Presentation of the first two online learning modules developed by the Center for Evidence-Based Management and Carnegie Mellon' Online Learning initiative
This document outlines learning activities to develop evidence-based practice (EBP) capabilities. It describes 8 EBP capabilities: Ask, Acquire, Appraise, Aggregate, Apply, Assess, and provides example learning activities for each. The activities include surfacing assumptions, mini-critical appraisal of texts (mini-CATs), evidence maps and gaps, developing implementation plans, and logic models. The goal is to help students identify problems, search and appraise evidence, develop solutions, and evaluate outcomes.
This document discusses teaching systematic review skills as a foundation for evidence-based management. It outlines the steps of conducting a systematic review, including focusing the research question, determining study types and data sources, searching literature, applying inclusion/exclusion criteria, extracting and synthesizing data, and critically appraising studies. Examples of students' rapid evidence assessments are provided. Challenges include explaining the rationale to students, time intensity, and resistance from faculty. Student reactions include feeling they are learning independently but also being overwhelmed by what is unknown in the field. Teaching systematic review skills helps students think critically and question assumptions.
Bridging The Research-Practice Gap Through Evidence-Based Management And Systematic Review.
David Denyer and Rob Briner
Academy of Management Annual Meeting 2014, Philadelphia
Calls for both practical and scholarly activities to be grounded more in actual evidence have become louder, especially in the last decade. Four domains in particular have embraced evidence-based thinking, resulting in the respective developments of evidence-based medicine, evidence-based management, evidence-based education and evidence-based policy. Despite the presumed benefits of drawing on different sources of evidence for decision-making in practice, whether in medicine, management, education or policy, this does not seem to prevail. Whilst one likely reason for this slow uptake could simply be down to practitioners not always having much time to consult the evidence-base in their day-to-day work, another reason might be that they are not aware of specific insights applicable to their domain of work or to practice in general.
This is where the workshop contributes:
Representatives from the four key domains engaged with evidence-based practice will share with the audience their latest insights and the consequences thereof for practice. Further, all speakers will discuss questions such as:
What do we have in common?
How can we learn from one another?
How can we combine insights from the four domains?
These will be discussed as part of a concluding panel.
Workshop organiser:
Dr Celine Rojon, University of Edinburgh, celine.rojon@ed.ac.uk
This document provides an overview of evidence-based practice and systematic reviews in organizational psychology. It discusses the origins and principles of evidence-based practice, how it aims to address issues with decision-making based on limited evidence. The document also covers common misconceptions about evidence-based practice, the role of practitioner expertise, and barriers to its adoption such as cognitive biases, fads, and lack of incentives. The overall goal is to communicate the main thinking behind evidence-based practice and how systematic reviews can be conducted.
Presentation of the first two online learning modules developed by the Center for Evidence-Based Management and Carnegie Mellon' Online Learning initiative
This document outlines learning activities to develop evidence-based practice (EBP) capabilities. It describes 8 EBP capabilities: Ask, Acquire, Appraise, Aggregate, Apply, Assess, and provides example learning activities for each. The activities include surfacing assumptions, mini-critical appraisal of texts (mini-CATs), evidence maps and gaps, developing implementation plans, and logic models. The goal is to help students identify problems, search and appraise evidence, develop solutions, and evaluate outcomes.
This document discusses teaching systematic review skills as a foundation for evidence-based management. It outlines the steps of conducting a systematic review, including focusing the research question, determining study types and data sources, searching literature, applying inclusion/exclusion criteria, extracting and synthesizing data, and critically appraising studies. Examples of students' rapid evidence assessments are provided. Challenges include explaining the rationale to students, time intensity, and resistance from faculty. Student reactions include feeling they are learning independently but also being overwhelmed by what is unknown in the field. Teaching systematic review skills helps students think critically and question assumptions.
Bridging The Research-Practice Gap Through Evidence-Based Management And Systematic Review.
David Denyer and Rob Briner
Academy of Management Annual Meeting 2014, Philadelphia
Calls for both practical and scholarly activities to be grounded more in actual evidence have become louder, especially in the last decade. Four domains in particular have embraced evidence-based thinking, resulting in the respective developments of evidence-based medicine, evidence-based management, evidence-based education and evidence-based policy. Despite the presumed benefits of drawing on different sources of evidence for decision-making in practice, whether in medicine, management, education or policy, this does not seem to prevail. Whilst one likely reason for this slow uptake could simply be down to practitioners not always having much time to consult the evidence-base in their day-to-day work, another reason might be that they are not aware of specific insights applicable to their domain of work or to practice in general.
This is where the workshop contributes:
Representatives from the four key domains engaged with evidence-based practice will share with the audience their latest insights and the consequences thereof for practice. Further, all speakers will discuss questions such as:
What do we have in common?
How can we learn from one another?
How can we combine insights from the four domains?
These will be discussed as part of a concluding panel.
Workshop organiser:
Dr Celine Rojon, University of Edinburgh, celine.rojon@ed.ac.uk
This document provides an overview of evidence-based practice and systematic reviews in organizational psychology. It discusses the origins and principles of evidence-based practice, how it aims to address issues with decision-making based on limited evidence. The document also covers common misconceptions about evidence-based practice, the role of practitioner expertise, and barriers to its adoption such as cognitive biases, fads, and lack of incentives. The overall goal is to communicate the main thinking behind evidence-based practice and how systematic reviews can be conducted.
The document discusses evidence-based practice and searching for evidence. It outlines the 5 steps of evidence-based practice as formulating a question, searching for evidence, appraising the evidence, applying the evidence to practice, and assessing outcomes. It then discusses 4 sources of evidence and describes different databases for searching. Finally, it provides detailed instructions on using building block and snowball search strategies, including developing search terms, using Boolean operators, and refining searches.
This document discusses critically appraised topics (CATs) and rapid evidence assessments (REAs) as tools for evidence-based practice in management. It provides an overview of what CATs and REAs are, which are shorter versions of systematic literature reviews. The document outlines the core principles of CATs, REAs, and systematic reviews, including being systematic, transparent, replicable, and synthesizing evidence. It also discusses how to structure a CAT and provides examples of CAT topics. Finally, it discusses how CATs and REAs can be used to inform decision making by considering practitioners' expertise, organizational data, scientific literature, and stakeholder values when identifying problems and solutions.
The Case for Competition: Learning About Evidence-Based Management Through Case Competition
Presentation by Tina Saksida, UPEI
AOM Annual Meeting, 2015, Vancouver
This document discusses evidence-based decision making in organizations. It begins by defining evidence-based practice as the conscientious, explicit, and judicious use of the best available evidence from multiple sources to increase the likelihood of a favorable outcome. It then addresses some common myths about what evidence-based practice is and isn't. The document examines the classic argument for why organizations need evidence-based decision making, which is that it can help overcome biases, fads, and failures in decision making. However, it also notes potential challenges to this argument, such as whether decision making is truly dysfunctional or whether leaders feel successful without evidence-based practices. It concludes by considering alternative ways to promote evidence-based management beyond the classic "why
The document discusses the steps of evidence-based practice (EBP) and formulating focused clinical questions using the PICOC framework. It provides an example where a healthcare organization is merging with a smaller organization and the board wants to know if cultural differences could impact a successful integration. Working through the PICOC framework, the document arrives at a focused question considering the population (back office employees), intervention (merger and back office integration), comparison (status quo), outcomes (economy of scale), and context (healthcare, different cultures, unequal sizes).
This document describes a comparative analysis project that evaluated whether a rapid qualitative analysis approach could deliver findings more quickly than a traditional in-depth analysis method. The rapid analysis used summary templates to analyze data within a short timeframe, while the in-depth analysis used coding and the Framework method. The results found that rapid analysis was much faster for data management but took longer for interpretation. Both methods produced similar key issues and recommendations, but the in-depth analysis provided more specific, context-informed findings. The document reflects on the applications and limitations of rapid qualitative analysis approaches.
Talent Management – What’s the Evidence?
With Rob Briner & Eric Barends
28th April 2016, 3:00PM-5:00PM, IMI Conference Centre, Dublin 16
In this session, Rob Briner, Prof. of Organisational Psychology, University of Bath and Eric Barends, MD, Centre for Evidence-Based Management, put talent management under the microscope. They challenge some of the traditional thinking behind talent management shaped almost 20 years ago by The War for Talent – including the idea that potential can readily be identified in complex roles and that the best organisations have the best people.
Researcher and Research Student Enrichment Program (R2SEP)BC Chew
This document provides guidance for research students on developing an effective relationship with their supervisor and responsibilities as a postgraduate student. It emphasizes that a research journey requires independence, self-motivation, and following agreed upon deadlines and advice from the supervisor. The supervisor's role is to provide academic guidance and ensure quality, but they have other responsibilities beyond any single student. Good communication, preparation, and understanding expectations are important for success.
Key aspects of formulating a research problem. Need of understanding the research problem. What, Why, and How in research. Characteristics of a good research problem.
This document provides an overview of Scholarship of Teaching and Learning (SoTL). It defines SoTL as research on effective teaching practices within one's own classroom with the goal of improving student learning. SoTL uses qualitative or mixed methods approaches and aims to answer specific research questions about teaching challenges. Though requiring IRB approval, SoTL is considered valid research that can be published and used for tenure. The document outlines starting with a research problem, collecting and analyzing student data, presenting findings at conferences, and publishing in specialized journals to disseminate SoTL research.
This document discusses literature reviews and systematic literature reviews. It defines a literature review as an overview of previous research on a topic guided by research objectives. It lists purposes of literature reviews such as establishing gaps in knowledge. It provides tips for conducting literature reviews such as defining topics, prioritizing keywords, and identifying sources. The document then defines a systematic literature review as finding evidence from literature in a systematic way by stating review questions and finding answers. It lists the procedures for a systematic literature review such as starting with a well-defined question and critically assessing relevant literature.
An easy way to help students learn, collaborate,AASTHA76
The document describes a learning platform called WileyPLUS Learning Space. It is designed to help students learn, collaborate, and grow by engaging today's students and transforming any course into a vibrant, collaborative learning community. The platform allows educators to assess student engagement and performance early, facilitate in-class and outside class engagement through organized learning activities and student collaboration, and measure outcomes to promote continuous improvement through reports.
The document discusses evidence-based management, which involves making management decisions using four key sources of information: the best available scientific evidence, organizational facts and metrics, stakeholder values and concerns, and practitioner expertise. It outlines where the concept originated from medicine and describes the five steps of an evidence-based practice approach: formulating a focused question, searching for evidence, critically appraising the evidence, integrating the evidence with expertise and context, and monitoring outcomes. Overall, the document promotes an evidence-based approach to management decisions to help address human biases and ensure practices are supported by scientific research rather than just experience or common beliefs.
Ovarian Hyperstimulation in Intrauterine InseminationElmar Breitbach
Intrauterine insemination is well established in the treatment of infertility. But which pretreatment leads to the best results? Do we have to trigger ovulation? What about luteal phase support? Whar patients do have the best chances? When do we have to switch to IVF?
Evidence based answers to these questions an a bit of experience based suggestions.
The document discusses evidence-based practice and searching for evidence. It outlines the 5 steps of evidence-based practice as formulating a question, searching for evidence, appraising the evidence, applying the evidence to practice, and assessing outcomes. It then discusses 4 sources of evidence and describes different databases for searching. Finally, it provides detailed instructions on using building block and snowball search strategies, including developing search terms, using Boolean operators, and refining searches.
This document discusses critically appraised topics (CATs) and rapid evidence assessments (REAs) as tools for evidence-based practice in management. It provides an overview of what CATs and REAs are, which are shorter versions of systematic literature reviews. The document outlines the core principles of CATs, REAs, and systematic reviews, including being systematic, transparent, replicable, and synthesizing evidence. It also discusses how to structure a CAT and provides examples of CAT topics. Finally, it discusses how CATs and REAs can be used to inform decision making by considering practitioners' expertise, organizational data, scientific literature, and stakeholder values when identifying problems and solutions.
The Case for Competition: Learning About Evidence-Based Management Through Case Competition
Presentation by Tina Saksida, UPEI
AOM Annual Meeting, 2015, Vancouver
This document discusses evidence-based decision making in organizations. It begins by defining evidence-based practice as the conscientious, explicit, and judicious use of the best available evidence from multiple sources to increase the likelihood of a favorable outcome. It then addresses some common myths about what evidence-based practice is and isn't. The document examines the classic argument for why organizations need evidence-based decision making, which is that it can help overcome biases, fads, and failures in decision making. However, it also notes potential challenges to this argument, such as whether decision making is truly dysfunctional or whether leaders feel successful without evidence-based practices. It concludes by considering alternative ways to promote evidence-based management beyond the classic "why
The document discusses the steps of evidence-based practice (EBP) and formulating focused clinical questions using the PICOC framework. It provides an example where a healthcare organization is merging with a smaller organization and the board wants to know if cultural differences could impact a successful integration. Working through the PICOC framework, the document arrives at a focused question considering the population (back office employees), intervention (merger and back office integration), comparison (status quo), outcomes (economy of scale), and context (healthcare, different cultures, unequal sizes).
This document describes a comparative analysis project that evaluated whether a rapid qualitative analysis approach could deliver findings more quickly than a traditional in-depth analysis method. The rapid analysis used summary templates to analyze data within a short timeframe, while the in-depth analysis used coding and the Framework method. The results found that rapid analysis was much faster for data management but took longer for interpretation. Both methods produced similar key issues and recommendations, but the in-depth analysis provided more specific, context-informed findings. The document reflects on the applications and limitations of rapid qualitative analysis approaches.
Talent Management – What’s the Evidence?
With Rob Briner & Eric Barends
28th April 2016, 3:00PM-5:00PM, IMI Conference Centre, Dublin 16
In this session, Rob Briner, Prof. of Organisational Psychology, University of Bath and Eric Barends, MD, Centre for Evidence-Based Management, put talent management under the microscope. They challenge some of the traditional thinking behind talent management shaped almost 20 years ago by The War for Talent – including the idea that potential can readily be identified in complex roles and that the best organisations have the best people.
Researcher and Research Student Enrichment Program (R2SEP)BC Chew
This document provides guidance for research students on developing an effective relationship with their supervisor and responsibilities as a postgraduate student. It emphasizes that a research journey requires independence, self-motivation, and following agreed upon deadlines and advice from the supervisor. The supervisor's role is to provide academic guidance and ensure quality, but they have other responsibilities beyond any single student. Good communication, preparation, and understanding expectations are important for success.
Key aspects of formulating a research problem. Need of understanding the research problem. What, Why, and How in research. Characteristics of a good research problem.
This document provides an overview of Scholarship of Teaching and Learning (SoTL). It defines SoTL as research on effective teaching practices within one's own classroom with the goal of improving student learning. SoTL uses qualitative or mixed methods approaches and aims to answer specific research questions about teaching challenges. Though requiring IRB approval, SoTL is considered valid research that can be published and used for tenure. The document outlines starting with a research problem, collecting and analyzing student data, presenting findings at conferences, and publishing in specialized journals to disseminate SoTL research.
This document discusses literature reviews and systematic literature reviews. It defines a literature review as an overview of previous research on a topic guided by research objectives. It lists purposes of literature reviews such as establishing gaps in knowledge. It provides tips for conducting literature reviews such as defining topics, prioritizing keywords, and identifying sources. The document then defines a systematic literature review as finding evidence from literature in a systematic way by stating review questions and finding answers. It lists the procedures for a systematic literature review such as starting with a well-defined question and critically assessing relevant literature.
An easy way to help students learn, collaborate,AASTHA76
The document describes a learning platform called WileyPLUS Learning Space. It is designed to help students learn, collaborate, and grow by engaging today's students and transforming any course into a vibrant, collaborative learning community. The platform allows educators to assess student engagement and performance early, facilitate in-class and outside class engagement through organized learning activities and student collaboration, and measure outcomes to promote continuous improvement through reports.
The document discusses evidence-based management, which involves making management decisions using four key sources of information: the best available scientific evidence, organizational facts and metrics, stakeholder values and concerns, and practitioner expertise. It outlines where the concept originated from medicine and describes the five steps of an evidence-based practice approach: formulating a focused question, searching for evidence, critically appraising the evidence, integrating the evidence with expertise and context, and monitoring outcomes. Overall, the document promotes an evidence-based approach to management decisions to help address human biases and ensure practices are supported by scientific research rather than just experience or common beliefs.
Ovarian Hyperstimulation in Intrauterine InseminationElmar Breitbach
Intrauterine insemination is well established in the treatment of infertility. But which pretreatment leads to the best results? Do we have to trigger ovulation? What about luteal phase support? Whar patients do have the best chances? When do we have to switch to IVF?
Evidence based answers to these questions an a bit of experience based suggestions.
This document discusses evidence-based management of substance misuse in pregnancy. It notes that pregnant women who use substances often feel reluctant to seek support due to fears of judgment or having their baby taken away. Partnership working between health and social services is important to engage these women in a non-judgmental manner. Pregnancy can act as a catalyst for change in reducing substance use. Proper identification and management of neonatal abstinence syndrome is also important. Health professionals should provide advice and support to pregnant women around avoiding alcohol and binge drinking due to risks of fetal alcohol spectrum disorder.
This document summarizes key aspects of labor and delivery, including:
1. The definition and classification of labor, including premature, term, and post-term labor.
2. The stages of labor, including dilation of the cervix, expulsion of the fetus and placenta, and potential complications like postpartum hemorrhage.
3. Fetal monitoring methods during labor and delivery like cardiotocography and ultrasound to evaluate fetal well-being and presentation.
4. Factors that influence labor like fetal position, maternal exertion, and medical interventions like induction or Cesarean section if complications arise.
The document discusses preterm labor and birth. It defines preterm birth as babies born alive before 37 weeks of pregnancy. It notes the main complications of preterm birth include neonatal death, respiratory distress syndrome, and other issues. Risk factors for preterm birth include multiple pregnancies, smoking, cervical insufficiency, and infection. The prevention and treatment of preterm labor focuses on identifying women at risk and using interventions like progesterone supplementation, cervical cerclage, and tocolytic drugs to delay birth.
An introduction to evidence based medicine, Prof. Usama M.Foudaumfrfouda
This document provides an introduction to evidence-based medicine (EBM). It defines EBM as a systematic approach to clinical problem solving that integrates the best available research evidence, clinical expertise, and patient values and preferences. The key steps of EBM are outlined as asking a focused clinical question, acquiring the best evidence to answer that question, appraising the validity and importance of the evidence, and applying the evidence to individual patients. Levels of evidence are also discussed, with the highest levels being systematic reviews and randomized controlled trials. Overall, the document provides a high-level overview of the basic principles and process of evidence-based medicine.
The document discusses evidence-based management (EBMgt), which involves making management decisions using four key sources of information: practitioner expertise, local evidence, research evidence, and perspectives of affected parties. EBMgt aims to increase the use of different types of evidence and use it more thoughtfully. The document argues that management could be more evidence-based than it currently is, as managers are often pressured to adopt quick fixes and fads instead of using research. It provides an example of how EBMgt could be applied to the issue of absence management in an organization.
This document discusses recurrent pregnancy loss (RPL), defined as 3 or more losses prior to 20 weeks. It provides background on incidence and risk factors for RPL. Etiologies of RPL include genetic, anatomic, immunologic, endocrine, inherited thrombophilias, infectious, and unexplained factors. Investigations of couples with RPL may include screening for antiphospholipid antibodies, cytogenetic analysis, karyotyping, pelvic ultrasound, and screening for inherited thrombophilias. Treatment options depend on etiology and may include aspirin and heparin for antiphospholipid syndrome, referral for genetic factors, surgery for anatomical factors, progesterone supplementation, and supportive care for unexplained RPL.
Evidence-Based HR Management & Systematic Reviews
PhD Consortium of the 7th International Conference of the Dutch HRM network,
Rob Briner, Eric Barends
This document discusses methods for assessing ovarian reserve, which is a measure of female fertility that declines with age. It presents 8 methods for assessing ovarian reserve: 1) follicle stimulating hormone levels 2) estradiol levels 3) progesterone levels 4) inhibin B levels 5) anti-Mullerian hormone levels 6) antral follicle count 7) ovarian blood flow measurements 8) ovarian biopsy. It provides details on each method, including their clinical applications and limitations in assessing ovarian reserve.
This document discusses how evidence-based medicine is changing attitudes in gynecologic practice. It provides an example of a randomized controlled trial comparing two ovarian induction protocols for intrauterine insemination. The trial found that using clomiphene citrate along with human menopausal gonadotropin reduced the rate of premature luteinizing hormone surges compared to human menopausal gonadotropin alone, with no significant differences in clinical pregnancy rates. The document outlines how evidence from randomized trials, prognostic models, economic analyses and other studies can inform clinical decision-making and change practices in gynecology.
Evidence Based Practice Interview PracticesMark Ambler
This document provides guidance on evidence-based interview practices for nurse managers. It discusses using behavioral science evidence and best practices to make hiring decisions. The goals of an interview are to hire the right candidate and avoid lawsuits by being aware of discrimination laws and using consistent practices. Managers should be educated on Title VII and other laws, ask only job-related questions, take accurate notes, and avoid discussions of protected classes. Behavioral questions and treating candidates professionally are recommended. Evidence-based management involves questioning current practices and policies, reviewing relevant research literature, and applying new evidence-based approaches to improve outcomes.
The document discusses evidence-based health services management and provides guidance on conducting literature searches to inform management decisions. It outlines the origins and definition of evidence-based management, describes databases like Cochrane Library and PubMed that contain systematic reviews and studies, and provides tips for developing focused search questions and strategies to efficiently find relevant evidence. Examples of search exercises are included to demonstrate these concepts.
Evidence based treatment of chicken poc in pregnancyLifecare Centre
This document discusses evidence-based treatment of chickenpox during pregnancy. It notes that chickenpox is caused by the varicella zoster virus and is highly contagious. While most pregnant women are immune, primary infection can complicate around 3 in 1000 pregnancies. Risks to the mother increase with gestational age and include pneumonia, encephalitis, and death. Risks to the fetus depend on the timing of infection and can include congenital abnormalities. Oral acyclovir treatment is recommended starting within 24 hours of rash onset for pregnant women after 20 weeks. Delivery should be delayed if possible if chickenpox develops near term to reduce transmission risk.
Ultrasonography is a commonly used diagnostic imaging technique. It was first introduced in 1950 by Ian Donald from Glasgow, UK, who is considered the father of ultrasonography. Ultrasound uses different frequencies depending on the area being imaged, with lower frequencies penetrating deeper tissues. Ultrasound is used for a variety of applications in obstetrics and gynecology, such as assessing adnexal masses, investigating abnormal bleeding, monitoring follicle growth for IVF, and imaging the uterus, cervix, and ovaries. Proper scanning technique and an understanding of normal anatomy on ultrasound are important for obtaining quality images and making accurate diagnoses.
This document discusses evidence-based infertility treatment and includes the following key points:
- It introduces evidence-based medicine (EBM) and describes how clinical practice is transitioning from experience-oriented to evidence-based.
- It provides examples of models for creating medical evidence, including randomized controlled trials (RCTs) and systematic reviews. An RCT studying a novel gonadotropin protocol is summarized.
- Economic evaluations are discussed as a model, using Markov modeling to compare costs and outcomes of fertility drug options.
- The concept of prognosis modeling to estimate natural conception chances and IVF success is explained.
- In closing, it briefly touches on other topics like using cabergoline
Doctors aim to provide their infertile couples with the best care. This can only be done if we follow evidence from clinical trials and accepting patient preferences
This document summarizes a seminar on fostering a culture shift in assessment and feedback through TESTA (Transforming the Experience of Students Through Assessment). The seminar addressed four key themes: 1) variations in assessment patterns between programs, 2) an over-reliance on high-stakes summative assessment and underuse of formative assessment, 3) disconnected feedback that does not support learning, and 4) a lack of clarity about learning goals and standards. The seminar discussed case studies of integrating more effective formative assessment and strategies like developing shared understanding of goals and criteria to address these issues.
2 stage exams: assessments of, for and as learning Simon Bates
This document summarizes a presentation on two-stage exams given at an education conference. It defines two-stage exams as assessments where students first complete an individual exam and then work collaboratively in groups to complete an identical exam. The document discusses advantages such as providing immediate feedback and engaging different learning styles. Potential disadvantages include issues with group dynamics and assigning marks. Research studies are cited that show two-stage exams can improve learning outcomes for students. Resources on implementing two-stage exams are also provided.
1) The document discusses leading large-scale pedagogic transformation in the context of a university campus move. It provides evidence that active learning leads to better student outcomes compared to traditional lectures.
2) The university is transforming its teaching to focus on active blended learning (ABL), where students engage with content both online and face-to-face. By 2018, 96% of modules were designed for ABL.
3) Challenges of the transformation include changing views of teaching, workload, and digital fluency. The transformation is being led through a research-practice-impact-policy model and prioritizing teaching excellence alongside research.
The document discusses student perspectives on assessment activities and examines key issues such as preparation for assessments, the assessment process, and feedback. It notes the changing nature of students and expectations, and how students prefer practical and interactive learning over passive lectures. The impact of increased student numbers is also addressed, alongside calls for more authentic assessments, practice exams, and timely feedback to help students learn.
Notes: What Do You Do When You Do What You Do with Student Ratings?Thomas J. Tobin
This document summarizes a presentation on using student ratings to evaluate teaching effectiveness. It discusses that while students are not experts, they can provide valuable feedback on course organization, communication, interactions and workload. Research shows ratings are more reliable with multiple classes and relate to learning outcomes and peer/administrator ratings. Formative feedback throughout a course allows instructors to improve, while end-of-course surveys alone do not benefit students. The presenter advocates focusing ratings on facilitation of learning, communication and respect, and collecting formative feedback using closed-ended questions to avoid bias from open responses.
Supervision Skills on Postgraduate StudentsBC Chew
This document discusses supervision of postgraduate students. It notes that supervision involves managing students, providing educational support, and being supportive. Effective supervision requires understanding the three phases of students' journey - foundation, momentous, and final stages. It also requires skill in three areas - management, education, and support. The goal of supervision is to produce a quality thesis finished on time and to help students publish and present their research. Challenges include ensuring training prepares students for careers. Suggestions are made to improve skills training and graduation rates through better planning of students' programs.
A lecture by Mohamed Labib Salem: Teaching versus research in academia a symb...Prof. Mohamed Labib Salem
Presented at The 35th Conference of the Association of Egyptian American Scholars: Cooperation among Scholars in Egypt and Abroad: Strategies and a Vision for Modern Education
December 27-29, 2008, Supreme Council of Universities, Cairo – Egypt
The ‘assessment for learning’ pedagogical approach in an Academic Integrity o...Neda Zdravkovic
The document discusses the application of an "assessment for learning" approach in designing an online academic integrity course at the University of Auckland. It describes how formative and summative assessments were incorporated using interactive activities, self-assessments, and scenario-based questions to provide feedback and enhance learning. Challenges included a large and diverse student body and assessment criteria. Solutions involved question banks, randomized questions, and feedback for all answers. The goal was to use assessment to both evaluate understanding and promote problem-solving skills and continued learning.
1. The document discusses TESTA (Transforming the Experience of Students Through Assessment), a mixed-methods approach to understanding assessment practices and their impact on student learning.
2. TESTA addresses three common problems: variations in assessment leading to uncertainty about quality, an over-reliance on high-stakes summative assessment over formative assessment, and disconnection between feedback and future work.
3. The data from TESTA highlights four key themes: large variations in assessment patterns between programmes; high levels of summative assessment and low levels of formative assessment; disconnected feedback that does not feed into future work; and student confusion about learning goals and standards due to inconsistent practices.
1. The document summarizes the findings of the TESTA (Transforming the Experience of Students through Assessment) project, which examined assessment practices across multiple university programs.
2. The project found that most programs had high levels of summative assessment but low formative assessment. Feedback was often delivered too slowly to impact student learning and students found it unclear and not actionable.
3. Through analysis of assessment patterns, student surveys, and focus groups, the project identified ways to improve assessment practices, such as increasing formative assessment, clarifying standards, speeding up feedback, and helping students apply feedback to improve. The goal is to make assessment practices better support student learning.
Implications of TESTA for curriculum designTansy Jessop
This document discusses the implications of TESTA (Thinking about Education, Students, Teaching and Assessment) for curriculum design. It addresses some common problems with assessment and feedback such as an over-reliance on summative assessments, lack of formative feedback, and confusion about learning goals and standards. The document presents case studies of programmes that have successfully implemented more formative assessment and feedback. It also provides principles and tactics for using formative assessment, improving feedback dialogues between students and lecturers, and helping students better understand expectations and criteria. Overall, the document argues that applying TESTA concepts can help rebalance assessment, strengthen connections across modules, and ultimately enhance student learning outcomes.
This document discusses teaching excellence from the perspectives of several educators at Newcastle University. Key points discussed include:
- Dr. Phil Ansell raises the question of what constitutes excellent teaching with small vs. large class sizes.
- Katie Wray provides an example of an innovative teaching approach using multidisciplinary teams.
- Jason Steggles discusses his approach to lecturing large classes and the challenges of marking and feedback.
- Various educators reflect on their experiences with the university's teaching excellence award process and criteria.
- The discussion considers how to define teaching excellence and whether innovation is required, or if fitting the context is most important. Student perspective is also acknowledged as important.
Improving student learning through taking a programme approachTansy Jessop
1) The document discusses challenges with assessment and feedback at the program level, including an over-reliance on summative assessments, disconnected feedback between modules, and a lack of clarity around goals and standards.
2) It proposes using a programme assessment approach called TESTA to help address these issues by balancing formative and summative assessments, improving connections between modules, and increasing student involvement in co-creating assessment criteria.
3) Preliminary results from using TESTA include rebalancing assessment ratios, better assessment progression, improved student learning outcomes, and higher student satisfaction scores.
Fostering scientific critical thinking and creativity in higher education – C...EduSkills OECD
This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
This document outlines a workshop on assessment and feedback approaches. It discusses challenges with current assessment practices, such as an over-reliance on summative assessments and a lack of formative feedback. It then presents the TESTA (Transforming the Experience of Students Through Assessment) approach, which aims to address these issues by taking a whole-program approach to balancing summative and low-stakes formative assessments and improving feedback practices. The workshop involves examining assessment data, discussing challenges, and learning TESTA principles for improving assessment design and student experience.
The document discusses the need for universities to adopt scientific principles of curriculum development when designing their syllabus documents. Currently, university syllabi are lacking important information and not meeting stakeholder expectations. Proper curriculum documents should include objectives, assessment guidelines, time allocation and resource requirements. Adopting curriculum development practices could help reform university teaching and examinations by creating more valid and reliable question papers. Universities should learn from the curriculum development cells in Maharashtra polytechnics to improve their syllabus documents.
Put yourself in the Student's Chair presentation on 2nd International Lean Six Sigma Conference for Higher Education in Arnhem, The Netherlands, organized by HAN University of Applied Sciences
Fostering a culture change in assessment and feedback through TESTATansy Jessop
This document summarizes a presentation about fostering culture change in assessment and feedback through TESTA (Transforming the Experience of Students Through Assessment). The presentation addresses four main problems: 1) uncertainty about why assessment methods are used, 2) curriculum design privileging content over complex learning, 3) challenges with educational change initiatives, and 4) disconnect between feedback and future work. It outlines TESTA principles and themes identified from its use, including high summative/low formative assessment ratios, disconnected feedback, and lack of clarity about goals and standards. Case studies demonstrate successful formative assessment practices and principles. The presentation emphasizes engaging students in assessment through co-creating criteria, calibration exercises, and exemplars to internalize goals and standards
Similar to Faculty reactions (and resistance) to the teaching of Evidence-Based Management. (20)
1. The document discusses applying an evidence-based approach to solving organizational problems using Novartis as a case example.
2. The first step in evidence-based management is to clearly define the problem being addressed. Often, problems presented are vague and unclear.
3. The case focuses on people's performance in the workplace. Key assumptions about factors like feedback, meaningful work, and recognition were examined based on scientific literature.
4. Evidence showed these factors can positively impact performance when implemented appropriately. Novartis then applied these findings by developing tools and training, and conducting a randomized study to measure effects.
Introducing EBM to DCU: From small start to influencing Business School Curriculum Reform
Over time, Dr. Claire Gubbins introduced elements of evidence-based management (EBM) into modules for the Masters in HRM and Executive MBA programs at DCU. This included assignments analyzing scientific evidence and organizational data to answer HR questions. Feedback was positive. EBM was then expanded across the MBA program through additional workshops, data analytics training, and enhanced assignments. Based on success within programs and feedback, EBM is now being introduced as a curriculum reform across all undergraduate and postgraduate programs through a multi-year phased approach taught by multiple faculty.
The document discusses initiatives taken at the University of Prince Edward Island (UPEI) to teach Evidence-Based Management (EBMgt). It describes a three stage process of incorporating EBMgt into undergraduate and graduate courses over time. Key aspects discussed include using a "pull" approach to teach research skills, incorporating library sessions, case competitions, and reflections on successes and challenges faced. EBMgt concepts have been integrated into courses such as research methods, strategy, and organizational behavior courses at both undergraduate and graduate levels using various techniques.
This document provides an overview of the hybrid Sobey Executive MBA (EMBA) program at Saint Mary's University, which uses an evidence-based management approach. The 16-month program includes both online and in-person modules covering topics such as accounting, finance, marketing, and strategy. Assessments include low-stakes formative checks, medium-stakes summative creative projects, and high-stakes techniques like completing a rapid evidence assessment. The program aims to prepare executives with evidence-based skills through its applied research projects and will continue innovating its hybrid delivery model and assessments.
The document outlines the teaching of evidence-based management (EBMgt) at the Australian National University (ANU) using an integrated curriculum approach. It introduces the EBMgt teaching team and their roles in developing the curriculum. Key aspects of the EBMgt curriculum include embedding critical thinking and metacognitive skills development across courses, using "spotlights" like mini critical appraisal tools (CATs) in most courses. The curriculum has evolved since 2016 to establish EBMgt as a core course and better align assessments and learning activities. Challenges include developing an EBP framework across programs and courses as well as priming pre-experience learners.
The document discusses several barriers students should be aware of when critically appraising organizational data, including: 1) the absence of a logic model, 2) garbage in/garbage out, 3) measurement errors, 4) small sample sizes, 5) confusing percentages and averages, 6) misleading graphs, and 7) issues with regression analysis like goodness of fit. It provides examples and definitions for each barrier to help students understand potential problems with organizational data and how to properly evaluate it.
The document summarizes Martin Walker's workshop on fads in information technology. It discusses how new technologies and methods are often labeled as magic or revolutionary before their true impacts and limitations are known. It provides blockchain, agile development, and digital transformation as examples of concepts that have been adopted as fads in some cases. The document emphasizes the importance of questioning new solutions, understanding the problems they aim to address, and having evidence that they are better than alternatives rather than blindly trusting proponents of new technologies.
This document discusses building organizational capacity for evidence-based practice through effective onboarding. It defines onboarding as a process for integrating new employees into their roles and an organization's culture. The case focuses on a company called "Bright Co." that is struggling with new hire productivity and turnover. To address this, the company aims to provide new hires with an efficient onboarding process to help them feel confident and able to contribute within 30 days. Common onboarding issues are identified through surveys of HR, supervisors, and new hires. Potential solutions discussed include immersing new hires in the culture through activities, empowering them with guidance and training, and measuring the onboarding process through surveys and integration with HR systems.
This document discusses evidence-based HR consulting and provides three examples. It summarizes the key findings from research on assessing potential, faultlines and diversity, and leadership development. For assessing potential, it analyzed hundreds of studies to identify the most predictive traits. For faultlines, it reviewed evidence that faultlines can harm team performance and developed an assessment tool. For leadership development, it audited an organization's programs based on reviews of what develops leaders most effectively. The document advocates using evidence to guide HR practices and solutions.
This document provides tips for introducing evidence-based management (EBMgt) into an organization without upsetting colleagues and bosses. It advises asking open-ended questions to understand existing views rather than confronting people with contradictory evidence. It also suggests taking small, incremental steps by focusing on one or two EBMgt aspects at a time, enhancing understanding of science through practical examples, and increasing accountability while avoiding an overly fundamentalist approach.
Key Note of the EHMA 2016 Annual Conference in Porto
In this key note, Rob Briner and Eric Barends from the Center for Evidence Based Management will discuss the basic principles of EBMgt and consider why while most people agree with the principles of EBMgt, few organisations are able to take advantage of its potential benefits. Utilising interactive social media tools
Rob and Eric will demonstrate how EBMgt can be used to separate the wheat from the chaff.
Big data, evidence-based, predictive analytics, today these terms are all over the place. Is this just another fad or an irreversible trend? An increasing group of HR leaders relies on science, critical thinking and data analyses to make decisions.
Evidence-based HR, however, is still perceived by many as too time-consuming, narrow or impractical. Meanwhile, evidence-based practice is becoming mainstream in many other disciplines (like medicine). This is the momentum for pioneering HR leaders to seize the opportunity and make a difference with evidence. As part of an inclusive approach, valuing different perspectives.
We will enter into the dialogue about the why, the what, and most of all the how of evidence-based HR. How to get started and how to blend it with softer, less tangible HR practices? A pragmatic introduction, with realistic ambitions and openness towards other approaches.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Faculty reactions (and resistance) to the teaching of Evidence-Based Management.
1. Faculty reactions (and resistance)
to the teaching of
Evidence Based Management
Neil D. Walshe – University of San Francisco
Rob B. Briner – University of Bath
2. Overview
Introduced EBMgt as a 2 unit (24 contact hours) graduate elective
After three classes and 90 students (on a scale from 1 to 6):
“How useful will this class be in your work” 5.9
“Was this a positive learning experience” 5.9
“Should other students in your program to take this course” 6.0
Highest ranked graduate elective both years delivered
Ranked 7th in School of Management both years
Wait…
3. Faculty resistance to EBMgt…
The problem:
EBMgt students contacted their future professors asking what evidence
base they would be drawing upon in their forthcoming class and to
what extent support and source materials would be provided.
EBMgt students also contacted past professors asking them for
clarification, confirmation and provision of evidence from past classes
which supported the conclusions drawn from that class.
4. Faculty resistance to EBMgt…
The problem:
EBMgt students contacted their future professors asking what evidence
base they would be drawing upon in their forthcoming class and to
what extent support and source materials would be provided.
EBMgt students also contacted past professors asking them for
clarification, confirmation and provision of evidence from past classes
which supported the conclusions drawn from that class.
5. Faculty resistance to EBMgt…[2]
Q: What evidence do you have that this is a “problem”?
Q: For whom is it a problem?
Concern was directed at the volume of inquiries relating to the “evidence”
behind their specific classes was being questioned.
It was taking up lots of time.
It was perceived as a slight on their teaching ability and academic credibility
Wait…
6. Behind the resistance…
Faculty resistance was towards “evidence”, “evidence based management”
and in turn the student awareness to the role of evidence in management
education…or the lack thereof.
What is this?
Why should I care?
Why should I change?
Why is what I’m doing all of a sudden wrong?
These are not irrational concerns
Formal and informal resistance were present:
7. Formal resistance…
GPC blocked, by vote (6/2), offering the class pending review to address
A review of all course materials
A review of all course assignments
A review of course grade distribution
A review of student learning and satisfaction*
A review of syllabai from comparable institutions
9. Formal resistance…
GPC blocked, by vote (6/2), offering the class pending review to address
A review of all course materials
A review of all course assignments
A review of course grade distribution
A review of student learning and satisfaction*
A review of syllabai from comparable institutions
10. Formal resistance…
GPC blocked, by vote (6/2), offering the class pending review to address
A review of all course materials
A review of all course assignments
A review of course grade distribution
A review of student learning and satisfaction*
A review of syllabai from comparable institutions
11. Formal resistance…
GPC blocked, by vote (6/2), offering the class pending review to address
A review of all course materials
A review of all course assignments
A review of course grade distribution
A review of student learning and satisfaction*
A review of syllabai from comparable institutions
12. Formal resistance…
GPC blocked, by vote (6/2), offering the class pending review to address
A review of all course materials
A review of all course assignments
A review of course grade distribution
A review of student learning and satisfaction*
A review of syllabai from comparable institutions
13. Formal resistance…
GPC blocked, by vote (6/2), offering the class pending review to address
A review of all course materials
A review of all course assignments
A review of course grade distribution
A review of student learning and satisfaction*
A review of syllabai from comparable institutions
14. Faculty resistance…
The review hearing:
Crash course in EBP & EBMgt
Syllabai review and design rationale
Student learning measures
CAT summaries from all classes to date
Student testimonials (LE, Google, FB, Apple)
An appeal…
15. Informal resistance…
If you want an answer, ask a question:
1. To what extent are you aware of EBMgt?
2. Do you think EBMgt should be part of the Management
curriculum? Why?
3. What benefits or concerns do you have with the inclusion of EBMgt
in the Management curriculum?
16. Informal resistance…[2]
• “EBMgt is an academic construct which has no relevance or
practicality to graduate student populations (MBA/ExecMBA)”
• “That faculty already do use “evidence” in the way of “research”
• “EBMgt is a fad and has little evidence behind it”
• “That EBMgt / EBP is too new a concept to include in curriculum”
• “That the inference of EBMgt is that everything else is not evidence
based”
17. Informal resistance…[3]
• “It is too difficult to produce sources for eveything we teach”
• “EBMgt is limiting the scope for me as an instructor to apply my
experience to theory and research”
• “Management is art, not science. Evidence is about black and white, true
and false. That's not how management education operates. You can't
teach that”
• “EBMgt ignores instructor experience and intuition in the classroom. It
leaves the professor outside the door. People want a classroom to be a
place where experiences are shared, not just facts”
• “Cal, Stanford or LSE aren't doing it so why should we?”
18. Informal resistance…[3]
• “EBMgt is a threat to academic freedom. It is just one way of framing
the Mgt literature. It doesn't mean my way is less right just because
there isn't evidence”
• “EBMgt should be called Research Informed Management. We all use
research - this isn’t anything new”
• “EBMgt means we have to re-do syllabai in light of what IT SAYS. Why
doesn't it have to revise what it teaches in light of what WE SAY”
19. So what?
• Students of EBMgt appear to be empowered to question professors,
current and past, about their views and commitment to evidence in
the classroom.
• Educators, be they supporters of evidence-based practice or not, are
gatekeepers to academic curricula. Their influence should not be
discounted.
• There appears to be the potential for faculty to be fearful of both
“evidence” and “evidence based management”.
20. So what?
• Students of EBMgt appear to be empowered to question professors,
current and past, about their views and commitment to evidence in
the classroom.
• Educators, be they supporters of evidence-based practice or not, are
gatekeepers to academic curricula. Their influence should not be
discounted.
• There appears to be the potential for faculty to be fearful of both
“evidence” and “evidence based management”.
21. So what? [2]
The principle basis for these fears appear to stem from a belief that EBMgt:
• Is a threat to the idea of academic freedom
• Is purely academic issue that has little or no relevance to students involved in
the practice of management
• Is the enemy of innovation, creativity and the process of intellectual
interpretation (for students).
• Is difficult to do, time consuming and outside of the traditional academic role.
22. Some unsolicited advice…
The field of Evidence-Based Management may need to pay greater attention
towards the specific education of faculty in management schools. Efforts
may need to be directed towards informing educators on:
• (a) The specific motivations and goals of Evidence-Based Management
• (b) The potential benefits (and limitations!) of an evidence-based practice
within the field of management education.
• (c) The extent to which evidence-based practice is present not just in other
fields of practice but in other academic disciplines (e.g. it is not “new”)
23. Moving forward…
There is a need to create a priming process for EBMgt:
Doing so may:
• Limit faculty fears around the threat of evidence
• Increase the legitimacy of EBMgt (and hopefully its adoption)
• Preserve the legitimacy of educator’s specific beliefs and frameworks
of how management is taught.