This paper explores how principles of modularity are applied in operations management education in UK universities. It finds that OM modules demonstrate characteristics of modularity, including standardized learning outcomes, credit values, topics, and assessments. A survey of UK universities found that OM modules are similar at both undergraduate and postgraduate levels, covering core topics like the role of operations management, operations strategy, and lean operations. However, some variations exist between undergraduate and postgraduate modules. The findings indicate OM education in the UK has elements of both uniformity and flexibility.
Explores the application of modular princples within an Education context with specific reference to the delviery of Operations Management Modules delivered at UK Universities
PLM (Product Lifecycle Management) Solutions from Geometric enable customers to integrate product data across the complete value chain with effective collaboration across multiple sites, suppliers and vendors.
Explores the application of modular princples within an Education context with specific reference to the delviery of Operations Management Modules delivered at UK Universities
PLM (Product Lifecycle Management) Solutions from Geometric enable customers to integrate product data across the complete value chain with effective collaboration across multiple sites, suppliers and vendors.
Presentation of the work:
García-Peñalvo, F. J., Rodríguez-Conde, M. J., García-Holgado, A., Sánchez-Prieto, J. C., Gamazo-García, A., & Martínez-Abad, F. (2020). Study for the improvement of the Moroccan public higher education system based on a stretegic plan for learning technologies. In A. Balderas, A. J. Mendes, & J. M. Dodero (Eds.), Proceedings of the 22th International Symposium on Computers in Education (Online, November 9-13, 2020). CEUR-WS.org. http://ceur-ws.org/Vol-2733/
EVALUATION OF MODELS TO IMPLEMENT THE ISO 9001 PROCESS APPROACHmathsjournal
The ISO 9001 standard is adopted worldwide by organizations from different sectors. The ISO 9001:2015
guidelines for implementing the process approach require not only the identification of the organization
processes, but also the description of their interactions as a network system. Flow charts are a common
tool adopted in quality management to show the sequence flow of a process. However, they do not show
interrelations between different processes. The first aim of this study is to investigate the utilization of some
software engineering models to satisfy the process approach requirement in the ISO 9001:2015 standard.
The second aim is to show the implementation of the ISO 9001:2015 process approach and the "Plan-DoCheck-Act" (PDCA) cycle to manage academic programs processes as a case study and to present how the
proposed models can be utilized to describe the interactions between processes. Finally, the study used a
semi-structured interview methodology to evaluate the proposed models based on three criteria:
understandability, modifiability and process improvement.
EVALUATION OF MODELS TO IMPLEMENT THE ISO 9001 PROCESS APPROACHijseajournal
The ISO 9001 standard is adopted worldwide by organizations from different sectors. The ISO 9001:2015 guidelines for implementing the process approach require not only the identification of the organization processes, but also the description of their interactions as a network system. Flow charts are a common tool adopted in quality management to show the sequence flow of a process. However, they do not show interrelations between different processes. The first aim of this study is to investigate the utilization of some software engineering models to satisfy the process approach requirement in the ISO 9001:2015 standard. The second aim is to show the implementation of the ISO 9001:2015 process approach and the "Plan-DoCheck-Act" (PDCA) cycle to manage academic programs processes as a case study and to present how the
proposed models can be utilized to describe the interactions between processes. Finally, the study used a semi-structured interview methodology to evaluate the proposed models based on three criteria: understandability, modifiability and process improvement
Exploring Tools for Promoting Teacher Efficacy with mLearning (mlearn 2014 Pr...Robert Power
Slides for my presentation with Dean Cristol and Belinda Gimbert of Ohio State University at mLearn 2014, November 4, 2014, at Kadir-Has University in Istanbul, Turkey.
Governing Quality Of Online Content Through Threshold Standards: Facilitating...Charles Darwin University
A presentation outlining different approaches to ensuring quality of technology enhanced learning and teaching in higher education. Please cite: Sankey. M. (2017). Governing Quality Of Online Content Through Threshold Standards: Facilitating A Consistent Learning Experience. Online e-Learning Summit 2017. Sydney, 20-21 June.
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
2. Evaluation design of the cofimvaba ict4 red initiative - Bridge 2014 versionBenita Williams
This presentation was delivered to the Monitoring and Evaluation Colloquium of Bridge on 12 August 2014. It is based on a paper delivered at the SAMEA 2013 conference by Williams, Marais and Rampa
Presentation of the work:
García-Peñalvo, F. J., Rodríguez-Conde, M. J., García-Holgado, A., Sánchez-Prieto, J. C., Gamazo-García, A., & Martínez-Abad, F. (2020). Study for the improvement of the Moroccan public higher education system based on a stretegic plan for learning technologies. In A. Balderas, A. J. Mendes, & J. M. Dodero (Eds.), Proceedings of the 22th International Symposium on Computers in Education (Online, November 9-13, 2020). CEUR-WS.org. http://ceur-ws.org/Vol-2733/
EVALUATION OF MODELS TO IMPLEMENT THE ISO 9001 PROCESS APPROACHmathsjournal
The ISO 9001 standard is adopted worldwide by organizations from different sectors. The ISO 9001:2015
guidelines for implementing the process approach require not only the identification of the organization
processes, but also the description of their interactions as a network system. Flow charts are a common
tool adopted in quality management to show the sequence flow of a process. However, they do not show
interrelations between different processes. The first aim of this study is to investigate the utilization of some
software engineering models to satisfy the process approach requirement in the ISO 9001:2015 standard.
The second aim is to show the implementation of the ISO 9001:2015 process approach and the "Plan-DoCheck-Act" (PDCA) cycle to manage academic programs processes as a case study and to present how the
proposed models can be utilized to describe the interactions between processes. Finally, the study used a
semi-structured interview methodology to evaluate the proposed models based on three criteria:
understandability, modifiability and process improvement.
EVALUATION OF MODELS TO IMPLEMENT THE ISO 9001 PROCESS APPROACHijseajournal
The ISO 9001 standard is adopted worldwide by organizations from different sectors. The ISO 9001:2015 guidelines for implementing the process approach require not only the identification of the organization processes, but also the description of their interactions as a network system. Flow charts are a common tool adopted in quality management to show the sequence flow of a process. However, they do not show interrelations between different processes. The first aim of this study is to investigate the utilization of some software engineering models to satisfy the process approach requirement in the ISO 9001:2015 standard. The second aim is to show the implementation of the ISO 9001:2015 process approach and the "Plan-DoCheck-Act" (PDCA) cycle to manage academic programs processes as a case study and to present how the
proposed models can be utilized to describe the interactions between processes. Finally, the study used a semi-structured interview methodology to evaluate the proposed models based on three criteria: understandability, modifiability and process improvement
Exploring Tools for Promoting Teacher Efficacy with mLearning (mlearn 2014 Pr...Robert Power
Slides for my presentation with Dean Cristol and Belinda Gimbert of Ohio State University at mLearn 2014, November 4, 2014, at Kadir-Has University in Istanbul, Turkey.
Governing Quality Of Online Content Through Threshold Standards: Facilitating...Charles Darwin University
A presentation outlining different approaches to ensuring quality of technology enhanced learning and teaching in higher education. Please cite: Sankey. M. (2017). Governing Quality Of Online Content Through Threshold Standards: Facilitating A Consistent Learning Experience. Online e-Learning Summit 2017. Sydney, 20-21 June.
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
2. Evaluation design of the cofimvaba ict4 red initiative - Bridge 2014 versionBenita Williams
This presentation was delivered to the Monitoring and Evaluation Colloquium of Bridge on 12 August 2014. It is based on a paper delivered at the SAMEA 2013 conference by Williams, Marais and Rampa
COVERPAGE & ABSTRACT INFORMATIONTitleDo University Faculty.docxvanesaburnand
COVERPAGE & ABSTRACT INFORMATION
Title
Do University Faculty Model Technology Integration?
Terry Fakeperson
University of Patagonia, Chile
Abstract
The integration of technology into the classroom through instructor-modeled and learner-centered means is recommended best practice for teacher preparation. Using a self-report survey, this study investigated technology use by faculty in a university school of education program to determine (a) if university faculty model technology use within the learning environment, and (b) if student’s employ technology within educator preparation courses. Both were found to be dependent on the type of technology available. Overall results indicated (a) faculty do not model most technology integration types, and (b) a discrepancy exists between faculty modeling of technology integration and required student demonstration of technology integration. University faculty model less technology use than is expected of those enrolled in a teacher preparation program.
BEGIN BODY OF TEXT
University professors are are encouraged to model technology use within their instruction. (Insert reference #1 here) To create effective learning environments, certain essential conditions must be met: (a) the use of technology for traditional teaching, (b) the facilitation of content learning, and (c) technology use in the learning environment both in coursework and field experiences (Insert reference #2 here)
Teacher preparation must address competencies required for technology use by PreK-12 teachers (Insert reference #3 here). The Ed Tech teacher endorses the integration of instructional technology into teacher preparation coursework within six categories that are relevant to both groups. The categories include: Technology Operations and Concepts; Planning and Designing Learning Environments and Experiences; Teaching, Learning, and Curriculum; Assessment and Evaluation; Productivity and Professional Practice; and, Social, Ethical, Legal, and Human Issues (Insert reference #4 here).
In a discussion of technology in teacher preparation, Farnsworth (Insert reference #5 here) present four possible approaches: single course; technology infusion; student performance; and case-based. The first two approaches relate directly to faculty expertise in technology and the modeling of its use. Although the single course approach is taught by faculty experts and is easiest on implementation and record-keeping, negatives include poor integration of technology in content areas, lack of attention to individual technology knowledge differences, and a relatively short time frame for learning and technology use to occur. A single course usually presents only a functional view of technology with no focus on how to use it in a classroom. The technology infusion approach includes the integration of technology use in each course of a teacher preparation program. This approach offers opportunities for long-term technology use and the modeling of .
The application of lessons involves three process groups: analysis, storage, and retrieval. Root-cause analysis is used to determine the fundamental reasons for undesirable actions or conditions, promoting a culture of continuous improvement in project management. (Rowe, 2008)
In this report, I will submit the lessons learned listed below as an output of analyzing and studying the Heathrow Terminal 5 Project to be a guide for the improvement of the future organization's projects as a best practice approach. (Abramovici, 1999)
Assessing the Effectivenessof the Integrated Quality Management System (Iqms)...QUESTJOURNAL
ABSTRACT: The empirical analysis generally showed that the implementation of the Integrated Quality Management System is not effective at the College as management needs to ensure that performance management is conducted properly for improved results. The study suggests that the College should ensure that employee’s day-to-day activities are aligned to the organisation’s objectives. In addition, the staff development programmes should be informed by the output from performance evaluation to address barriers which hinder effective curriculum delivery. This study explored the understandings, views and experience of the academics of the College in the implementation of the Integrated Quality Management System. The general observation is that the system is not effectively implemented at the College. Continuous poor work at the College shows that performance management is not effectively implemented. The study was conducted using a questionnaire to gather data that was then analysed to produce findings through given objectives. The findings were then used to come up with strategies for effective implementation for academic growth that will hopefully improve the throughput and certification rates. The empirical analysis generally showed that the implementation of the Integrated Quality Management System is not effective at the College as management needs to ensure that performance management is conducted properly for improved results.
eLearning Maturity Assessment of the University of MauritiusM I Santally
The presentation reports the findings of the application of the EMM to assess the capability of the University of Mauritius with respect to the development and management of eLearning. The project was funded by the Mauritius Research Council.
Toward a quality assurance approach to e-learning courses.
Service modularity abstract modular education
1. Modular Education: an examination of Operations Management teaching in the UK
Des Doran
Brunel University
Abstract for Service Modularity Conference, Helsinki School of Economics, 20-21st January
2011
This paper explores the application of modular practices and principles within an
educational context. In particular the paper explores the provision of Operations
Management modules delivered at Universities located in the United Kingdom and assesses
the degree to which such modules demonstrate the characteristics of modularity
established within the manufacturing sector in terms of modular architecture, interface
capabilities and modular design protocol.
Whilst there is an abundance of literature examining the development and application of
modular principles and practices within a manufacturing context there is little evidence of
such application with the education sector where modularity and modular instruction has
been developing for over thirty years (Goldschmid & Goldschmid, 1973).
The expansion of modular education at both undergraduate and postgraduate levels has
gained impetus in the European Union (EU) as a result of the Bologna process which has
sought to bring uniformity to education provided within EU member countries in order to
accommodate ease of movement and transfer module credits from and between
institutions. Furthermore, Universities within the UK have used the modular approach to
design modular degree programmes and to standardise the way in which modules are
designed, assessed and delivered.
Research relating to Operations Management teaching (OM) within Europe has tended to
focus upon aligning OM teaching to the needs of industry (Hill, 1986, 1987; Nicholson,
1997), teaching Operations Management on Executive programmes (Goffin, 1998), the role
of simulations and technology (Smith, 1989; Richardson, 2000; van der Zee & Slomp, 2009),
POM teaching in Europe (Machuca & Luque, 2003), the importance of supply chain
management (2000) and the growing importance of service industries in OM teaching
(Armistead et al, 1986; Johnston, 1999). In terms of syllabus content, Voss (1984) and Hill
(1987) identified manufacturing policy, measurement of performance, international OM,
the application and use of technology, stock control, quality management, quantitative
approaches and service operations management were regarded as key topic areas in the
early eighties and manifest in both teaching and research activities. Clearly, much of this
content is still relevant in today’s operations environment and is likely to influence syllabus
content and delivery.
Email questionnaires were distributed to all Universities in the United Kingdom delivering
Operations Management modules on undergraduate or postgraduate degree programmes.
The findings indicate that the delivery of Operations Management modules demonstrates a
degree of uniformity aligned to the level of educational instruction and furthermore that
2. such modules exhibit modular characteristics in terms of learning outcomes, credit values,
topics studies, assessment strategies and indicative reading.
63 surveys were completed and returned during the period July to September 2010. Of this
total, 19 per cent of respondents taught OM at undergraduate level only and 30 per cent
taught at postgraduate level only; the remaining 51 per cent of respondents indicated that
they taught on both undergraduate and postgraduate OM modules. To avoid questionnaire
complexity, respondents were asked to complete the questionnaire by referring to
undergraduate or postgraduate only. 42 per cent of respondents chose to address the
delivery of undergraduate modules and the remaining 58 per cent of respondents elected to
focus on the delivery of OM on postgraduate modules delivered on MBA and MSc
programmes.
The findings indicate that close to 90% of respondents were involved in the design of
modules and that they had changed key elements of the module. The most popular changes
to modules included changes to module content (84%), assessment diet (71%), indicative
reading (68%), learning outcomes (46%) and module aims (41%). Such changes were
stimulated primarily by a need to reflect changes occurring in the field of Operations
Management (76%) and feedback from students (61%). The median value for credit value
associated with the module was 15 credits (43%) whilst the median value for the number of
module aims was between 1 and 3 (57%). The number of learning outcomes associated with
the module was generally between 4 and 5 (59%). In terms of module content there was
some degree of alignment between postgraduate and undergraduate programmes (Table I)
although there were a number of deviations (Fig I)
3. Table I – Module content
Content area Postgraduate Undergraduate All Ranking
(All)
The role of Operations 97% (1) 88% (3) 93% 1
Management
Operations Strategy 91% (3) 84% (5) 88% 3
Process design 81% (6) 96% (1) 88% 3
Job design and work 47% (9) 56% (8) 51% 7
organisation
Capacity management 88% (4) 80% (6) 84% 4
and control
Inventory 84% (5) 68% (7) 77% 5
management
Lean operations and 94 % (2) 92% (2) 93% 1
JIT
Supply Chain 94 % (2) 88% (4) 91% 2
Management
Project planning and 53% (8) 48% (9) 51% 7
management
Business process 60 % (7) 84% (5) 70% 6
improvement
techniques and tools
Global Operations 44% (10) 24% (10) 35% 8
Management
Ranking of content areas shown in parentheses