Management-related Courses Research Articles

Disaster response self-efficacy of nursing students: Perceived level and associated factors

ObjectivesThe study aimed to assess the level of disaster response self-efficacy (DRSE) among nursing students in Bangladesh and examine the factors influencing their level of DRSE. MethodsA cross-sectional study design was used for this research. A self-administered descriptive structured questionnaire was used to collect survey data from 573 students of nursing colleges in four districts: Chattogram, Dhaka, Khulna, and Rajshahi. The Bengali version of the DRSE Scale was adopted and used to measure the outcome variable. ResultsThe nursing students exhibited a moderate level of disaster response self-efficacy (Mean = 3.63; SD = 0.73), as well as moderate levels of knowledge (Mean = 3.87; SD = 0.71), skills (Mean = 4.24; SD = 0.91), and preparedness (Mean = 4.31; SD = 0.76) in disaster management. Significant positive correlations were found between respondents' disaster knowledge (r = 0.447, p < 0.01), skills (r = 0.516, p < 0.01), and preparedness (r = 0.701, p < 0.01) with disaster response self-efficacy. Gender, age, having children in the household, post-basic BSc in nursing students, and disaster knowledge were significantly associated with nursing students' DRSE. Female respondents had a 0.27-unit lower DRSE (β = −0.270 (95 % CI: −0.389, −0.115), p < 0.001) than male respondents. Besides, the respondents per unit increase in disaster knowledge occurred a 0.438-unit increase in DRSE (β = 0.438 (95 % CI: 0.367, 0.510), p < 0.001). However, no statistically significant associations were found between the respondents' disaster experience and disaster-related training with their DRSE scores. ConclusionImproving disaster management knowledge by including disaster management-related courses and organizing more training, drills, seminars, and workshops may improve their DRSE.

Influence of Gender on Career Choice and Academic Performance

The study aims to examine how gender affect students' academic achievement and career targets or choices in Nigerian colleges. The sample of this study consisted of 261 final year students in various universities across Nigeria. Data was collected using questionnaires featuring questions on academic accomplishments and other pertinent information. The results of the study indicated that male students had a slightly higher overall CGPA score compare to the female students; and as regards career aspirations, more female students were inclined to study art and management related courses while more males were found in engineering and technology-based courses. The research found that gender difference does not significantly affect students' academic success in Nigerian colleges. Instead, the research discovered that students' perceptions of gender had a substantial influence on their career aspirations. The study recommends that promoting freedom in choosing careers is likely to steer students toward other professions that are completely at odds with their gender preferences

CandiDating Game: An Exercise in Interviewing and Hiring

This article describes a game show-style classroom exercise that is appropriate for any management-related courses that wish to enrich students’ understanding of a key phase of the hiring process. The activity introduces the importance of job descriptions and job specifications through a semiscripted unstructured interview patterned after a classic television game show. In The CandiDating Game, one student interviews three candidates in front of the class. Through varying the job specifications that each student receives without informing the students or interviewer, the instructor can use this activity to engage the class in a rigorous discussion on the importance of job specifications and the general structure of interviews.

Exploration on construction of engineering management related courses based on outcome-based education model

China’s engineering education system is experiencing a transition from research to application or practice. Professional accreditation emphasized the importance of engineering management course to share views and experiences in engineering management. Based on the preparation process for China Engineering Education Accreditation, this research adopts the outcomes-based education model to explain the construction of engineering management related courses in order to achieve better results, competencies, objectives and requirements for students. Regarding the current education development status, the directions for how to successfully apply outcomes-based education ideas into the whole period of campus life are also suggested for the discipline of mining engineering.

Perspectives on outcome-based education among faculty members teaching business courses at a Philippine university

The implementation of outcome-based education (OBE) is often controversial especially among faculty members who are tasked with implementing the requisite changes that come with the new system. The study aimed to describe the knowledge, attitudes, and perspectives of faculty members teaching undergraduate Accountancy, Office Administration, and Business Administration courses at a state university in the Philippines regarding OBE. A descriptive qualitative study design was used. A focus group discussion was conducted with all faculty members with at least one-year experience teaching undergraduate accountancy- or management-related courses at a state university in the Philippines. From the FGD, an anonymized transcript was generated, which was analyzed thematically. Most faculty members satisfactorily defined what OBE is. However, when asked what their role is in an OBE learning environment, they were not able to provide conclusive answers. They think that OBE is a necessary upgrade to the traditional system, and is needed to keep education competitive in the face of ASEAN integration. Most participants claimed that they are ready to embrace OBE, but a few expressed reservations towards it. Furthermore, they suggested various improvements for the faculty, the learning infrastructure, and ways to ensure that OBE is implemented well. These findings underscore the need for trainings and dissemination of best practices for OBE implementation, as well as systemic changes in the college to which the faculty members belong to ensure optimal implementation of OBE.

Occupation Exploration: Using O*NET in the Management Classroom

In this article, I discuss the potential uses of the Department of Labor–sponsored Occupational Information Network (O*NET) in the classroom context. O*NET is a free, publicly available resource that provides an array of occupation-specific information, such as relevant tasks, knowledge, skills, abilities, and salary information. Tools such as the Interest Profiler are also available and are designed to help individuals find an occupation that best fits their preferences and interests. I discuss my use of O*NET to assign a variety of well-received and original assignments to my students, varying at both the undergraduate and graduate levels. I further discuss how O*NET can be used to teach specific topics in a variety of management-related courses, such as recruitment and selection, and conclude with how O*NET is an overall valuable and easy-to-implement resource for instructors in the field of management.

Do Our School Programmes Motivate Youth for Quality? - A Case from Slovenia

Purpose: The paper highlights the issue of teaching for quality in our regular higher education programmes – just to have an insight into the situation and to find some improvement opportunities. Design/methodology/approach: Analysing a case from Slovenia our survey study focuses on quality management related courses at all the levels of education to see if they follow the realized importance of quality management in all spheres of life proved through literature review, manager claims and even through politician and journalist statements. It also analyses final student papers (undergraduate, graduate, master and doctoral theses) that could signal the students' interest in quality management. Findings: Slovenian education institutions do follow quality requirements regarding institution management. However, they offer only few specific quality management related courses. Additionally, less than 5% of published final student papers in faculties offering quality management related programmes are related to quality matters. Research limitations/implications: The analysis of quality management related final student papers was limited only to the biggest Slovenian University in this preliminary research. It should be followed by some more detailed research on this topic giving stronger suggestions. Practical implications: School programmes should cover business needs regarding quality management knowledge and skills. Social implications: Teaching for quality through regular school programmes would be the most effective and systematic way to improve the culture of quality and responsibility in the society and to implement it in our organizations as well. Originality/value: The literature review showed some research on quality management of the higher education institutions. However, no research on quality topics in their offered courses and in student papers has been found.

Provision of Learning Support to Learners with Visual Impairment in Botswana: A Case Study

Access to school continues to be problematic to most learners with disability, irrespective of the nations’ commitment to scale up efforts to support them at various levels of education. For learners with visual impairment in Botswana, poor school performance continues to impede their chances to learn beyond grade 12 (Form 5). The only option available to them after completion of Grade 12 is to join the Rehabilitation and Development Trust centre for the Blind, a Dutch Reformed Church-based NGO, which admits them for either rehabilitation or for training in secretarial, switchboard operation, agricultural business management-related courses. The institution admits them regardless of their grades. In the light of the above, this paper will discuss the nature of learning support provided to learners with visual impairment in Botswana. Such efforts will be critiqued on the basis of inclusive educational policies and suggestions for strengthening such efforts and aligning them to the agenda of inclusive education as described in the international agenda would be provided. Research MethodsData for this paper was obtained by means of qualitative research strategies, which included: 3 months long observations of classroom sessions and individual interviews with learners with visual impairments (8); 5 specialists’ teachers; Brailist, Teacher aide, 2 members of the management team, 3 ordinary teachers and resource centre staff member, 3 staff members from Rehabilitation and Development Trust and 3 parents of learners with visual impairments. FindingsThe data which was analysed for content is presented under the following four themes: (a) physical adjustments; (b) curricular adjustments, (c) pedagogical practices and (d) community support. ConclusionsThe paper concludes that appropriate educational support strategies should be put in place at school that learners with visual impairment if we are serious about seeing them accessing, participating and succeeding in institutions of higher learning.

Cross-Disciplinary Ethics Education in MBA Programs: Rhetoric or Reality?

This research-based essay offers a cross-disciplinary examination of ethics education in MBA programs. Based on data underlying the Beyond Grey Pinstripes (BGP) survey we find: that business schools doubled the number of ethics-related courses in different disciplines between 2005 and 2009, that about 75% of all offered courses are electives, and that integration of ethics varies considerably between disciplines with management-related courses exposing students more often to ethical questions. Further, we find that and hardly change over time. We argue that these results point towards a problem: business schools increasingly risk creating a gap between their upbeat rhetoric around ethics education and their actual MBA curriculum. Such decoupling is likely to emerge because schools face a tension between increasing institutional pressures to legitimize their MBA programs and internal impediments to fully integrate ethics into the curriculum. We suggest that more effective ethics education requires structural changes to the curriculum, in particular more mandatory ethics courses and a stronger integration of ethics-related debates into disciplines like finance and accounting.

Bridging Western management theories and Japanese management practices: case of the Toyota Way model

Subject area Manufacturing, Western management theories and Japanese management practices. Student level/applicability This case can be used in project management or management-related courses at tertiary institutions at Undergraduate and Postgraduate level. Case overview This case provides students with an opportunity to find out what make Toyota so successful in manufacturing through its famous production system as well as the underlying Toyota Way principles. All students are expected to understand the Toyota Way model with a balanced view that goes beyond a set of lean tools such as just-in-time. This case opens a historical account for the Toyota Way model by connecting with possible Western management theories and Japanese management practices. Expected learning outcomes It is expected to significantly benefit students with industry experience with the intention of initiating appropriate changes in their own industry and/or organization by applying what they have learnt from the Toyota Way, through bridging with Western management theories. Supplementary materials Teaching notes.

Comparative analysis of the project management curricula offered by academic institutions in Pakistan

The developed nations have pioneered the innovative concepts and techniques in the field of education such as project management. Academic institutions in the developing world could benefit a lot from the methods and concepts employed by the developed world institutions. A paradigm shift is needed so that the developing world starts realizing the importance of rapidly emerging business concepts which could be easily implemented in the developing world. However, it is not possible without bridging the gap between academia and industry especially in the developing world. The close contact between academia and industry would reveal and strengthen the importance of the concept of project management. The project management education is of immense importance in boosting the economic and industrial growth of any country. This phenomenon is even more crucial for the developing nations such as Pakistan. This research study is focused on the in-depth analysis of region wise and city wise comparison of the project management related courses in different academic institutions of Pakistan. The analysis is based on course offerings at 61 private and public sector universities in Pakistan. Only those universities were selected that were recognized by the Higher Education Commission of Pakistan. A comprehensive online search was conducted in which the web-sites of all 61 universities were visited to identify the courses being offered in project management discipline. The research revealed that the discipline of project management is still in its infancy stage in Pakistan. The Pakistani academic institutions do not offer any degree program in the field of project management which shows that the project management has not been recognized as a distinct discipline by the Pakistani institutions. The research also revealed that only a limited number of institutions offer wide range of project management related courses. The most common project management related courses in Pakistani institutions include production and operations management, project management, software project management, and project evaluation. Majority of the courses were offered as core courses, however the elective course offerings were limited. More courses were offered at the graduate level and the course offerings were limited to the PhD students. It was revealed that there is an immense need to upgrade the project management curricula of Pakistani academic institutions. The research only focused on those universities which were recognized by the Higher Education Commission of Pakistan. Further works can be extended to survey the private sector universities in Pakistan. A comparative study of project management curricula in developed and developing countries would be very beneficial. This is a timely study as the programme of improving project management education is currently underway in Pakistan. This paper sets the foundation for future research focusing on improving project management curricula for business schools in the developing countries. The findings of this study would also be valuable for all academicians and professionals involved in the area of project management in general. This is a unique comparative study of project management curricula offered by academic institutions in Pakistan, conducted for the first time. This study is part of a larger study being carried out for improving project management education in Pakistan. Further the research suggests comparing the course offerings of Pakistani institutions with the project management body of knowledge that is, the 9 knowledge areas and their competencies in order to develop a valuable project management curricula which could be embraced by the academic institutions and professional industry in Pakistan. Key words: Project management, courses, education, Pakistan, curriculum.

Educating health managers: the role of SHAPE.

This article highlights the need of health professionals to add management skills to their portfolio, and discusses the role of SHAPE in meeting this need. A list of management-related courses that are available to health professionals is provided.