window can be distracting to students, with the variety
of other videos available for browsing and viewing.
Better Method: Embed the OER
In the example below, The Plastic Battle video from YouTube has been directly embedded into a
conference note via HTML tags. Embedding OERs can help eliminate the visual distractions on external
sites. Even though this method keeps students in the conference area and away from distracting
external elements, they still may not know how the resource relates to their learning or how to interact
with it because there is no contextual information.
Including Engaging Dynamic Content in WebTycho Conferences - DE Oracle
Best Method: Embed the OER with Relevant Context
The best method for including dynamic content within the WebTycho conference area is demonstrated
below. This method directly embeds the OER in a conference note and provides context that explains
the OER’s connection to course materials and how the students should engage with the resource. By
providing a framework such as this for the embedded OER, faculty can help maintain students’ interest
and encourage reflection, interaction, and collaboration within conference discussions.
Including Engaging Dynamic Content in WebTycho Conferences - DE Oracle
Keep in mind that certain content may not always fit appropriately within WebTycho. For instance, it is
possible that the size of the conference frame may not readily lend itself to the size requirements of an
embedded object and may force a user to scroll horizontally and/or vertically to view the entire object
and its functions. In situations such as these, embedding may not be the best choice. Instead, a link to
the OER will have to suffice—provided that a proper contextual wrapper is also supplied.
Finally, it is also important to note that when OERs are used in the online classroom, they should be
properly cited in the appropriate format to give credit to the owner of the content.
Conclusion
OERs have numerous instructional benefits, and they allow faculty to deliver content in different
formats that can help enhance the online learning environment. Dynamic OER content can be found in
a variety of places, and it is up to the instructor to make each instance of an OER instructionally
relevant. While OERs can be added to a classroom in different ways, the best way to include dynamic
content in the conference area of a WebTycho classroom is by embedding it in a conference note
and providing an appropriate contextual wrapper that will help engage students in the learning process.
Please view the accompanying Embedding Tutorials to help you get started on embedding objects in
WebTycho's course content and conference area.
How to Embed a YouTube Video in a WebTycho Classroom
How to Place a Link to a Flash Movie in a WebTycho Classroom
How to Embed a Flash Movie in a WebTycho Classroom
References
Crook, C., Fisher, T., Graber, R., Harrison, C., & Lewin, C. (2008, September). Implementing Web 2.0
in secondary schools: Impacts, barriers and issues. Retrieved from http://partners.becta.org.uk
/upload-dir/downloads/page_documents/research/web2_benefits_barriers.pdf
(http://partners.becta.org.uk/upload-dir/downloads/page_documents/research/web2_benefits_barriers.pdf)
Rawson, J., & Thomes, C. (2008, September-October). Open educational resources. DE Oracle @
UMUC. Retrieved from http://deoracle.org/online-pedagogy/emerging-technologies/open-educational-
resources.html
About the Author(s)
Laddie Odom began his professional career over two decades ago in Detroit as an animator and special effects artist for
regional and national television commercial campaigns.
After moving to Chicago in the 1980s, he first found employment in "multimedia," which at the time meant slideshows
produced with traditional analog photographic and graphic tools. Shortly afterwards, he was one of the first people in the
multimedia industry to be trained to operate large, specialized, ridiculously under-powered (compared to today's machines)
graphics computers that created and presented slides digitally. Several years later, after helping pioneer the production of
digital imagery and animation in multimedia presentations, he began to produce a new kind of multimedia that was delivered
via CD-ROM, was interactive, and was usually authored in Macromedia Director. In the mid 1990s he was given the
opportunity to apply his extensive experience as production manager for several companies and as an independent producer
of interactive marketing and educational materials.
Laddie came to UMUC over five years ago to help explore and implement new technologies that will help staff, faculty, and
students achieve their goals.
Rating: Not yet rated
Including Engaging Dynamic Content in WebTycho Conferences - DE Oracle
Contact Site Manager
Created and Maintained by the Center for Support of Instruction
© University of Maryland University College
Powered by ArticleMS from ArticleTrader.com
Comments
No comments posted.
You must be logged in and be a member of the UMUC community in order to comment.
If you are a member of the UMUC community and do not have an account, please register for a FREE
one.
If you have a guest account but are Faculty/Staff of UMUC please send an email to the DE Oracle Site
Manager (mailto:[email protected]?subject=Please Update my DE Oracle Guest Account) so that your guest account can be
updated.
Including Engaging Dynamic Content in WebTycho Conferences - DE Oracl
QR Codes in Online Classrooms_combined - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
QR Codes in Online Classrooms
Laddie Odom
Multimedia Producer
Center for Support of Instruction
Published: November-December 2011
Category: » Online-pedagogy » Teaching-tools
Perhaps you have recently encountered an image that looks like the one shown in Figure 1.
Figure 1. A QR code.
This image is known as a QR code. Although not exactly new, the term, the image, and its usage may
be puzzling to many people. This article attempts to remove some of the mystery behind QR
technology by providing a brief history and description of its use and an overview of how to create a QR
code. It also discusses m-learning and presents a scenario in which QR codes can be utilized in an
online classroom to help integrate mobile platforms with online learning management systems.
QR Codes History and Description
QR is short for Quick Response. According to Rouillard (2008), QR codes were initially developed for the
automotive industry in 1994 by a Japanese company to help keep track of vehicle parts during their
production. These two-dimensional barcodes can hold large amounts of data (4000+ alphanumeric
characters or 7000+ numeric characters) and were designed to have the data decoded at very high
speeds.
From their birth and first application in auto manufacturing, QR codes have evolved into many other
uses, such as serving as a new conduit for marketers to deliver their messages and content to mobile
users. The types of information that QR codes may carry today include—but are not limited to—the
following:
Calendar event
Contact information
E-mail address
Geo Location
Phone number
Text message (SMS)
QR Codes in Online Classrooms - DE Oracle
URL
For our purposes, a more concise description is that a QR code provides a fast and easy way to capture
information and quickly access it on mobile devices equipped with a camera.
Most people usually spot their first QR code in the real world via a poster, magazine, or possibly even a
t-shirt. However, they are also increasingly found on many Web pages, and there are plenty of good
reasons to use them online—particularly when a mobile device’s browser does not navigate or work
well on a certain Web site.
Mobile Platforms, M-learning, and QR Codes
The use of mobile devices has risen rapidly over the last few years. Consider the following statistics
cited by mobiThinking (2011):
At the end of 2010, there were over 5.3 billion cellular subscribers (individual mobile lines) worldwide.
This number is a substantial increase from the 4.6 billion mobile subscriptions at the end of 2009.
Cellular users are expected to send over 8 trillion text messages during 2011.
In 2010, over 1.38 billion handsets were sold—an 18.5 percent increase from 2009.
Clearly, the use of mobile platforms is a significant and growing wave that bears watching—and
action—so as not to be left behind.
Mobile learning (m-learning)—the delivery of content and learning support via a mobile device—is
riding on this same crest, and with good reason. Mobile devices, even those equipped with simple SMS
(Short Message Service, i.e., text messaging) capabilities, can be used in a variety of creative ways for
education, from simple class announcements to authentic situational learning opportunities in the field.
While comprehensive theoretical research on the value of mobile platforms for education is still in its
early stages, Muyinda (2007) notes that m-learning “provides access to learning during previously
unproductive times, … allows more flexible and immediate collaborative options, … allows controlled
learning in contextual situations, and provides greater options for teachers to observe and assist in
independent learning” (p.103).
Using QR codes for educational purposes can help further address the needs of students who are
seeking to use their mobile devices to learn anywhere at any time by providing the needed educational
resources to them in a quick and easy-to-access manner.
Using QR Codes in the Online Classroom: A Scenario
The following scenario demonstrates how QR codes and mobile devices can be combined to create
useful m-learning opportunities for students:
John, an online graduate student and mobile device owner, is traveling to Boston via train this weekend
and wants to take his reading assignments along with him. Unfortunately, his Windows Mobile
smartphone is not able to readily navigate to the discussion area where the instructor has posted the
URL of a reading assignment.
When he logs in to the online classroom from his desk computer, he notices that the instructor has
included both a link and a QR code for the assigned reading, as shown in Figure 2.
QR Codes in Online Classrooms - DE Oracle
Figure 2. QR code in a WebTycho conference.
This is good news for John because he already has a QR code reader app on his smartphone. This kind
of app utilizes a mobile device’s camera to capture the QR code and display the information in it
directly on the device’s screen. (See the Resources at the end of this article for a list of some useful QR
code reader apps.)
To read the QR code provided by the instructor, John opens his QR code reader app, as shown in Figure
3.
Figure 3. QR code reader app.
He then points his smartphone's camera at the QR code that is visible on the computer screen, as
demonstrated in Figure 4.
QR Codes in Online Classrooms - DE Oracle
Figure 4. The i-nigma app captures the QR code.
Once the camera has detected the QR code, the code is captured and the app quickly recognizes it as a
URL. John then navigates to this URL. In this particular case, the URL is the download page for an
e-book on the Project Gutenberg Web site, listing several formats in which he can download the e-book
to his smartphone for later reading, as shown in Figure 5.
Figure 5. E-book download options at gutenberg.org.
This scenario shows just one way that students can benefit from QR codes by easily downloading
course materials to their mobile devices and then accessing that content at their convenience. Such
usage of QR codes helps bridge the gap between mobile devices and Web sites that do not fully support
mobile platforms—and in this specific case, paves a path towards a richer m-learning experience.
QR Code Generators
The above scenario is well and good but begs the question where did the QR code come from and how
QR Codes in Online Classrooms - DE Oracle
was it placed in the classroom? The answer is simple: a QR code generator. QR code generators are
free online tools that allow users to create their own QR codes from the variety of information types
supported, such as URLs and calendar events. One example of a simple and convenient QR code
generator is Kaywa (http://qrcode.kaywa.com/) , shown in Figure 6. Kaywa has a somewhat limited number
of information types available, but its streamlined interface and limited ads and branding make it a
popular choice. The Resources at the end of this article list additional examples of code generators you
may want to try.
Figure 6. The Kaywa Web site.
Once a QR code is generated by these tools, HTML embed code is also typically generated. This embed
code can be copied and pasted into an online classroom or Web page. Alternately, the QR code image
itself can also be copied and pasted.
To learn how to generate your own QR code and place it in your classroom, please view the
accompanying tutorial.
Summary
QR codes offer a simple way to add m-learning opportunities to students with mobile devices. By
creating a useful bridge to transfer content from the online classroom to mobile platforms, QR codes
help provide students with even greater anywhere-anytime access to educational materials.
Resources
QR Code Generator / Reader Tutorial
QR Code Readers:
i-nigma - http://www.i-nigma.com (http://1. www.i-nigma.com/)
2. BeeTagg - http://www.beetagg.com/ (http://www.beetagg.com/)
QR Code Generators:
1. Zxing Project – http://zxing.appspot.com/generator/ (http://zxing.appspot.com/generator/)
2. Kaywa - http://qrcode.kaywa.com/ (http://www.google.com/url?q=http%3A%2F%2Fqrcode.kaywa.com%2F&
QR Codes in Online Classrooms - DE Oracle
Contact Site Manager
Created and Maintained by the Center for Support of Instruction
© University of Maryland University College
Powered by ArticleMS from ArticleTrader.com
sa=D&sntz=1&usg=AFQjCNHMx65jmjyya8_eQmg4x9TGTdZszQ)
References
mobiThinking. (2011). Global mobile statistics 2011: All quality mobile marketing research, mobile Web
stats, subscribers, ad revenue, usage, trends... Retrieved from http://mobithinking.com/mobile-marketing-
tools/latest-mobile-stats#subscribers (http://mobithinking.com/mobile-marketing-tools/latest-mobile-
stats#subscribers)
Muyinda, P.B. (2007). Mlearning: Pedagogical, technical and organisational hypes and realities.
Campus-Wide Information Systems, 24(2), 97-104. Retrieved from http://cees.mak.ac.ug/sites
/default/files/publications/Muyinda.pdf (http://cees.mak.ac.ug/sites/default/files/publications/Muyinda.pdf)
Rouillard, J. (2008). Contextual QR codes. Proceedings of The Third International Multi-Conference on
Computing in the Global Information Technology, ICCGI '08 (pp. 50-55). Retrieved from
http://www2.lifl.fr/~rouillar/publi/2008_Rouillard_ICCGI.pdf (http://www2.lifl.fr/~rouillar/publi
/2008_Rouillard_ICCGI.pdf)
About the Author(s)
Laddie Odom began his professional career over two decades ago in Detroit as an animator and special effects artist for
regional and national television commercial campaigns.
After moving to Chicago in the 1980s, he first found employment in multimedia, which at the time meant slide shows,
produced with traditional analog photographic and graphic tools. Shortly afterwards, he was one of the first people in the
multimedia industry to be trained to operate large, specialized graphics computers that created and presented slides digitally.
Several years later, after helping pioneer the production of digital imagery and animation in multimedia presentations, he
began to produce a new kind of multimedia, which was delivered via CD-ROM, was interactive, and was usually authored in
Macromedia Director. In the mid-1990s, he was given the opportunity to apply his extensive experience as production
manager for several companies and as an independent producer of interactive marketing and educational materials. For the
last several years he has helped UMUC explore and implement new technologies in order to help staff, faculty, and students
achieve their goals.
Rating: Not yet rated
Comments
No comments posted.
You must be logged in and be a member of the UMUC community in order to comment.
If you are a member of the UMUC community and do not have an account, please register for a FREE
one.
If you have a guest account but are Faculty/Staff of UMUC please send an email to the DE Oracle Site
Manager (mailto:[email protected]?subject=Please Update my DE Oracle Guest Account) so that your guest account can be
updated.
QR Codes in Online Classrooms - DE Oracle
DE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Show Me
Video (click play button)
QR Code Generator / Reader Tutorial
Deborah Schroeder
Senior Instructional Support Specialist
Center for Support of Instruction
Published: November-December 2011
Category: » Tech-skills-software » Qr-codes
Part I - Generate a QR Code
In Part I of this tutorial, we will complete the following tasks:
Obtain a URL for an e-book. (For demonstration purposes, we will use Project Gutenberg
(http://www.gutenberg.org/) , a site that offers links to free e-books.)
Use a QR Code generator to covert the URL to a QR code. (For demonstration purposes, we will use the
code generator from Kaywa (http://qrcode.kaywa.com) .)
Paste the QR code into WebTycho.
Navigate to the Project Gutenberg Web site
(http://www.gutenberg.org/) and perform a search for
Alice's Adventures.
1.
2. Click on the link for the e-book.
QR Code Generator / Reader Tutorial - DE Oracle
Right-click on the link for the appropriate format. (NOTE: For this demonstration, we will right-click on
the PDF link.)
3.
Choose 4. Copy Link Location from the context menu.
5. Navigate to Kaywa (http://qrcode.kaywa.com) , the Web site for the code generator application.
QR Code Generator / Reader Tutorial - DE Oracle
6. Click the URL radio button.
7. Right-click in the URL field and select Paste from the context menu.
8. Select the appropriate QR code image size from the Size drop-down box.
QR Code Generator / Reader Tutorial - DE Oracle
9. Click the Generate! button.
You can choose to copy/paste the QR code image into your classroom or you can use the provided
embed code. The better option, however, is to copy/paste the QR code image. To do this, right-click on
the image and select Copy Image from the context menu.
10.
11. Navigate to the conference area of your classroom and create a new conference topic.
QR Code Generator / Reader Tutorial - DE Oracle
12. Right-click in the text editing box and select Paste from the context menu.
13. Click the Submit button to publish the conference note.
Part II - Read a QR Code on a Mobile Device
In Part II of this tutorial, we will complete the following tasks:
Use the i-nigma QR code reader. (NOTE: i-nigma is one of many code readers currently available for
Windows, iPhone, and Android mobile devices.)
Scan the QR code that was placed in the conference area during Part I of this tutorial.
QR Code Generator / Reader Tutorial - DE Oracle
From your mobile device, open the i-nigma app. (NOTE: This tutorial assumes that you have i-nigma
(http://i-nigma.com/Downloadi-nigmaReader.html) already installed on your mobile device. If you don't, you can
install it now. If you prefer not to download i-nigma, you can use the QR/barcode scanner app of your
choice.)
1.
From your computer's browser, navigate to the conference note that you created in Part I of this
tutorial. (The QR image should be on the screen.) Hold your mobile device toward the screen so that
the i-nigma app can capture the QR code.
2.
3. Click the Go Online button to navigate to the URL that i-nigma identified from the QR code image.
QR Code Generator / Reader Tutorial - DE Oracle
Contact Site Manager
The mobile device's browser opens to the URL 4. so that you can begin reading the e-book.
Acknowledgements
Many thanks to Laddie Odom for his content and video contribution to this tutorial.
Rating: Not yet rated
Comments
No comments posted.
You must be logged in and be a member of the UMUC community in order to comment.
If you are a member of the UMUC community and do not have an account, please register for a FREE
one.
If you have a guest account but are Faculty/Staff of UMUC please send an email to the DE Oracle Site
Manager (mailto:[email protected]?subject=Please Update my DE Oracle Guest Account) so that your guest account can be
updated.
QR Code Generator / Reader Tutorial - DE Oracle
Created and Maintained by the Center for Support of Instruction
© University of Maryland University College
Powered by ArticleMS from ArticleTrader.com
QR Code Generator / Reader Tutorial - DE Oracl