Education Short Courses Research Articles

Liliana Lemaître’s technological race: innovate or fall behind

Learning outcomes Upon completion of this case study, students will be able to analyze the interplay between small business growth and innovation in sustainable entrepreneurial success; evaluate factors influencing the adoption of technological innovations within startups; and decide on the optimal technological innovation for achieving sustainable growth in a startup. Case overview/synopsis This case study is about Liliana, a young Colombian entrepreneur. She had to decide how to innovate in her process of providing regulatory compliance and due diligence consulting services. According to Law 1778 of 2016, compliance and due diligence services became mandatory for companies with international operations in Colombia. Lemaître, Liliana’s venture, provided this service in an artisanal way. However, her market required the incorporation of technologies. Liliana must choose what to automate in her process and what to keep traditional. Not innovating meant Lemaître would be unable to grow, causing the sustainability of the business would to be at risk. Complexity academic level This case study is suitable for use for master of business administration students and in executive education short courses. Supplementary materials Teaching notes are available for educators only. Subject code CSS 3: Entrepreneurship.

Beverley-Anne Joseph: cheers to the perseverance of an entrepreneur

Learning outcomes The learning outcomes of this study are as follows:▪ evaluate the difficulties of entry-level women entrepreneurs in the South African farming industry;▪ appreciate the entrepreneurial journey of a women entrepreneur in the farming industry;▪ assess the role of networking and support programmes in prompting women entrepreneurs in South Africa;▪ understand the role of diversification in building a sustainable business in today’s COVID-19-affected economic environment;▪ make an informed decision regarding how COVID-19 had negatively affected the farming industry; and▪ critically evaluate which options are available for women entrepreneurs to overcome the negative effects of COVID-19 and remain sustainable businesses. Case overview/synopsis In April 2021, managing director and co-owner Beverley-Anne Joseph, was considering the long-term business strategy options for Zelpy, her hop farm business outside George, a town in the Western Cape, South Africa. As the first black woman hop farmer in Africa, she had run a successful business supplying hops to South African Breweries (SAB), a subsidiary of the global conglomerate Anheuser-Busch InBev (AB InBev). To date, her hop farming business had not been impacted by the South African Government’s COVID-19 lockdowns that impacted the sale of alcoholic beverages. However, it had given her a wake-up call as to the risk of having most of her eggs in one basket. She now had to consider how to diversify her farming business to minimise risk. Complexity academic level MBA, Masters in Management, Postgraduate Diploma in Business and Executive Education short courses. Supplementary materials Teaching notes are available for educators only. Subject code CSS 3: Entrepreneurship.

The rise (and almost fall) of Maneli Pets

Learning outcomes At the end of the case discussion, students should be able to:▪ analyse and discuss networks as a form of social capital;▪ identify and discuss alternative growth strategies for an small, medium, micro enterprise (SMME) in the context of prevailing challenges;▪ use the six domains of the entrepreneurship ecosystem to identify and discuss factors that enhance and challenge a business with particular reference to an SMME; and▪ analyse and understand the key dimensions of entrepreneurial behaviour using the case protagonist as an example. Case overview/synopsis Nhlanhla Dlamini, the managing director of Maneli Pets based in Johannesburg, South Africa had opened an office in Cincinnati in the USA in July 2019 to take over the distribution and marketing of the company’s high-quality protein pet treats. Just over eight months later, the COVID-19 pandemic exploded across the world resulting in unprecedented disruption to people’s lives, world trade and the global economy.Now, in June 2022, Dlamini contemplated the successes and challenges he had experienced since starting Maneli Pets in 2016, not least of which was parting company with US-based Novel Dog LLC, which had previously marketed and distributed the pet treats. He had built an internationally accredited factory from scratch, produced pet products and a brand that was appealing to the competitive international market, and exported to 12 countries around the world. However, Dlamini had also faced the retrenchment of a large number of staff, the breakdown of the relationship with Novel Dog, the difficulties of setting up a distribution business in the USA along with overseeing the South African factory, and in September 2019, his co-founder, Sipha Ndawonde, had left Maneli Pets.Maneli Pets had served Dlamini’s philanthropic purpose of creating jobs and contributing to the growth of the South African economy. Despite the setback of parting ways with Novel Dog, he hoped to continue to create jobs and return to and exceed the staff numbers he had achieved by 2018, regardless of the hard work involved.In his dual position of managing director of Maneli Pets, based in Johannesburg, and sales director of the distribution and marketing arm, Nandi Pets Inc. in Cincinnati, Dlamini had a global view of the companies’ financials that he realised had been missing initially. Would the new structure of Maneli Pets he had created in 2019 in a pre-pandemic world see the company profitable by the end of 2022? What else could he do to take the company to the next level? Complexity academic level MBA, Masters in Management, Postgraduate Diploma in Business, Executive Education short courses. Supplementary materials Teaching notes are available for educators only. Subject code CSS 3: Entrepreneurship.

Backward mapping from outcomes: Using a realist evaluation lens to evaluate an international aid program

In this paper, a backward mapping approach to realist evaluation is used to evaluate the efficacy of an international inclusive education short course program in transforming inclusive perspectives and practices of educators from Nepal who were considered leaders in inclusive education. The program, an Australia Awards South and West Asia (AASWA) short course, delivered by an Australian university, was designed to build on the existing capacity of the participants to lead the implementation of inclusive education reforms and system enhancements within the school system in Nepal. Data collected before, during and after the program provide insights into the ways in which participants responded to the program. Our findings indicate that a deep understanding of context is needed by program planners to identify how and why particular mechanisms are triggered that lead to transformative learning of the participants. We suggest that backward mapping as a methodology is a viable realist evaluation process to evaluate complex programs such as the short-term international aid program on IE. Our paper concludes with recommendations for developers of similar programs in the future.

‘We Need to Go Back to Our Schools, and We Need to Make that Change We Wish to See’: Empowering Teachers for Disability Inclusion

ABSTRACT Despite a sound policy framework, the right of learners with disabilities in South Africa to inclusive and equitable quality education is not being met. A key reason hindering the realisation of this right is that there are very few teacher education programs focused on supporting learners with disabilities. Acknowledging the urgency of teacher education, in this paper we draw on qualitative data from 109 teacher participants and 39 course facilitators of a series of disability inclusion-focused teacher education short courses in the Western Cape province of South Africa. Based on their experience of the courses, we consider how teachers can be empowered to meet the diverse needs of their learners within an inclusive framework. Findings highlight that professional and personal growth facilitated a more empathic understanding of learners and the opportunity to collaborate with others, enabling teachers to find creative ways of solving problems faced in their workplaces. To support teachers in meeting the needs of their learners, teacher training should facilitate active reflection on the role they play in shaping the lives of their learners, and prepare teachers to respond to challenges strategically, taking advantage of the resources available to them within and beyond their school environment.

Does a better-informed business school have more export success?

Learning outcomes The value of the DeLone & McLean model for planning actions before IS design and implementation can guarantee its success.The value of the DeLone & McLean model for IS auditing in critical dimensions of project success, including both hard and soft elements.Information and information systems are essential organizational resources that must be viewed in an interconnected way with the rest of the organization's resources and capabilities that systemically guarantee the achievement of the export objectives.The role of management commitment in the success of voluntary Information Systems. Case overview/Synopsis The case deals with Luis's decision to continue a Competitive Information System project. For his PhD research project, Luis designed and implemented an information system to support the export goals of the business school for which he worked. Three months later, the System obtained positive feedback and user satisfaction but deficient System usage levels. Luis does not know whether to continue with the project or not. If he decides to continue, further steps are needed to increase the System's use for contributing to the export goals. Complexity academic level The case is suitable for use with MBA students and executive education short courses. Supplementary materials Teaching notes are available for educators only. Subject code CSS 5: International Business.

Nonkululeko Gobodo: a challenger challenged

Learning outcomes This case study aims to ensure that, students should be able to recognise the behaviours that influence the in-member out-member categorisation that transpires in the workplace, both from the leader’s perspective and that of the followers; determine and understand the relevance of forming interpersonal relationships in the workplace and that interpersonal relationships create fundamentally positive or negative work experiences and impact on career opportunities in the workplace; gain an understanding of the internal bias and subjective comfort that leaders must actively overcome to establish an environment in which the entire team becomes in-group members; and be able to assess the contextual variables that contribute to the negative or positive aggravation of the leader–member exchange. Case overview/synopsis It was 16 October 2014, and Nonkululeko Gobodo, Executive Chair of accounting firm SizweNtsalubaGobodo, was looking to her younger sister, Notemba Dlova, for emotional support, as she sought to address an important issue that was on the agenda of the firm’s board of directors’ meeting the following day. Tensions between her and Victor Sekese, Chief Executive Officer of the firm, were mounting, and a number of the directors were unhappy with the status quo. “How do you think I should address the issue?” she asked Dlova. Both sisters knew that at stake was Gobodo’s future at the firm she had battled so hard to build up in the face of racial and gender stereotypes. Complexity academic level The case study is appropriate for use in a range of postgraduate courses aimed at Master’s in Management and Master of Business Administration (MBA)-level students. It is also suitable for use in postgraduate diplomas in business and executive education short courses. Supplementary materials Teaching notes are available for educators only. Subject code CSS 6: Human Resource Management.

Professionalization and growth of a Kenyan family business – Jeff Hamilton

Learning outcomes Upon completion of the analysis of the case, the students will be able to distinguish between a family business and a non-family business, evaluate the professionalization strategies used by Jeff Hamilton and categorize the type of family business that Jeff Hamilton is so far using the model of professionalization developed by Dekker et al. (2013). The model classifies family firms into four types according to their level of professionalization: autocracy, domestic configuration, administrative hybrid and a clench hybrid. Case overview/synopsis The case highlights how Jeff Hamilton, a family business that began in Kenya and has grown regionally in East Africa, has professionalized its operations and, by so doing, facilitated its growth. The family business is run by Major Boke and his wife Lucy Boke and was ranked number 31 in the 2019 top 100 SME survey conducted yearly by KPMG in collaboration with Nation media group – a Kenyan media company. The dilemma revolves around decision-making in the times of the COVID-19 pandemic, where structures put in place to professionalize the business facilitated the decision-making. Complexity academic level The case can be taught to undergraduate and graduate-level entrepreneurship and family business courses. It can also be taught to executive education short courses on family business and entrepreneurship. Supplementary materials Teaching notes are available for educators only. Subject code CSS 3: Entrepreneurship.

Design, implementation and evaluation of an education course to promote professional self-efficacy for breastfeeding care

The objective of this study was to determine the effect of an education short course on professional’ self-efficacy in the area of breastfeeding care. The intervention had a pre-post design. A total of 43 healthcare professionals attended the course. The Kirkpatrick model for the development, implementation and evaluation of education actions was used for a 4.5-h course. The aspects evaluated included professionals’ satisfaction and learning regarding confidence to support lactating mothers, perceived transfer of knowledge to the workplace and organizational changes. Data were collected using self-administered questionnaires (participants, unit managers, and education planners), before and after the intervention. Participants' satisfaction with the education action was high in all of the aspects measured (greater than 3.9 in scores of 0–5). Professionals showed a significant increase in self-efficacy levels for supporting breastfeeding (Wilcoxon test p-value = < 0.05, before intervention: median = 55, [IQR] = 11; after intervention: median = 60, [IQR] = 14). Participants, managers and organizers of the course identified changes in the way that professionals cared for breastfeeding mothers. In conclusion, this educational intervention enhanced professional self-efficacy and performance in breastfeeding care.

Knowledge and Practice for Bio-Medical Waste Management among Healthcare Personnel at Kabgayi District Hospital, Rwanda

Background Globally, about 10 to 25% of the volume of bio-medical waste from hospitals and healthcare institutions presents a serious health risks to patients, healthcare personnel, and anybody who comes in contact with it. The waste management practices in Rwanda healthcare facilities are poor and need improvement. Objectives To assess the knowledge and practices regarding bio-medical waste management among healthcare personnel at Kabgayi district hospital in Southern Province of Rwanda. Materials and Methods A cross-sectional study design was conducted. A total of 200 healthcare personnel were selected randomly out of 400 target population including doctors, nurses, social workers, and cleaners. Structured questionnaire was used to collect data. Descriptive analysis using frequency and proportions were used. Chi-Square test was used to determine the association between the variables and level of significance was set at p ≤ 0.05. Results The study found that about half (49.0%) of healthcare personnel had good knowledge about waste management. We found that the majority of healthcare personel 133(66.5%) had poor practices towards bio-medical waste management. The factors associated with good practice were better knowledge on bio-medical waste management (p=0.013) and older age group (p=0.001). Conclusion/Recommendations The level of in both knowledge and practice towards bio-medical waste management among healthcare personnel was low. Continuing education and training programmes and short courses on bio-medical waste management should be carried out to improve the knowledge and practices towards bio-medical waste management among healthcare personnel.

Knowledge translation from continuing education to physiotherapy practice in classifying patients with low back pain

Objectives:Physical therapists have used continuing education as a method of improving their skills in conducting clinical examination of patients with low back pain (LBP). The purpose of this study was to evaluate how well the pathoanatomical classification of patients in acute or subacute LBP can be learned and applied through a continuing education format. The patients were seen in a direct access setting.Methods:The study was carried out in a large health-care center in Finland. The analysis included a total of 57 patient evaluations generated by six physical therapists on patients with LBP. We analyzed the consistency and level of agreement of the six physiotherapists’ (PTs) diagnostic decisions, who participated in a 5-day, intensive continuing education session and also compared those with the diagnostic opinions of two expert physical therapists, who were blind to the original diagnostic decisions. Evaluation of the physical therapists’ clinical examination of the patients was conducted by the two experts, in order to determine the accuracy and percentage agreement of the pathoanatomical diagnoses.Results:The percentage of agreement between the experts and PTs was 72–77%. The overall inter-examiner reliability (kappa coefficient) for the subgroup classification between the six PTs and two experts was 0·63 [95% confidence interval (CI): 0·47–0·77], indicating good agreement between the PTs and the two experts. The overall inter-examiner reliability between the two experts was 0·63 (0·49–0·77) indicating good level of agreement.Discussion:Our results indicate that PTs’ were able to apply their continuing education training to clinical reasoning and make consistently accurate pathoanatomic based diagnostic decisions for patients with LBP. This would suggest that continuing education short-courses provide a reasonable format for knowledge translation (KT) by which physical therapists can learn and apply new information related to the examination and differential diagnosis of patients in acute or subacute LBP.

Acoustics at Berklee College of Music and elsewhere

Students in the acoustics class at Berklee College of Music were non-science majors, but the course has done well, spanning over 50 semesters, and a number of those students have continued into graduate school and careers in acoustics. This paper will focus on the design and goals of the class, and will also discuss related experiences of teaching non-scientists in seminars, short courses, courses at other colleges, and the ASA-sponsored Continuing Education short course for architects.

Student perspective: A young, 75-year-old geophysical community

Celebrating the 75th anniversary of the Society of Exploration Geophysicists is definitely no small deal. And of course, the best occasion to do so was the 2005 Annual Meeting of SEG that was, appropriately to the circumstances, held in Houston. From Saturday, 5 November, until the following Friday, attendees could experience a wide variety of activities like Continuing Education Short Courses, technical presentations, receptions (organized by the meeting or by companies), the exhibition hall (one highlight was the display of instruments and pictures that were part of our 75-year history), and so on. So, I guess that from a student perspective, one cannot help being overwhelmed with all that this meeting had to offer.

Quality assessment of continuing education short courses

Evaluates a short course entitled: “The implementation of managerial techniques in primary and secondary schools”, which was addressed to the headmasters of the primary and secondary schools in Patras, Greece. The course was designed utilizing the principles of total quality and the evaluation is focused on the degree of achievement of the objectives through the analysis of quality factors such as participation, methodology, content, subject knowledge and teaching ability of the course deliverers. The evaluation is based on questionnaires that were completed by the participants at different stages of the duration of the short course. Proposes a list of parameters that have to be considered in designing short courses for adults who already have a long professional experience.

Ten suggestions for including gifted education in preservice teacher education

New teachers have usually had little or no preparation for teaching the gifted students they will all encounter. Undergraduate education programs are crowded, and courses in special education do not usually focus on students who are academically advanced. The authors present ten suggestions for weaving information on gifted students into a variety of experiences, including other education courses, separate workshops or short courses, and opportunities outside the classroom. These suggestions can help prepare teachers for a type of diversity that is often overlooked.

Report on 'Spirituality, Within and Without RE: XVI Implicit Religion and Religious Education Short Course', Oxford, 24-25 September 1999

Report on 'Spirituality, Within and Without RE: XVI Implicit Religion and Religious Education Short Course', Oxford, 24-25 September 1999

A framework for the evaluation of continuing education short courses in dentistry

A framework for the evaluation of continuing education short courses in dentistry

A framework for the evaluation of continuing education short courses in dentistry.

The objective of this paper is to propose an evaluation framework for short courses in continuing education for general dental practitioners (GDPs) (so called, Section 63 courses). Existing monitoring and evaluation procedures in the West Midlands deanery were examined and an improved evaluation framework was then devised, piloted and revised. A 5 phase method was used incorporating the examination of existing practice (Phases 1 and 2), development of a new framework (Phase 3), piloting (Phase 4) and revision of the evaluation framework in the light of the pilot. This approach will be implemented in the West Midlands and may be adapted for national use (Phase 5). It was found that existing monitoring and evaluation was inconsistent in prevalence and scope. Those involved in short courses were in favour of a more consistent and visible evaluation, including some assessment of impact-on-practice and cost-effectiveness. In conclusion, meaningful evaluation needs to include four key processes: data gathering; data analysis; dissemination and, action planning (reviewing provision in the light of the data analysis). Thus, this evaluation framework feeds into a quality development cycle designed to ensure high quality and relevant short course provision for general dental practitioners.

Linking public health education and practice: the Australian experience.

The public health workforce in Australia is highly skilled, multifunctional, and drawn from a variety of backgrounds, including clinical practice and non-health areas. A wide range of activities is needed to meet the educational and training requirements of this workforce, including on the job inservice training, context specific continuing education programs and short courses, distance and self-directed learning packages, and postgraduate University level courses. The core components of public health today include: a social and political commitment to health, a shared responsibility between government and the public, and a multidisciplinary field of action. The challenge for those providing education and training for the public health workforce is to ensure graduates have the broad range of knowledge and skills needed in this climate. A system-wide approach to learning, where knowledge and skill development is related to the practices and settings of service and program delivery, will ensure strong links between education and practice.

Global Environment and Continuing Education for Engineer-Planners

The nature and significance of global environmental problems indicate that civil engineers are likely to be called on to assume an increasingly important role in solving these problems. The solutions to many will require expertise in the urban planning and development arena. As a result, civil engineers will need to improve their ability to effectively interact with planners, political decision makers, and the lay community at the international level. Therefore, it has been suggested that they should have some formal training in urban and regional planning. However, there is considerable debate among educators and practitioners regarding the extent to which planning courses should be incorporated into undergraduate civil engineering curricula. This paper discusses the need for continuing education programs and/or short courses in urban planning for the practicing engineer-planner. This approach is suggested as an alternative to requiring planning education for all undergraduate civil engineering students. Preliminary recommendations concerning the basic content and delivery of these programs and courses are also presented. This paper is intended to serve as a possible point of departure for a more detailed assessment of the need for continuing education for engineer-planners, including the needs of those who may practice on the international level.