University of Maryland University College: UMUC Digital Repository
Not a member yet
6660 research outputs found
Sort by
Knowledge transfer in multigenerational organizations
No full textThe purpose of the research is to identify factors that influence the effective transfer of knowledge among generationally diverse employees within multigenerational organizations and the benefits resulting from effective transfer.Knowledge Transfer in Multigenerational Organizations
Keywords:knowledge transfer, multigenerational organizations, Traditionalists, Baby Boomers, Generation X, Generation Y, Millennials, competitive advantage
By Melanie L. BraggPurpose & Scope of Research
Identify factors that influence the effective transfer of knowledge among generationally diverse employees within multigenerational organizations and the benefits resulting from effective transfer. Research Questions
1.
What factors contribute to effective knowledge transfer?
2.
How do generationally diverse employees transfer knowledge in multigenerational organizations?
3.
What are the benefits of effectively transferring knowledge in multigenerational organizations?Significance of Research
•
Increased innovation
•
Cost advantages
•
Improved competitive advantage
•
Retention of intellectual capital
•
Improved organizational performance
•
Quick and adaptable reactions to situations
•
More informed decisions will be made
for ManagementLiterature Themes & Authors
•
Generational Characteristics
Gursoy, Maier, & Chi
Strauss & Howe
•
Knowledge Transfer
Goh
•
Communication Medium
Henttonen& Blomqvist
Murray & PeyrefitteKey Propositions
1.
There are multiple factors required for effective knowledge transfer.
2.
There are multiple ways to transfer knowledge in multigenerational organizations.
3.
There are many benefits of effectively transferring knowledge in multigenerational organizations. Conceptual Framework
High Trust
Cooperation/Collaboration
Higher Propensity to Share Knowledge
EFFECTIVE KNOWLEDGE TRANSFER
Open Organizational Structure
Leadership
Knowledge Sharing Culture
Teamwork
Common Communication Media
Protection of Employee
Open Comm. Flow
No Routine Operations
Reward System
Competent Employees
Consistent Knowledge Base
High Absorption Capacity
Baby Boomers
Generation X
Traditionalists
Millennials
Understanding of Multiple Generations
Social Capital
Generational Appreciation
Strong Relationships
Respect
Mentoring Programs
Organizational Benefits
Increased Competitive Advantage
Improved Organization Performance
Innovation/Continuous ImprovementThesis statement
An analysis of the multiple factors that contribute to effective knowledge transfer reveals that multigenerational organizations must transfer knowledge among generationally diverse employees to decrease the loss of intellectual capital, improve organizational performance, and improve competitive advantage.Research Approach
•
Evidence-Based Research (EBR)
•
Web of Knowledge research platform
•
Three Expert Panelists
& Formulation of ArgumentFindings
1.
Knowledge sharing culture, open organizational structure, competent employees, and appreciation for various communication media are required for effective knowledge transfer.
2.
A knowledge sharing culture, generational understanding, and social capital enable the transfer of knowledge in multigenerational organizations.
3.
Increased competitive advantage, improved innovation capacity, and improved overall performance are benefits of effectively transferring knowledge in multigenerational organizations. Implications for
Management Practice
•
Increased innovation
•
Cost advantages
•
Improved competitive advantage
•
Retention of intellectual capital
•
Improved organizational performance
•
Quick and adaptable reactions to situations
•
More informed decisions will be madeFuture Research Agendas
A case study of a multigenerational Federal Government organization suffering from a lack of knowledge transfer
Awaking the public sector with strategic philanthropy: Revitalizing the public servant’s organizational knowledge, innovative capability and commitment
No full textThe porpose and scope of this research is as follows:
Purpose:
To determine how to enhance intellectual capital within the public sector
Topic:
Employ experiential learning initiatives (community service projects) to enhance intellectual capital (employee organizational knowledge, innovative capability, and commitment) within the United States Intelligence Community
Area of Focus:
Strategy development and execution
Level of Analysis:
Organizational
IndividualAwaking the Public Sector with Strategic Philanthropy: Revitalizing the Public Servant’s Organizational Knowledge, Innovative Capability and Commitment
KEYWORDS:Strategic Philanthropy, Experiential Learning, Intellectual Capital, Tacit Knowledge
Janese Marie Jackson
UMUC, DMGT 892 9040
July 15, 2011
Purpose
To determine how to enhance intellectual capital within the public sector
Topic
Employ experiential learning initiatives (community service projects) to enhance intellectual capital (employee organizational knowledge, innovative capability, and commitment) within the United States Intelligence Community
Area of Focus
Strategy development and execution
Level of Analysis
Organizational
Individual
Purpose and Scope of the ResearchResearch Questions
1)
How can service learning be implemented within the context of the United States Intelligence Community?
2)
What are the essential components of mission-focused community service projects for the Intelligence Community?
3)
What are the implications of service learning on Intelligence Community organizations and employees?Research Questions
4)Are experiential learning (service learning) activities an effective mechanism for converting tacit knowledge into the explicit practice of creating knowledge and fostering innovation throughout the organization?
5)Can mission-focused community service projects enhance the level of intellectual capital (organizational knowledge, innovative capability, and organizational commitment) within the public sector?Significance of this Research for Management
��
Experiential learning is a “…synthesized approach to learning-practice, education, and organizational results andragogies-that is inclusive of the capabilities of employees and how these are applied to their practice based on conceptual ideas” (Kleinrichert, 2005, p. 238).
Literature Gap: Integrating service learning into management practice and public administration Main Literature Themes & Authors
The Intelligence Community and The Knowledge Economy
(Drucker, 1959, 1973; Ellimanet al., 2005; Galagan, 2010)
Occupational Stratification and Strategic Alignment
(Colvin & Boswell, 2006; United States Office of Personnel Management, 2009; Lagan et al., 2007; Guga, 2010; Senge, 2005 )
Knowledge Exploration through Experiential Learning
(Kolb, 1984; Polanyi, 1966; Stover, 2004; Nonakaet al., 2000; Senker, 1993 Mintzberg, 2004; Armstrong & Mahmud, 2008; Lester et al., 2005)
���
Experiential Learning and Strategic Philanthropy
(Porter & Kramer, 2002; Ricks & Williams, 2005; Smith, 1994; Gan, 2006; Friedman, 1962 ; Kanter, 1999; Prahalad& Hammond, 2002) Key Propositions Distilled from the Literature
Proposition 1:Service learning is an effective mechanism for converting tacit organizational knowledge into explicit practice, ultimately creating and transferring knowledge throughout the organization.
Proposition 2:By aligning community needs to strategic business objectives, organizations within the Intelligence Community can develop mission-focused community service projects as a source of competitive advantage for multiple stakeholders.
Proposition 3:By incorporating mission-focused community service projects into organizations within the Intelligence Community, the strategic scope of the organizational component will be actualized by employees, ultimately resulting in significant organizational benefits. 8
Intelligence Community Performance Management Elements and Competencies
Accountability for Results
���
Communication
Critical Thinking
Engagement and Collaboration
Personal Leadership and Integrity
Technical Expertise
Organizational Mission
ONI produces meaningful maritime intelligence for key strategic, operational, and tactical decision makers
Community Needs Aligned to Strategic Business Objectives
~ONI Strategic Vectors
~Community Needs
Mission-Focused Community Service Projects
Tacit Knowledge Application Experiential Learning
Community Intelligence and Security Awareness Programs
Heritage Community Outreach
Science and Technology Expos
Student Tutoring
Armed Service Support Initiatives
Intelligence Career Days
Non-Mission Critical Employees’ Organizational Knowledge
Technical Specialization
Functionally Specific
Limited line of sight
Limited intelligence scope
Benefits
Organizational
*Innovative capability
*Organizational effectiveness
*Organizational commitment
*Employee recruitment
*Employee retention
*Employee development
*Corporate social responsibility
*Organizational image
*Employee morale
*Functional alignment
*Organizational citizenship
Individual
*Organizational knowledge
*Motivation
*Line of sight
*Technical competence
*Performance elements
*Self-actualization
*Decision-making
*Communication
*Emotional intelligence
*Leadership
*Career advancement
Conceptual FrameworkThesis Statement
Organizations within the United States Intelligence Community can enhance the level of intellectual capital (organizational knowledge, innovative capability, organizational commitment) of their non-mission critical employees with service learning experiences from mission-focused community service projects.
“Intellectual capital is a competitive advantage that cannot be bought, rather it is one that must be actualized through
experiential learning.”
-Jackson, 2009Research Approach & Formulation of Argument
Evidence-Based Research
Literature Review
Practitioner Focus: To discover if strategic philanthropy would be applicable and appropriate for practitioners within the Intelligence Community.
Appraise the Evidence
Interpret and Apply Results
Identify Management Implications
Benchmark Organizations
Expert Practitioner Panel
Mission-focused community service projects are effective strategies for:
Enhancing the intellectual capital of organizations
Converting tacit organizational knowledge into explicit practice
Creating knowledge and innovation
Fostering strategic alignment and organizational mission attainment
Generating community, organizational, and employee value
FindingsImplications for Management Practice
Established a paradigmthat links mission-focused community service to the Intelligence Community
Enhances intellectual capital by applying tacit knowledge in corporate experiential learning initiatives
Benchmarks for integrating service learning into management practice from a multiple stakeholder perspective
Identifies the elements of organizational commitment that are essential for better aligning the motivation of support employees to the organizational missionFuture Research Agendas
Extend the research scope beyond the boundaries of the Intelligence Community
Identify and assess the cross-cultural components for developing and integrating service learning within the workplace
Perform a risk assessment on the possible implications of internal and external environmental trends on the proposed business strategy
Conduct empirical research and analysis to validate the conceptual framework and identify correlation
Successful strategies in DOD contract competitions: Managing perception in intellectual capital
No full textThe summary of the argument is as follows:
What are you trying to prove:
That contractor proposal processes are chaotic and decision maker perception impacts the resulting proposal product, effectively influencing contract award.
How am I proving it:
By describing the environment in which contractors compete, and bridging that environment with theories of decision making that apply to contractor proposal processes.Successful strategies in DOD contract competitions: Managing perception in intellectual capital
David Nixon
DMGT 892
Residency PresentationSummary of Argument
What are you trying to prove:
That contractor proposal processes are chaotic and decision maker perception impacts the resulting proposal product, effectively influencing contract award.
How am I proving it:
By describing the environment in which contractors compete, and bridging that environment with theories of decision making that apply to contractor proposal processes. Overview of Findings
•
Government focused on mission / contractor focused on profit
•
The four decision areas chosen provided a comprehensive perspective of the process, but there is at least other decision area that could have been chose, the pursuit decision
•
There are five areas of decision making that are prominently present in the proposal process, and they have been presented as the Pentagonal Bases
•
Intellectually guided perception is derived from the characteristics of decision making in the proposal process and determined to have some impact
•
Manipulating the combination and exchange of information allows for the opportunity to redirect intellectual capital
•
Essential capacities of the decision maker have been defined to determine the effectiveness of the decision maker to apply the innovative thinking framework and affect positive results in the proposal process.Help from Colleagues & Profs
•
Other areas where a perceptual influence on decision making may be applicable in management.Research Questions
The decision-making process for the decision maker in a contractor’s proposal process may be impacted by the available information and the interpretation of the requirements of the RFP.
•
Are these varying perceptions of available information and RFP requirements a factor in decision making during a proposal process?
•
Do these perceptions impact successful proposal submissions?
The objective of this research is to determine whether these varying perceptions have an impact.
Secondly, is there a way to manage the affect of the impact should the literature determine that such a phenomenon exists. Significance of this Research for Management
The intent of the study is to glean any insightful understanding about how an intellectually guided perception might have an impact and whether it can be managed or redirected to be more effective.
The notion of guided perception in intellectual capital being a characteristic of decision making is likely to be useful beyond the scope of contractor proposal processes. This could be a major development in the study of management decision making as a whole. Main Literature Themes and Authors
•
The DOD shifts risk and accountability to contractors (Nowinski& Kohler, 2006)
•
There are 4 major decision areas in a proposal process
�����
The bid/no bid decision (Shash, 1993)
Teaming arrangements (Burnett & Kovacic, 1989)
Price to win (Pugh, 2004)
Contract negotiation (Agapos, 1970)
•
Five concentrations in decision making research are pertinent to the proposal process decision areas (The Pentagonal Bases): intuition/judgment, systems thinking, bounded rationality, expected utility, and framing (Kahneman, 2003; Simon, 1987; Baxerman, 2006)
•
Innovation, as a process, impacts intellectual capital (Nonaka, 1994)Key Propositions Distilledfrom the Literature
Decision makers draw upon perspectives to a complex problem into smaller and more familiar structurableparts
Intellectually guided perception is more than observing data through the senses, rather it includes the interpretation of the interrelatedness of the data.
A comprehensive view of decisions in a proposal process is seen using the Pentagonal Bases –the 5 areas of decision making pertinent to decisions in the proposal process
Careful and purposeful manipulation of a resource, such as knowledge and information, is being promoted as a means of managing, not necessarily controlling, the resulting output. The resulting output here lies within the human capital in the form of new knowledge creation, and subsequently, intellectual capital.
Intellectually guided perception is critical in the decision making process, because it defines internally how a decision maker cognitively understands the decision problem that he or she is addressing. Conceptual Framework
Sound Decision Making
Balancing Intuition & Judgment
Systems 1 & 2 Thinking
Framing
Expected Utility
Bounded Rationality
Existing IC
Acute Innovation (AI)
Potential New IC Scenario #1
Potential New IC Scenario #2
Potential New IC Scenario #3
Potential New IC Scenario #4
Goal or Vision
•
creative disruption
•information combination & exchange
New Guided Intellectual Capital
Acute Innovation Impacting the Development of New Intellectual Capital
The Pentagonal Bases
Acute Innovation impacting intellectual capital in the five key decision areas of decision making in the proposal processThesis statement
The thesis is that critical differences in contractor perception are a primary determinant of success or failure in a defense contractor’s attempts to acquire contracts. Research Approach & Formationof Argument
•
Understand the government/contractor relationship
•
Identify the areas where contractors make critical success driven decisions
•
Propose the areas of decision making research most pertinent in those success driven decisions
•
Deduce that the intellectual capital utilized in those decisions is impacted by guided perception
•
Acknowledge that literature supports the notion that perception in this process can be redirected through an innovation thinking frameworkImplications for Management Practice
•
Guidedperception has an impact on the way in which projects, and organizations, are managed.
•
It is possible to isolate and potentially redirect perceptual influences on intellectual capital
•
Aninnovative manner of thinking through the introduction of specific goals, objectives and carefully planned disruptions allows for the constructive combination and exchange of information for the development and creation of new knowledge
•
Successful decision making with an innovative thinking framework is only effective when the decision maker possesses essential capacities to implement the processFuture Research Agendas
A future study on other decision areas in the proposal process might serve to strengthen the argument for the impact of perception throughout the process.
A future study might also prove that the findings of this study are transferable to other industries
Interorganizational learning lifecycle: Knowledge for use in international development
No full textThe purpose and scope of this research is to:
Purpose:
to improve international development practice by contributing to the understanding of organizational learning in resource-constrained settings
to identify elements in the Host-Agent exchange which can enhance or discourage learning and knowledge outcomes
Focus:
Host-recipient organization hosting international development assistance projects in LDCs
Agent-organization facilitating the project while representing the interests of the donor institutionThe InterorganizationalLearning Lifecycle
Knowledge for Use in International Development
Roxanne Ward ZaghabPurpose and Scope of the Research
Purpose:
to improve international development practice by contributing to the understanding of organizational learning in resource-constrained settings
to identify elements in the Host-Agent exchange which can enhance or discourage learning and knowledge outcomes
Focus:
Host-recipient organization hosting international development assistance projects in LDCs
Agent-organization facilitating the project while representing the interests of the donor institutionResearch Questions
How can organizational learning improve the effectiveness and sustainability of international development assistance?
Organizational learning is examined in the context of:
•
the interorganizationalrelationship between Host and Agent
•
resource constraints in less developed settings
•
the project lifecycle.Significance for Management
•
US$470 billion (AiDA, 2008) and human resources were transferred from donor nations to LDCs through International Development Assistance (IDA).
•
Some African countries received up to 16% of their GDP in IDA (Daoucouliagos& Paldam, 2009).
•
A 40 year study found zero correlation between IDA and economic growth (ibid).
•
Time for management to apply theory and practice to the IDA ineffectiveness problems.Main Literature Themes and Authors
•
The study draws upon resource exchange theory (Pfeffer& Salanicik, 1978) to redefine organizational effectiveness.
•
Theorist and core concepts:
Energy & Resource Exchange
(Katz & Kahn, 1968)
Learning as Change (March, 1991)
Knowledge Creation (Nonaka, 1991)
Asymmetrical Relationships (Argoteet al., )
Project Cycle (Baum, 1970; 1978) Core Proposition
1. Blended knowledge (TEHA) has greater exchange value than than the sum of partial knowledge.
Tacit Explicit Host Agent (TEHA) Blended Knowledge
If Host tacit = Thand Host explicit= Eh; and
Agent tacit= Ta and Agent explicit= Ea;
then TEHA>(x Th+y Eh + z Ta + xyEa).
2. TEHA builds on the Host knowledge “profile” or base.
3. Over the project lifecycle TEHA produces Knowledge for Use.Factors Influencing InterorganizationalLearning
Organization Knowledge Profile A
Organization Knowledge Profile BConceptual FrameworkInterorganizationalLearning Lifecycle
Models Host-Agent learning processes and optimal knowledge outcomes in four-phase project lifecycle. addresses tasks, tensions, and knowledge outcomes.
K4UseThesis statement
Host and Agent enter a project with two unique “profiles” of knowledge.
This base grows through phase by phase blending of Tacit Explicit Host and Agent (TEHA) knowledge and becomes K4Use.Research Approach
•
Social constructivist epistemology
•
Open systems theory lens (Thompson, 2003)
•
Best Evidence gathered from:
Literature Review. Using systematic search methods.
Expert Panel Review. In-depth interactions with scholar-practitioners experienced with the World Bank, international and local NGOs, Pan American Health Organization, Fogarty International Center, the African Development Bank, and public private partnerships.
Case Examples. Nested case scenario PEPFAR Rapid Implementation, three Host organizations from Ethiopia, Nigeria, and South Africa. Fourth case example highlights successful transition of World Bank project into independence as a Host and Agent. Findings I
•
Finding 1-Learning is Change
Hosts and Agents are more effective when they are adaptable to change in their environment. Learning in development is most useful if it is adapted to the Host setting.
•
Finding 2-Inherent Dissimilarity of Agent and Host
At any point in time, an organization has a unique base or “profile” of knowledge developed over time within their geographic and cultural context. In the development relationship, the Host and Agent have dissimilar bases of knowledge. Transfers between two dissimilar organizations take longer than two similar organizations.Findings II
Finding 3-Tacit, Transfer and Time
A complete transfer of knowledge cannot take place without tacit knowledge as a vehicle. Complete transfers are more useful to the Host-Agent relationship than incomplete transfers. The project cycle strengthens the transfer and learning over time.
Finding 4-Use and Reuse
When organizations integrate new inputs into their current base of (tacit and explicit) knowledge it becomes useful to the recipient organization. Integrated knowledge is an organizational resource which can be recalled, reused, and built upon. Reuse of knowledge generates energy for the organization. Useful knowledge generates energy for the Host.Findings III
•
Finding 5-Manager Impact
Each phase of the project cycle has a phase-specific purpose, tasks, challenges, and anticipated outcomes. Development practitioners can address challenges in interorganizationallearning by managing factors impacting learning including ambiguity, trust, relevance, learning preferences and cultural values.
•
Finding 6-Knowledge Resources of Organizations in Resource-constrained Settings
An organization’s knowledge resources are stored in people, routines and technology. Resource-constrained organizations with limited technology and routines, store their knowledge in human resources.Implications for Management Practice
•Synchronize: Learning metrics such as LogFramecould be integrated into project cycle management to better track with org learning.
•Scope of Practice: Development managers must expand their practice to include identification, mobilization, and evaluation of tacit knowledge.
•Storytelling: Innovative project evaluation methods, can elicit culturally-relevant expression.
•South-South Transfer: Consider peer organizations as Agents for IDA.Future Research
•
Agent Learning: Recommended research to examine the Agent –Donor relationship structure and its relationship to Host learning outcomes.
•
Screening Management Theory:Recommend a screening tool to assess the relevance of theories to all organizations--well-resourced to severely under-resourced.
•
Complexity:IDA in consortia with multiple Donors, Agents, and Hosts. Recommend research to model optimal knowledge outcomes in a multi-institutional framework
Prospects for information technology offshore outsourcing in Ghana
No full textThe purpose of the research is to advance knowledge in the area of offshore outsourcing of information technology.Prospects for Information Technology Offshore Outsourcing in Ghana
by
Abraham Zeyohannis
July 15, 2011
Keywords: ICTs, offshoring, offshore outsourcing, servicing, global dispersedness, developing countriesPurpose and Scope of the Research
Purpose: To advance knowledge in the area of offshore outsourcing of information technology.
Scope: Explored determinants of information technology offshore outsourcing in developing countries, considering India as a model and Ghana as a prospective site. Research Questions
o
Can a firm provide and sustain information technology offshore outsourcing (ITO) services in Ghana?
What are the preconditions?
How did these conditions manifest in India?
What is the status of these preconditions in Ghana?Significance of this Research for Management
o
Provides a framework for determining the prospects of providing ITO services in a developing country considering Ghana as an example.
o
Informs management about criteria for selecting viable information technology offshore outsourcing destination. The criteria are: Telecommunication system, Diffusion of information communication technology, Educational system, Legal system, Infrastructure (Transportation and Power Grid)Main Literature Themes and Authors
o
Characteristics of information communication technology (ICT) and it’s Diffusion
Rogers (2003), Hempell(2002), Bresnahan& Trajtenberg(1995)Karmarkar(2004), Grace, Kenny, Qiang, Liu, and Reynolds (2001)
o
ICT and IT Offshore Outsourcing
(Davis et al., 2006), Hahn, Doh, and Bunyaratavej(2009), Venkatraman(2004), Kumar and Joseph (2005), (Stringfellow, Teagarden, & Nie, 2008), (Burkett, 2000; Meso, Musa, & Mbarika, 2005; Mutula, 2008)
o
Determinants of Offshore Outsourcing
Quand Brocklehurst(2003), (Aundhe& Mathew, 2009), (Davis, Ein-Dor, King, & Torkzadeh, 2006), Wadhwa and Ravindran (2007), Bush, Tiwanaand Tsuji (2008), Stringfellow, Teagarden and Nie(2008),
o
Lessons from India
Parthasarathy(2004), Kumar & Joseph (2005), Kuruvilla& Ranganathan(2008), Bhatnagar& Madon(1997)
o
Conditions in Ghana
A.T. Kearney's Global Services (2005), Falchand Anyimadu(2003), UNICEF (2009), World Bank (2007)
Mainsahand Ikezi(2004)Key Propositions Distilledfrom the Literature
•
P1.An up-to-date telecommunications infrastructure is a prerequisite for a successful ITO service provider.
•
P2.A legal system that is compatible with international standards and effectively enforces the rule of law is a prerequisite for a successful ITO service provider.
•
P3.Education is a prerequisite for a successful ITO service provider.Conceptual Framework Thesis statement
This dissertation identified the determinants for provisioning of information technology offshore outsourcing service, which are: diffusion of ICT, telecommunications, the legal system, infrastructure, education
This dissertation examined the existence and maturity of the preconditions in the developing African country of Ghana. Research Approach & Formationof Argument
o
Evidence-based management (EBMgt) approach (Reay, Berta & Kohn, 2009) was used.
EBMgtLevel 2: quality, replicable, systematic, and comprehensive literature review that provides actionable recommendations. (Reay, Berta, & Kohn, 2009)
o
Various research sources were evaluated.
o
Expert Panel utilized. Findings
o
Identified determinants for formation and sustained operation of ITOs.
o
Found evidence that indicates the existence of the preconditions in Ghana, except the high cost of broadband connection (P2). Implications for Management Practice
o
Ghana is a viable destination for information technology outsourcing.
o
Information technology offshore outsourcing firms within Ghana have to compensate for the high cost of broadband connection. Future Research Agendas
o
Howto compensate the high cost of broadband connection in developing countries.
o
How tooperate with less use of the broadband connection.
(other means to build confidence and trust, combining on-site and offsite operation, for example)
o
Determine the ideal cost of operation in a developing country such as Ghana
Assessing the benefits of online scenario simulation tools in security-related studies at UMUC
No full textINTRODUCTION
Today, teaching the core concepts and underlying theories that constitute the backbone of Homeland Security and Emergency Management education effectively is an ongoing challenge faced by many higher education institutions. Teaching of some of the core concepts of large scale crises and emergencies, particularly the response aspects can benefit from the use of a scenario-based teaching approach, particularly web-based scenario simulation exercises.
This research builds on the findings of a longitudinal study, Best Online Instructional Practices, conducted by the Office of Evaluation and Assessment at UMUC. In the area of technology utilization, the results continuously showed that structured systematic activities focusing on facilitating student learning are the most influential on student outcomes. In classes that used active learning tools such as simulations and learning modules students tended to be more engaged and more likely to succeed in comparison to other courses. In fact using role playing, simulations, or other activities to supplement lecture and discussions in learning was associated with about 17 percent increase in student success.INTRODUCTION
Today, teaching the core concepts and underlying theories that constitute the backbone of
Homeland Security and Emergency Management education effectively is an ongoing
challenge faced by many higher education institutions. Teaching of some of the core
concepts of large scale crises and emergencies, particularly the response aspects can
benefit from the use of a scenario-based teaching approach, particularly web-based scenario
simulation exercises.
This research builds on the findings of a longitudinal study, Best Online Instructional
Practices, conducted by the Office of Evaluation and Assessment at UMUC. In the area of
technology utilization, the results continuously showed that structured systematic activities
focusing on facilitating student learning are the most influential on student outcomes. In
classes that used active learning tools such as simulations and learning modules students
tended to be more engaged and more likely to succeed in comparison to other courses. In
fact using role playing, simulations, or other activities to supplement lecture and discussions
in learning was associated with about 17 percent increase in student success.
The objective of the research presented here was (1) to capture the effectiveness of online
scenario simulation tools on student learning and comprehension; (2) to identify the kinds of
strengths and weaknesses of those tools; (3) to compare those tools to traditional methods
of teaching; (4) to uncover facts that relate to student demographics that we did not
previously know; and (5) to ultimately enhance student learning in Homeland Security and
Emergency Management and related fields of study through the findings of the study.
OBJECTIVE
METHODOLOGY & RESEARCH DESIGN
The research methodology began with the search of existing programs relating to homeland
security to determine whether any computerized online scenario simulation tools were
currently used. The researcher identified three courses, two of which were offered as part of
the undergraduate Criminal Justice program, and one in the Biosecurity and
Biodefense/Homeland Security Management graduate specializations. She then targeted all
of the online sections of those courses taught in the Fall 2010 semester. A total of 282
students were sent surveys via an online survey tool to assess their satisfaction with the
simulation tool as well as their perception on how much the tools contributed to their
learning. In order to triangulate the results, the researcher also virtually visited each section
of each online classroom; collected statistics on the participation, presence, interaction, and
grade distributions, and conducted correlation studies among student satisfaction, actual
performance, and demographics. The areas surveyed included: whether the simulation
tool(s) helped students’: 1) understanding the material, 2) improve skills in processing,
testing, validating assumptions, 3) improve decision making skills, 4) get closer to
real-life experience, 5) connect events and objects (or actions), 6) visualize,
conceptualize, comprehend, 7) consensus gathering, 8) effective crisis
communication, 9) effective use of resources, 10) effective emergency response to
large scale crises, 11) student-to-student interaction, and 12) student-to-faculty
interaction. These elements are based on the best online instructional practices research at
UMUC and the three components of the community of inquiry framework (COI) in relation to
cognitive presence, social presence and teaching presence. Students were given a survey
instrument where a statement covering each area was stated in the form similar to the
following: “The tool helped me understand the material better”. The students were asked to
rate their degree of agreement with each statement based on a 4- point Likert scale that
consisted of 4- Strongly Agree, 3- Agree, 2- Disagree, and 1- Strongly Disagree. Note that a
neutral point was not used in the scale in order to have students make a decision as to
whether the tool had a positive contribution towards the attribute tested or a negative one.
CCJS 320 INTRODUCTION TO CRIMINALISTICS
A 3-credit introductory undergraduate course that requires an online computer simulation tool assignment where students navigate through a virtual crime scene,
collect evidence, process the evidence through a virtual crime lab, and write/submit a report based on the lab findings
SIMULATION TOOLS SURVEYED
CCJS 420 MEDICAL and LEGAL INVESTIGATIONS of DEATH
A 3-credit advanced undergraduate course that requires students to go through a virtual cold case file about a homicide to help solve the crime
BSBD 641 BIOSECURITY and BIOTERRORISM
A 3- credit advanced graduate course that uses a multi-media simulation tool as a group final exam project. The tool simulates a large scale biological attack
and requires students to establish the necessary emergency response structure among other requirements.
RESULTS & FINDINGS
1st Annual ShareFair on UMUC Faculty Research and Scholarship
Oct. 20, 2011
Crime Scene Cold case Bioattack
Agree Correlation Agree Correlation Agree Correlation
Technology
worked
74% Medium 56% Large (hands-on, real-life),
Medium
(understanding,
decision-making,
assumption testing,
making connections,
engaging/
approaching faculty),
Low (visualizing,
engaging w/students,
no. of classes)
89% Large (understanding,
hands-on, real-life,
decision making,
effective crisis comm.,
engaging with students,
approaching faculty)
Medium (consensus,
engaging with faculty,
time spent) Low (effective
use of EM response,
effective use of
resources)
Time spent Average Medium
(approachi
ng faculty),
low
otherwise
Average NEGATIVE
Medium (negative:
hands-on, real-life,
assumption testing,
making connection),
Low (negative:
understanding,
interaction)
67 % More
than 8 hours
NEGATIVE Medium
(real-life, technology),
Low on others
# of classes
taken
61%
more
than 4
Low
negative
on all, no
correlation
with
interaction
92%
more
than 4
Low 89% more
than 4
Medium (hands-on) Low
on others
COMPARISON OF RESULTS AMONG EACH CASE
ON INTERACTION PARAMETERS
Crime Scene Cold case Bioattack
Agree Correlation Agree Correlation Agree Correlation
Student to
student
engagement
37% Medium
(decision
making,
understanding,
technology) low
on all others
40% Large (making
connections; visualizing
and conceptualizing;
engaging & approaching
faculty); Medium (hands-on,
mirroring, decision
making, assumption
testing); Low
(understanding,)
94% Large (consensus, effective
Crisis communication) Medium
(understanding, hands-on,
decision making, effective EM
response, effective use of
resources, interaction with
faculty)
Engaging with
faculty
76% Medium 44% Large 50% Large (decision making,
consensus gathering, effective
crisis comm., approaching
faculty) Medium
(understanding, hands-on,
real-life, effective EM
response, resources, engaging
with students)
Approaching
faculty
78% Low - Medium 71% Large (hands-on, real-life,
making connections,
visualizing, engaging),
Medium (understanding,
decision, assumption
testing,)
71% Large (understanding, real-life,
decision making, consensus
gathering, eff. Crisis comm..,
engaging with faculty,
technology) Medium (hands-on,
effective EM response,
resources, engaging with
students),
COMPARISON OF RESULTS AMONG EACH CASE
ON TECHNOLOGY AND TIME SPENT
Crime Scene Cold case Bioattack
correlation correlation correlation
Age 49%
between
20-30
years,
27%
between
30-40 yrs
Medium (negative: mirroring
real-life; improve decision
making; assumption testing;
making connections); Low
(negative: understanding,
hands-on exp., visualizing);
Low (positive: engaging
w/students & faculty, no of
classes taken)
44%
between 20-
30 years,
44%
between 30-
40 yrs
Large (time spent),
Medium (negative:
understanding, assumption
testing, visualizing,
interaction), Low (negative:
hands-on, decision-making,
making
connections, engaging
w/other students, no. of
classes taken)
22% 20-30
yrs, 39% 30-
40 yrs, 22%
41-50, 17%
50-60 yrs
Medium (negative:
understanding), Low
(negative: real-life, time
spent) Low (decision
making, effective crisis
comm., engaging with
faculty, # of classes)
Gender 69%
female
88% female 17% female
RESULTS ON AGE AND GENDER PARAMETERS
COMPARISON OF RESULTS AMONG EACH
SIMULATION CASE ON LEARNING P ARAMETERS
RESULTS ON EMERGENCY
MANAGEMENT- SPECIFIC
LEARNING PARAMETERS
BIOATTACK SIMULATION ONLY
Crime Scene Cold case Bioattack
Agree correlation Agree correlation Agree correlation
Understanding
material
84% Large 84% Large 100% Large to
low
Hands-on
experience
84% Large 88% Large 100% Large to
medium
Mirroring real-life
experience
84% Large 68% Large 89% Large to
medium
Improving
decision making
skills
82% Large 75% Large 89% Large to
medium
Validating and
testing
assumptions
80% Large 75% Large N/A N/A
Making
connections
between events
and objects
80% Large 84% Large N/A N/A
Helps visualizing
&
conceptualizing
88% Large 92% Large N/A N/A
*Special thanks to Susan Blankenship, Howard Krivan, and Husein Abdul-hamid
The tools we studied were mostly low budget productions with limited features
and options. For example, the crime scene simulation had one witness to
interview, not multiple witnesses. Asking appropriate questions to the witness
led to the next step, however the simulation can be enriched with multiple
witnesses and multiple interview question options that would make the scenario
more realistic. Also, the tools should allow room for changing/alternating
between multiple scenarios to prevent boredom among professors and student
sharing of results. The more sophisticated (game like) features would possibly
make the tool closer to real life experience. One has to be careful in terms of
spending extra dollars to make these simulation exercises more game-like.
Marginal utilities should be carefully studied in terms of whether the extra costs
would add extra benefits to justify the spending.
Expanded studies may look at a possible link between the dollar amount spent
for development and the student success outcome.
The findings of the study show that online
scenario simulations we studied add value to
understanding of the material, provide near
real-life and hands-on experience. At least in
two of the simulation tools we studied there
is a connection between student satisfaction
and grades. The nature of the assignment (i.e.
individual or group work) dictated whether
there would be an increased interaction
among students. In the case of individual
assignments there was no enhanced student-to-
student interaction, however group
assignments significantly increased student-to-
student interaction. As for the student-to-faculty
interaction, there is a correlation
between increased student-to-faculty
interaction and reporting of enhanced
learning. However, contrary to our
expectations a significant increase in student-to-
faculty interaction was not observed
during simulation exercises.
Bioattack
Agree correlation
Understanding
effective emergency
response
100% Large to
low
Improve consensus
gathering skills
100% Large to
medium
Learn effective use
of resources in EM
response
89% Large to
medium
Improve effective
crisis
communication
skills
89% Large to
mediu
Role of intuition in decision making
No full textWe tend to remember our decision making successes more than our failures.
We thus tend to make associations between a given decision making practice and the results.
We spend little time thinking about how to make decisions.
Decisions are often focused on finding the problem rather than on looking for the best solution.The Role of IntuitionIn Decision Making
James P. Gelatt, PhD
Professor and Program Director
Doctor of Management ProgramUsing Decision Making Practices That Are Prone to Fail
•
We tend to remember our decision making successes more than our failures.
•
We thus tend to make associations between a given decision making practice and the results.
•
We spend little time thinking about howto make decisions.
•
Decisions are often focused on finding the problem rather than on looking for the best solution.Making Premature Decisions
•
The first “right” answer: The more we fear making the decision, the more likely we are to go with the first “right” answer.
•
The Abilene Paradox: Making a group decision counter to the preferences of any member of the group.
•
Organizations often make decisions based on someone’s self‐gratification –ego, lust for power.
•
Organizations also often make decisions on what other organizations have done.Spending Resources on the Wrong Things
•
Organizations sometimes spend resources not so much on making good decisions –learning how to make good decisions . . . .
–
But rather on evaluations –including evaluations designed to reinforce what we already decided.
–
One blunder leads to another.We don’t see the Black Swans
•We tend to assume the future will be much like the past.
•We don’t do a good job of anticipating –hence the “Black Swan.” A Black Swan is a highly improbable event that …
•
Is unpredictable
•
Has massive impact
•Is rationalized in hindsight to makes it appear less random and more predictable than it was.
N. Taleb•
It treats decision makingand problem solving as if they were the same.
–
Problem solving starts when we perceive that something has gone wrong, whereas decision making can –and should be –proactive.
•
The model assumes that decision making is “rational.”
–
In fact, what we know about decision making is that it is “bounded” by insufficient information, emotion, office politics, personal agendas, and limited time. (Simon, 1997)
Why “rational” decision making often does not workMuch sound decision making is made based on partial information
•
Instinct, intuition, "gut" feelings are not only part of the decision making process, they may be key tools in today's tornadic environment.
•
In theory, managers plan, organize, direct and control. In practice, much of the work of managers is real time, impromptu, spontaneous, and harried.From Blink, by Malcolm Gladwell
We believe that we are always better off gathering as much information as possible and spending as much time as possible in deliberation. We really only trust conscious decision making. But there are moments, particularly in times of stress, when haste does not make waste, when our snap judgments and first impressions can offer a much better means of making sense of the world.
pp 13 ‐14 On which side of the brain?
•
Emotion and cognition appear to affect our behavior in very different ways.
–
Emotions are more elemental. They provide the drives that motivate us.
–
The reasoning part of our brain works in parallel, trying to harness, channel and constrain the emotions.It’s not the process, it’s us.
The process is not the biggest challenge to effective decision making. It’s the people.
•
“Most organizational decisions are not made in a rational, logical manner;” “intuition and hunch are often the criteria for choice" (Daft, 2007, p. 473).
•
According to neuroscience research: Pure logical decisions do not exist. Emotion comes first (Damasio, 1994). It’s not the process, it’s us.
•
“Subjects who attempt to employ strategies based exclusively on rule‐based deliberation often end up making normatively worse choices than subjects who employ strategies that allow a greater role for intuition and the emotional processing associated with it" (Seymour & Dolan, 2009, p.11).
•
Conscious reasoning often leads to “a post‐hoc rationalization, or even a confabulation ‐‐a story born of the confusion between imagination and memory"(Frith, 2008, p. 45). Personal & Structural DeterminantsIn the Pace of Decision Making
Personal
•
Cognitive Ability
•
Intuition
•
Tolerance for risk
•
Propensity to act
Structural
•
Centralization
•
Formalization
•
Size
•
Industry effectsShould I Go With My Gut?
•
Faculty from 4 universities, including Stanford, conducted 4 studies involving over 230 students. Participants were asked to make decisions based on a feeling‐focused, reason‐focused, and no specific strategy.
•
Findings: “Results indicated that focusing on feelings versus details led to superior objective and subjective decision quality for complex decisions.”
Mikelset al, May 2011.One a decision is made and announced
•
Unless there is a conflict created between the justification and the other person’s basic knowledge, people will agree with their friends and colleagues (Gazinga, 2008).
•
When managers do consult with their colleagues about their decisions, it appears that managers are doing so in order to seek out confirmatory information (Cross, Thomas and Light, 2009).References
•
Cross, R., Thomas, R. J., & Light, D. A. (Winter 2009). How who you know affects what you decide. Sloan Management Review, 50(2), pp 35 –42.
•
Damasio, A. (1994). Decartes’ error. New York: G.P. Putnam’s Sons Publishers.
•
Daft, R. (2007). Organization theory and design(9th ed.). Ohio: South‐Western College Publishing.
•
Finkelstein, S., Whitehead, J., & and Campbell, A. (2008). Think again: Why good leaders make bad decisions and how to keep it from happening to you. Boston: Harvard Business Press.
•
Frith, C. (2008, July 26). No one really uses reason.New Scientist,45.
•
Gazzaniga, M. S. (2008). Human, the science behind what makes us unique. New York: Harper Collins Publishers.
•
Gladwell, M. (2005). Blink: The power of thinking without thinking. New York: Little, Brown.•
Mikels, J. A., Maglio, S. J., Reed, A. E., & Kaplowitz, L. J. (May 2011). Should I go with my gut: Investigating the benefits of emotion‐focused decision making. Emotion: American Psychological Association.
•
Naleb, N. N. (2007). The black swan: The impact of the highly improbable. New York: Random House.
•
Nutt, P. C. (2001). Decision debacles and how to avoid them.Business Strategy Review, 12(2), pp1 –14.
•
Seymour, B., & Dolan, R. (2008). Emotion, decision making, and the amygdala.Neuron, 58(5), pp662‐671.
•
Simon, H. A. (1997). Administrative behavior: A study of decision‐making processes in administrative organizations, 4thed. New York: Free Press
Conducting immersive group projects for core graduate level IT courses
No full textA study on student experiences from immersive and traditional online group projects revealed the need of a reliable and valid measure of student engagement in group projects.A study on student experiences from immersive and traditional online group projects revealed the need of a reliable and valid measure of student engagement in group projects
Introduction and Background
Conducting Immersive Group Projects for Core Graduate Level IT Courses
Irena Bojanova, ITS, GSMT, UMUC
Gra
duate programs have to emphasize on group projects, as teamwork is increasingly essential in the new era of globalization and information technology. Since Spring 2010, two options of group projects – immersive and traditional – have been offered to students of the most challenging core ITS course, ITEC620:
Immersive group project:
•Consists of virtual team‐building and research activities, enabled by the futures of a virtual world.
•Incorporates avatar‐based meetings and presentations, virtual tours, simulation games, and scavenger hunts.
•Focuses on enhancing course objectives through educational resources from Second Life.
Objectives
•Examine student experiences in immersive vs. traditional group projects and identify a distinguishable construct.
•Review conducted research on the identified construct and the available measurement instruments.
•Develop a preliminary scale for a reliable and valid measure of the identified construct.
Method:
•
A multiple‐item instrument with Likert‐type scaling was developed to examine student experiences.
•The questionnaire was administered during the last week of the semesters.
• The instrument reliability and the internal consistency of the test scores were measured using the Cronbach's α
coefficient of reliability and the Pearson correlation coefficient, r.
Results:
• Immersive projects are more engaging and fun (100% vs. 58%), help more to develop communication/ presentation
(72% vs. 69%) and technical skills (79% vs. 65%), and students want to have similar in other classes (82% vs. 50%) .
•Traditional projects are more academically challenging (77% vs. 70%), help more to understand course material (78%
vs. 64%) and to develop critical thinking & problem solving (85% vs. 79%) and leadership skills (68% vs. 58%).
•Both types of projects help to the same extend to develop team‐building skills (80% and 79%).
Calculated Cronbach’s α (all > .721) and Pearson’s coefficients (all > 0) confirm measure’s reliability and internal
consistency:
Correlations reveal that students want similar projects because of the engaging and fun experience, which is strongly
correlated to provoking curiosity and sense of discovery.
Main finding:
Student engagement in group projects is a distinguishable construct, worth further reliable, valid, and detailed
examination.
Pearson coefficients: Immersive / Traditional Project
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Q1: Communication/ presentation skills
1
.713
.876
.695
.618
.474
.487
.508
.607
.677
Q2: Technical skills
.755
1
.692
.601
.583
.518
.490
.399
.595
.613
Q3: Team‐building skills
.764
.722
1
.752
.608
.428
.463
.470
.632
.658
Q4: Leadership skills
.649
.540
.746
1
.524
.278
.429
.386
.496
.460
Q5: Understand better course material
.459
.635
.497
.490
1
.600
.526
.410
.379
.483
Q6: Academically challenging
.459
.696
.513
.438
.633
1
.710
.560
.451
.483
Q7: Develop critical thinking and problem solving
.453
.646
.525
.464
.655
.705
1
.765
.463
.449
Q8: Provoke curiosity and sense of discovery
.256
.334
.342
.434
.321
.335
.519
1
.617
.543
Q9: Engaging and fun experience
.396
.225
.377
.579
.467
.220
.439
.720
1
.700
Q10: Would like similar in other classes
.368
.271
.383
.597
.491
.272
.359
.611
.770
1
Immersive project
Definitely Not
No
Maybe
Yes
Definitely Yes
All Yes
3%
9.1%
15.2%
51.5%
21.2%
72.7%
3%
3%
15.2%
54.5%
24.2%
78.7%
3%
12.1%
6.1%
42.4%
36.4%
78.8%
3%
9.1%
30.3%
33.3%
24.2%
57.5%
3%
6.1%
27.3%
45.5%
18.2%
63.7%
0%
12.1%
18.2%
48.5%
21.2%
69.7%
0%
9.1%
12.1%
45.5%
33.3%
78.8%
0%
0%
3%
30.3%
66.7%
97%
0%
0%
0%
39.4%
60.6%
100%
0%
3%
15.2%
36.4%
45.5%
81.9%
Traditional Project
Definitely Not
No
Maybe
Yes
Definitely Yes
All Yes
2.7%
6.8%
21.6%
43.2%
25.7%
68.9%
4.1%
12.2%
18.9%
41.9%
23%
64.9%
2.7%
6.8%
10.8%
45.9%
33.8%
79.7%
2.7%
8.1%
21.6%
50%
17.6%
67.6%
2.7%
2.7%
16.2%
52.7%
25.7%
78.4%
1.4%
5.4%
16.2%
54.1%
23%
77.1%
1.4%
2.7%
10.8%
56.8%
28.4%
85.2%
1.4%
1.4%
18.9%
51.4%
27%
78.4%
1.4%
8.1%
32.4%
39.2%
18.9%
58.1%
4.10%
16.2%
29.70%
31.10%
18.90%
50%
Survey Questions
Communication/ presentation skills
Technical skills
Team‐building skills
Leadership skills
Understand better course material
Academically challenging
Develop critical thinking and problem solving
Provoke curiosity and sense of discovery
Engaging and fun experience
Would like similar in other classes
Study 1: On student experiences in immersive vs. traditional group projects Purpose:
Analyze student experiences from immersive and traditional online group project and identify a distinguishable
construct worth to be studied further via a reliable, valid, multi‐dimensional measure.
Data: All students from seven ITEC 620 sections, taught by the same professor in 2010 and 2011, were invited to participate.
Data was gathered from 107 students (33 – immersive, 74 – traditional).
Project Type
Strong Correlations (r > .7)
Intriguing Findings
Immersive
“Technical skills” and “Team‐building skills”
"Time spent on research" does not correlate to “Academically challenging” (.0.024), but negatively correlates to “Team‐building skills” (‐.371), “Leadership skills” (‐.316) and “Engaging and fun experience“ (‐0.306).
“Engaging and fun experience” and “Provoke curiosity and sense of discovery”
"Time spent on presentations" correlates negatively to student technical level.
"Time spent on all research, collaboration, and presentations" correlates negatively to " Develop critical thinking and problem solving” (‐0.436) and “Engaging and fun experience” (‐0.312).
Traditional
"Time spent on research, collaboration, and presentations" correlates to “Would like similar in other classes” (0.302).
44% of students, who worked on traditional projects, had the technology to work on immersive projects; 34% of them did not check if they have the technology
Both
“Academically challenging” and “Develop critical thinking and problem solving”
“Communication/presentation skills” and “Technical skills”
“Communication/presentation skills” and “Team‐building skills”
“Leadership skills” and “Team‐building skills”
“Would like similar in other classes” and “Engaging and fun experience”
Project Type
Cronbach's α
Mean for Test
Standard Deviation for Test
Immersive
.906
4.036
.647
Traditional
.925
3.831
.723Project Type # Students Technical level Working status Gender Age Immersive 33 Traditional 74 6%61%33%87.90%12.10%30%70%9%30%33%24%3%3%67%3%93.20%4.1%2.7%27%73%11%42%29%14%4%Further work
Appendix B: Further validity of the developed measure
Appendix A: Preliminary SGPEQ Scale
Study 2: On research and measures of student engagement
Purpose:
Review conducted research and available measurement instruments of student engagement. Develop a reliable, valid,
multidimensional measure of student engagement in group projects.
First stage: Preliminary Student Group Project Engagement Questionnaire (SGPEQ) scale
Data:
Same group of students as for Study 1 and all 19 active ITEC620 faculty members were invited to participate. Data was
gathered from 40 students and 12 faculty members.
Method:
Publications on student engagement research were reviewed for definitions, approaches, and valid measurement
instruments.
Student engagement definition [8]:
“The extent of a student’s behavioral intensity, emotional quality, and personal investment in a learning activity.”
Measuring student engagement: “Student engagement is generally considered to be among the better predictors of
learning” [1]. Research on this construct date to the mid‐1980s [9]. Student engagement has been assessed at:
•Institutional and program level (e.g. HERI, NSSE, and CCSSE [3, 7, 2]).
•Course level [4, 5] and specifically in online courses [10].
However, no reliable and valid measure of student engagement in group projects was identified. Therefore:
•An inductive approach was used to capture the many potential dimensions of student engagement in group projects.
•Students and faculty were asked to describe what engaged in group projects students
do, feel, and think.
•The provided responses were used to generate items that reflect the construct and to develop a preliminary scale with
35 potentially indicative of engagement behaviors and attitudes.
•The preliminary scale was further refined by a focus group of three program directors – see Appendix A.
To what extent do the following behaviors, thought, and feelings described you in this group project? Please rate each of
them on the following scale: 1 = Very little; 2 = Some; 3 = Quite a bit’; 4 = Very much
Second stage (of Study 2): Explanatory factor analysis and reliability estimates
Data:
Approximately 180 students form eleven ITEC 620 sections from four semesters will be invited to participate.
Method:
• A study on the SGPEQ initial data reliability and validity will be conducted in accordance with established
psychometric principles for use in survey research.
• Initial item reduction will be performed through exploratory factor analysis and examination of reliability estimates.
• The validity of the measure will be further verified through a study on the relationship between the SGPEQ factors
and the students’ self‐reported engagement, endorsement of self‐theories, and goal orientation – see Appendix B.
Students Survey Questions
Faculty Survey Questions
What do you do when you are truly engaged in a group project work?
What do truly engaged (in a group project work) students do?
What do you feel when you are truly engaged in a group project work?
What do truly engaged (in a group project work) students feel?
What do you think when you are truly engaged in a group project work?
What do truly engaged (in a group project work) students think?
SGPEQ Questions
Effort
Worked on the project on a regular basis
Put forth effort
Preferred to work on my own
Took detailed notes during discussion meetings
Wished my teammates were working harder than me
Completed all assigned tasks on time
Rehearsed for project presentation
Relevance
Was motivated and enthusiastic
Found project activities relevant to my life
Thought about project activities between meetings
Found ways to make project interesting to me
Was inspired to learn and contribute
Felt presence of team members during meetings/ presentations (as if in person)
Found project academically challenging
Would like to have similar projects in other classes
Participation/ Collaboration
Fulfilled the assigned role
Contributed to discussions with ideas and opinions
Got to know teammates' strengths
Had fun during team activities
Incorporated teammates ideas and opinions
Helped/ tutored teammates during project activities
Preferred team‐work than working on my own
Experienced sense of discovery and accomplishment
Trusted teammates will do well on their project parts
Found ways to involve non‐participating team members
Stepped in when a teammate was not performing (+ N/A option if everybody participated)
Performance
Was organized and prepared
Communicated clearly and effectively
Attended all group meetings
Applied critical thinking and problem solving
Did good work on my part
Was creative and productive
Developed leadership skills
Presented the final research product clearly and effectively
Was confident that we can learn and do well on the project
Additional Validity Questions
Global Engagement
How engaged were you in this group project? (1=not at all, 6=extremely)
How engaged were you in this group project compared to other group projects you worked on during the same semester? (1=less engaged, 6=more engaged)
Incremental theory
You have a certain amount of intelligence and you cannot do much to change it. (1=do not agree, 6=strongly agree
Motivational goals (learning vs. performance)
If I had to choose between getting a good grade and being challenged by the group project activities, I would choose: ___ ’good grade’ ___ being challenged.
General
How much time did you spend on: Discussions; Research; Group project overall
What is your general opinion about group projects?
References
[1] Carini, R., Kuh, G., Klein, S. (2006). Student Engagement and Student Learning: Testing the Linkages, Research in Higher Education.
[2] Community College Survey of Student Engagement. University of Texas at Austin.
[3] Cooperative Institutional Research Program (CIRP) Surveys. Higher Education Research Institute (HERI).
[4] Handelsman, M, Briggs, W., Sullivan, N., & Towler, A. (2005). A Measure of College Student Engagement. Journal of Educational Research.
[5] Molinari, J. & Huonker, J. (2010). Diagnosing student engagement in the business school classroom. Journal of the Academy of Business
Education
.
[6] Hinkin, T. (1998). A brief tutorial on the development of measures for use in survey questionnaires. Organizational Research Methods.
[7] National Survey of Student Engagement (NSSE). Center for Postsecondary Research, Indiana University in Bloomington.
[8] O'Donnell, A., Reeve, J., and Smith, J. (2009). Educational Psychology: Reflection for Action, Chapter 11. Wiley.
[9] Pike, G., Kuh, G. (2005). A Typology of Student Engagement for American Colleges and Universities, Research in Higher Education.
[10] Robinson, C. C. & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. Journal of
Education for Business
Hybrid management models: Influences of an organizational structure and project management processes and tools on the management of federal agency IT projects
No full textThe purpose of this presentation is to investigate the relationship between a hybrid management model and the overall cost and schedule of IT projects.Hybrid Management Models: Influences of an Organizational Structure and Project Management Processes and Tools on the Management of Federal Agency IT Projects
October 28, 2011
Celine A. Neves
Doctoral Candidate
[email protected]
Doctor of Management
University of Maryland University College
Keywords:
Centralization/Decentralization, Organizational Structure 1
Purpose and Scope
Purpose – Investigate Relationship Between Hybrid Management Model & Overall Cost & Schedule of IT Projects
Scope - Restricted to IT projects within one Federal Agency
2
Research Questions
1.
What Pros & Cons – Centralized & Decentralized Structures
2.
What Practices Available – To Ease Problems
3.
How Do Structures & Practices – Influence Projects Management
4.
Does Hybrid Management Model – Positive Impact on Cost & Schedule
3
Significance
Establish Relationship Between
•
Structure, Processes, & Tools
•
Overall Cost & Schedule
Ease Problems
•
A Hybrid Organizational Structure and/or
•
Management Process & Tools
Result
•
Improvements - Overall Cost & Schedule
•
Increase Value - Projects
4
Main Literature Themes and Authors
Main Themes
–
Organizational Structures
–
IT Management Processes & Tools
Authors
–Agarwal & Sambamurthy
–Brown & Magill
–King
–Olson & Chervany
–Peterson
–Von Simson
5
Propositions
P1: IT Projects Managed within Hybrid Organizational Structure Likely to Succeed
P2: IT Projects include Management Processes & Tools Likely to Succeed
P3: IT Projects Managed within Hybrid model & include Management Processes & Tools Likely to Succeed
6
Conceptual Framework 7
Thesis Statement
IT Projects that Employ the Hybrid Management Model’s Features Will Have a Positive Impact on Overall Cost and Schedule
8
Research Approach
Using Secondary Data Sources, Determine if Hybrid Management Model Approach influences the Overall Cost & Schedule
Unit of Analysis
•
Federal IT Projects
Independent Variables
•
Structures – Decentralized, Centralized, Hybrid
•
Processes and Tools
Dependent Variables
•
Overall Cost & Schedule
9
Findings
•
Findings
10
Implications
Results May:
•Provide Leaders with Insight into the Potential Effectiveness of Such a Model
•Expand Organizational Design Options and/or Management Options for Executives Across Functional Areas
11
Future Research
•
Quantify Effects of the Hybrid Management Model
•
Investigate the Impact of the Hybrid Management Model on Effectiveness of Project Team Members and Stakeholders
1
Preferred feedback mechanisms in online accounting & finance education: Evidence from UMUC
No full textAbstract: This 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.Preliminary Research Report
Preferred Feedback Mechanisms in Online Accounting & Finance Education: Evidence from UMUC
Richard Pucci1
Adjunct Instructor
University of Maryland, University College
Joseph J. French2
Adjunct Associate Professor of Finance
University of Maryland, University College
Abstract
This 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.
Keywords: Feedback; Online Learning; Education
JEL classification: A29; A19
1 University of Maryland University College, Al Ain, P.O. Box 17555, United Arab Emirates. Tel: +971.56.623.7712. Email: [email protected]
2 Corresponding author. University of Maryland University College, 1017 West Mountain Avenue, Fort Collins, CO 80521. Tel: 970.215.6673. Email: [email protected]
1
I. Introduction and Brief Literature Review
As assessments in accounting and finance education have become progressively more qualitative in nature, the need for constructive feedback to students has increased. Inherent in the feedback process are numerous potential problems. Miller (1995) points out that feedback often simply „tells students what to do‟, is not specific enough, and does not distinguish the level of importance to the student.
To enhance the quality of feedback provided to accounting and finance students, a number of strategies have been identified and evaluated. For instance, peer reviews, general and specific instructor feedback, and individual feedback strategies may be employed (Hirsch, 1995). Moreover, the use of „feedback forms‟ is a popular technique to assess the level of student understanding, particularly when teaching in a different culture. In two studies conducted in accounting courses, such forms provided added value to students (Harwood, 1999 and Lindhahl, 2002). Nonetheless, a more holistic view of feedback practices and perceptions is necessary to determine ways in which significant improvements may be achieved.
The most extensive study on feedback in accounting education was conducted by O‟Connell (2010). Through the use of focus group interviews and questionnaire surveys with academic staff and students, the study endeavored to explain current feedback practices within Australia along with ways in which feedback practices may be enhanced. The findings revealed that typical feedback to students included only a mark, and this was considered by students to be insufficient, unconstructive and untimely. Students indicated a preference for timely, in depth and personalized feedback. Academic staff cited high student to staff ratios, scarce resources and inadequate reward systems as barriers to the provision of detailed feedback. This study provided valuable insights into student perceptions of feedback practices, however it failed to consider the unique circumstances entrenched in the online learning environment.
Previous studies have assessed the significance of feedback practices by examining the impact of feedback on student outcomes. Both the timing and type of feedback were found to be important considerations. Stuart (2004) carried out a study that tested the impact of the timeliness of feedback on the performance of accounting students in Singapore. The results of the study demonstrated that the use immediate feedback practices had a positive impact on student performance. In a large psychology course, Lipnevich and Smith (2009) tested the effects of differential feedback practices on the level of improvement in essay scores. Students who received detailed narrative feedback experienced the greatest increase in scores while students receiving evaluative feedback such as a tentative mark or letter grade showed the least improvement.
This research addresses the following issues regarding the feedback systems in online accounting and finance courses at UMUC: (1) current feedback practices, (2) student perceptions of current feedback practices, and (3) suggestions for the enhancement of feedback practices. Furthermore, our research analyzes whether preferred feedback mechanisms differ across different 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.
II. Preliminary Answers to Research Questions
1. What are the current feedback practices employed in accounting & finance courses at UMUC?
As expected the current feedback practices employed in accounting and finance courses are as diverse as our student population. Table 1 shows that although individual written feedback is common, the majority of students reported that they „never‟ receive this type of feedback prior to the submission of an assignment. Automated computer-based feedback is rare. Moreover, it is uncommon for students to receive feedback early in the semester. On a positive note, most students received some form of feedback within one week of submission.
From our preliminary results students (particularly graduate students) prefer individual written comments from the professor within one week of the assignment‟s due date. The results for undergraduates are more ambiguous, the relative importance of receiving individual feedback is much more muted, but timely feedback remains a statistically significant determinant of undergraduate student satisfaction with feedback.
2
2. How do students perceive the quality of feedback in these courses? Does this perception impact upon the probability of students enrolling in future classes at UMUC?
Table 2 illustrates that students are generally satisfied with the feedback they receive in conferences, assignments, and group projects. When we controlled for student satisfaction with the overall quality of education at UMUC there was no statistically significant difference in student perception of the quality of feedback. Of the students surveyed, 4.7% indicated that they were not happy with the feedback received at UMUC and this motivates them to pursue alternative educational outlets. When these results were further scrutinized it was found that the population of students dissatisfied with feedback was most dissatisfied with feedback on exams. It was also found that these students preformed in a statistical sense the same as their satisfied counterparts.
3. What constitutes good feedback practices? Is there a significant divergence of opinion between undergraduate and graduate students, accounting and finance students, traditional and nontraditional students, or foreign and domestic students?
Our results indicate that timely, personalized feedback is preferred. This result is particularly strong for graduate students. Non-resident students are slightly more satisfied with the current feedback methods employed at UMUC. There was no statistical difference between accounting and finance students. Full-time students were slightly (10% significance level) less satisfied with current feedback employed at UMUC. Table 3 shows that students prefer timely, constructive feedback although it does not necessarily have to be received early in the semester. There is a demand for instructors to provide individual written feedback on each assignment as well as general feedback to the class as a whole. Automated on-line feedback does not appear to be a preferred feedback mechanism.
Personalized feedback appears to have an even greater importance in the online learning environment in comparison to its face-to-face counterpart. The following student comment highlights this issue:
“I think having feedback personalized is important in an online class. I know it means more work for the professor but in an online environment communication is so important and having it personalized can bring the student closer to the degree…”
Moreover, the impact of providing only a grade/mark for conference work appears to be positive as long as it is reported frequently throughout the semester. One student points out the following:
“I prefer regular and personal feedback for all work. This allows me to know how I am performing in the class. Since we don't have face to face communication this feedback is critical. This is even more important for conference participation. The best method is a weekly grade for conference participation. This allows me to adjust my participation to the expectation of the professor.”
4. What is the general level of satisfaction with UMUC’s feedback mechanism? What are some workable solutions to the present deficiencies in the area?
Overall, students appear to be satisfied with the feedback they receive. These results differ from previous academic studies, where students reported a general dissatisfaction with feedback. Despite the general satisfaction reported in this instance, our preliminary results highlight several possible areas of concern:
Personalized feedback, although the most common form of feedback reported, could still be more heavily emphasized.
Instructors do not appear to be making use of technology in providing feedback. Although the use of on-line automated feedback is not preferred by students, it may be worthwhile to explore this alternative as some may call into question the feasibility of increasing the level of personalized written feedback.
Providing students with more feedback early in the semester could further enhance UMUC‟s feedback mechanism.
In certain instances (such as writing assignments) more feedback could be provided before the final submission of an assignment.
3
References
Harwood, E.M. (1999) „Student perceptions of the effects of classroom assessment techniques (CATs)‟, Journal of Accounting Education, Vol. 17, pp 51-70
Hirsch, M.L. and Gabriel, S.L. (1995) „Feedback Strategies: Critique and Evaluation of Oral and Written Assignments‟, Journal of Accounting Education, Vol. 13, No. 3, pp 259-279
Lindhahl, F.W. and Fanelli, R. (2002) „Applying continuous improvement to teaching in another culture‟, Journal of Accounting Education, Ed. 20
Lipnevich, A.A. and Smith, J.K. (2009) „Effects of Differential Feedback on Students‟ Examination Performance‟, Journal of Experimental Psychology: Applied, Vol. 15, No. 4, 319–333
Miller, C. (1995) „Commentary that works for the learning business writer‟, Journal of Business Communication, 22(4), 43-50
O‟Connell, B. (2010) „Enhancing Assessment Feedback. Practices in Accounting Education – Issues, Obstacles, and Reforms‟, Australian Learning & Teaching Council
Stuart, I. (2004) „The Impact of Immediate Feedback On Student Performance: An Exploratory Study in Singapore‟, Global Perspectives on Accounting Education, Vol. 1, Issue 1
4
Appendix
Table 1: Type and Frequency of Feedback
Table 2: Student Satisfaction Concerning Feedback
Table 3: Student Desired Feedbac