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Abstract

Details

Advances in Accounting Education Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-84950-872-8

Article
Publication date: 12 November 2020

Erastus Karanja and Laurell C. Malone

This study aims to investigate how to improve the project management (PM) curriculum by evaluating the nature and alignment of learning outcomes in the PM course syllabi…

Abstract

Purpose

This study aims to investigate how to improve the project management (PM) curriculum by evaluating the nature and alignment of learning outcomes in the PM course syllabi with Bloom’s Taxonomy framework.

Design/methodology/approach

The research methodology for this study is an integrative approach that uses document analysis and content analysis. The data set was selected based on a purposeful sampling method and came from PM course syllabi for classes that were taught during the 2016–2018 academic years.

Findings

Results revealed that most of the reviewed PM course syllabi contained learning outcomes although they were written and assessed at the lower levels of Bloom’s Taxonomy and knowledge dimensions. The study calls for the academy and industry to partner in improving the PM curriculum to lower the PM talent deficit and increase project success rates.

Research limitations/implications

The absence of PM learning outcomes or the presence of poorly written PM learning outcomes in a course implies that the academy should provide professional development programs to help professors learn how to formulate and write specific, measurable, achievable, relevant and timely learning outcomes. The professors should also ensure that the learning outcomes use a type of cognitive taxonomy that is aligned with the appropriate assessments to measure, monitor and guarantee assurance of learning.

Practical implications

Academy and industry partners can work collaboratively to provide students with opportunities that expose them to real-world experiential projects, internships and job opportunities while concurrently giving them hands-on practical applications of learned PM knowledge and skills. The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project’s failure rates.

Social implications

The society will be well served when the academy is able to produce well-qualified PM personnel capable of successfully carrying out PM activities and lowering the project’s failure rates.

Originality/value

To the researchers’ knowledge, this is the first study to specifically investigate the presence and nature of PM learning outcomes in course syllabi. By evaluating the alignment between PM learning outcomes and Bloom’s Taxonomy action verbs and cognitive processes, the study provides some exemplars of well-written and measurable learning outcomes that professors can use to inform their PM curriculum through course design or redesign.

Details

Journal of International Education in Business, vol. 14 no. 2
Type: Research Article
ISSN: 2046-469X

Keywords

Article
Publication date: 13 March 2017

Mathews Zanda Nkhoma, Tri Khai Lam, Narumon Sriratanaviriyakul, Joan Richardson, Booi Kam and Kwok Hung Lau

The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom’s taxonomy

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Abstract

Purpose

The purpose of this paper is to propose the use of case studies in teaching an undergraduate course of Internet for Business in class, based on the revised Bloom’s taxonomy. The study provides the empirical evidence about the effect of case-based teaching method integrated the revised Bloom’s taxonomy on students’ incremental learning, measured by the four constructs: knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement.

Design/methodology/approach

In this study, learning activities associated with the revised taxonomy-based learning strategy were proposed to support the development of higher-level cognitive skills. Revised application scale, higher-order thinking scale, practice evaluation knowledge scale and knowledge improvement scale were used to measure students’ perception of skills corresponding to their level of application, analysis, evaluation and creation, respectively. After completing each task pertinent to case studies, students were encouraged to complete the survey questionnaire. Structural equation modelling (SEM) was employed to examine the relationships between constructs. Students participate in a course where case studies are employed as the main learning activities to promote higher-order thinking. Upon completing the course, they fill in a survey to evaluate the four constructs of incremental learning: level of knowledge application, higher-order thinking, practice evaluation knowledge and knowledge improvement. The relationships between the four constructs are then examined using SEM.

Findings

Analysis reveals that with the use of case-based learning activities, knowledge application creates a positive impact on higher-order thinking. Higher-order thinking has positive influence on practice evaluation knowledge. Eventually, practice evaluation knowledge produces a positive effect on knowledge improvement. The results show the desired effects of incremental learning.

Research limitations/implications

The case studies designed for teaching the Internet for Business course might not be suitable in terms of content for other courses, which limit the implication of the findings.

Practical implications

The key implication is that cognitive process is enhanced by using case studies where learning activities are designed, based on the revised Bloom’s taxonomy.

Originality/value

The paper offers a comprehensive perspective on incremental learning where students’ knowledge of Internet for Business moves developmentally towards the higher-order cognitive process dimension of the revised Bloom’s taxonomy.

Details

Education + Training, vol. 59 no. 3
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 3 January 2017

Haniya Sarfraz

The purpose of this paper is to suggest and state that an individual or company who aims to follow through the strategic leadership improvement pathway will find Bloom’s

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Abstract

Purpose

The purpose of this paper is to suggest and state that an individual or company who aims to follow through the strategic leadership improvement pathway will find Bloom’s taxonomy useful practically when it comes to self-evaluation and simplification.

Design/methodology/approach

The global leadership survey statistics and findings are stated to define why global leadership is important and needed. In addition, there is an emphasis on the global confluence of markets, economy and technology, and how in the upcoming decades individuals would be required to build the skills stated in Bloom’s taxonomy in order to sustain and enhance their employment value. A strategic leadership development toolkit is used. Then Bloom’s taxonomy is infused with it, hence providing a practical implementation of how taxonomy simplifies the strategic leadership development process in organizations.

Findings

Statistics and facts of global leadership and technological surveys and studies are highlighted to emphasize the significance of strategic leadership. The required abilities needed in strategic leadership are linked to the six levels of thinking in Bloom’s taxonomy, thus implying that it can be used in the strategic leadership development process.

Originality/value

It is suggested that Bloom’s taxonomy should not only be used for educational purposes but can aid leaders in their quest to develop strategic leadership abilities and simplify the process to start and sustain their organization’s prosperity.

Book part
Publication date: 25 January 2013

Therèsa M. Winge and Mary C. Embry

The Fashion Design Podcast Initiative educated students about podcasting by having the students share in the teaching activities as part of learning. The faculty…

Abstract

The Fashion Design Podcast Initiative educated students about podcasting by having the students share in the teaching activities as part of learning. The faculty implemented Lernen durch Lehren (LdL) or “Learning by Teaching” pedagogy and Bloom's revised taxonomy to encourage and support creativity, independence, confidence, and soft skills (i.e., teamwork, communication, decision making, research, exploration, and presentation skills) with emerging technologies. By creating educational podcasts, students developed skills in new technologies and disseminated information to educate others about fashion design. Faculty and students discovered the benefits and drawbacks with emerging technologies as teaching strategies.

Details

Increasing Student Engagement and Retention Using Mobile Applications: Smartphones, Skype and Texting Technologies
Type: Book
ISBN: 978-1-78190-509-8

Article
Publication date: 7 October 2013

Moshe Barak

This paper aims to explore the objectives and methods of teaching engineering and technology education (ETE) through the lens of three educational taxonomies in cognitive…

1523

Abstract

Purpose

This paper aims to explore the objectives and methods of teaching engineering and technology education (ETE) through the lens of three educational taxonomies in cognitive, knowledge and problem-solving perspectives. This analysis is useful in light of today's increasing interest in teaching engineering and technology in K-12 education, instead of crafts or manual skills.

Design/methodology/approach

This is an exploratory study. Technology and engineering education is a relatively new area in K-12 education, and little has been written about the use of general educational taxonomies for analysing and designing the teaching and learning of this subject.

Findings

The literature analysis teaches us that fostering students' higher-order capabilities such as design and problem solving in engineering and technology cannot take place in isolation from specific knowledge. Instruction should be designed to: develop a certain degree of factual, procedural, conceptual and meta-cognitive knowledge in relevant areas of technology, science and mathematics; and engage learners in assignments of increasing cognitive levels, from simple to complex ones.

Originality/value

This work is original and valuable in that it explores ETE through tools often used in the educational literature and research, rather than regarding technology education as an exceptional school subject. This could encourage making engineering and technology a core component in the overall curriculum.

Details

Journal of Engineering, Design and Technology, vol. 11 no. 3
Type: Research Article
ISSN: 1726-0531

Keywords

Open Access
Article
Publication date: 7 September 2020

Hina Amin and Munawar Sultana Mirza

This paper intended to explore the knowledge and use of the digital verbs and tools by the students and teachers for conceptual understanding in the virtual and…

4524

Abstract

Purpose

This paper intended to explore the knowledge and use of the digital verbs and tools by the students and teachers for conceptual understanding in the virtual and conventional learning environment. The study also explored the use of such digital tools for lower- and higher-order thinking.

Design/methodology/approach

A survey research method was used for the study. All the students and teachers of the faculty of education from one virtual and one conventional university were the population of this study. Teachers were selected through census sampling. Student enrollment in the faculty of education of the virtual university during Spring 2019 was 1,139 while the conventional university had 1,809 students. In total, 20% of the students from each of the two universities were sampled by using a convenient proportionate sampling technique. A questionnaire was developed by the researchers and validated by three experts before administration. The reliability of the instrument was a = 0.934. Mean, SD, parametric and nonparametric statistics were applied for data analysis.

Findings

The study reveals that the students of ODL are far better in using digital tools and activities that is, googling, collaborating and Skyping. They are good at understanding and application levels and are involved in higher-order thinking tasks, that is, publishing and podcasting as well. Unlike the students, the teachers of the virtual university are using digital tools of lower-order thinking. The authors infer that the students and teachers of the online universities are using these tools regularly because of the demands of the ODL environment. These findings suggest further research to explore the factors that hinder the use of higher-order thinking skills by the teachers in the online environment.

Originality/value

The study suggests the adoption of Bloom's digital taxonomy in teaching–learning processes, that is, curriculum, instructions and assessment for the millennials. The findings may motivate the online and conventional higher education institutions to adopt digital pedagogy for instructional purposes as the students of the digital age are already extensively involved with digital tools.

Details

Asian Association of Open Universities Journal, vol. 15 no. 2
Type: Research Article
ISSN: 1858-3431

Keywords

Book part
Publication date: 1 March 2022

Clinton Cassar

Introduction: Public administration has always been at the forefront of promoting sound and ethical values in society. The myriad of events that are shaping our world

Abstract

Introduction: Public administration has always been at the forefront of promoting sound and ethical values in society. The myriad of events that are shaping our world, such as global warming, deforestation, poverty and economic instability, calls for a shift from government to governance. This change demands a collaborative type of governance on the quest to implement sustainability. Collaborative governance can be initiated by its workforce, who are the individuals closest to the structures of public administration and can act as agents of change in this mission. Thus, personnel need to be equipped with the required knowledge, attitudes and skills, about and for, sustainable development. This can be addressed through education for sustainable development (ESD), a lifelong tool which requires adaption to national requirements, but most importantly to societal needs.

Aim: This research focusses on a longitudinal case study from the Maltese islands, the smallest state of the European Union. Since enacting the Sustainable Development Act in 2012, through which sustainable development has been mainstreamed in the Maltese public sector, never was the need felt to educate public officers for sustainable development. Hence, this research aims at shedding light on the curriculum design process of an education module called ‘Public Administration and Sustainability’ as part of a Bachelor of Art’s programme at the University of Malta.

Method: Framing an educational module in a tertiary institution requires tact in aligning the syllabus, not only to the pedagogical requirements, but also to the place of work. In this exploratory study, two research questions, each linked with a set of original hypotheses are tackled through a pool of data obtained from a variety of methodological tools employed, by analysing two important variables – the curriculum and the student. The former is reviewed through a content analysis exercise whereas feedback from the latter is scrutinised through a questionnaire.

Findings: Data triangulation demonstrates that the curriculum design of the educational module promotes a holistic learning experience, since it integrates effectively the cognitive, affective and psychomotor domains of the Bloom’s Taxonomy. Furthermore, the different student cohorts share common positive views about this module.

Originality of Study: Previous studies indicate that there is a lacuna in research regarding curriculum design and review, especially regarding sustainable development. This research is significant as it attempts at filling this void by scrutinising closely curriculum design in higher ESD.

Implications: Drawing upon the results, a number of recommendations are provided, among them is ‘The Multiplier Transformation Triad Model’, which portrays the institutional, educational and individual transformations needed to promote sustainability. Moreover, this research might provide more insights about governments’ commitment towards sustainability but should also serve useful to researchers or practitioners in various fields such as public administration, governance, sustainability and even higher education.

Details

Managing Risk and Decision Making in Times of Economic Distress, Part A
Type: Book
ISBN: 978-1-80117-427-5

Keywords

Article
Publication date: 1 May 2007

Cubie Lau, John F Hulpke, Michelle To and Aidan Kelly

The purpose of this paper is to ask whether ethics can be taught? Can we teach how to make decisions in issues involving ethics? Preliminary results suggest we can.

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Abstract

Purpose

The purpose of this paper is to ask whether ethics can be taught? Can we teach how to make decisions in issues involving ethics? Preliminary results suggest we can.

Design/methodology/approach

The paper describes how managerial ethical decision making is taught using a tool called the JUSTICE framework. Each letter introduces a decision making criterion: J for Justice, U for Utilitarian, S for Spiritual Values, T for TV Rule, I for Influence, C for Core Values, and E for Emergency.

Findings

It is not known if ethics can be taught, but we now believed we can teach our students learn ways to face managerial ethical decisions. What the JUSTICE model lacks in theoretical underpinning it makes up for in pragmatic results. Students learned (memorized) all seven criteria, and learned to select their three favorites, and then to use the model to decide in numerous cases. It works.

Originality/value

The paper introduces the JUSTICE approach.

Details

Social Responsibility Journal, vol. 3 no. 2
Type: Research Article
ISSN: 1747-1117

Keywords

Article
Publication date: 17 August 2010

Rosanne M. Cordell and Linda F. Fisher

The purpose of this paper is to present a study which was designed to use questions asked at an Information Commons Desk as an authentic assessment to determine if an…

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Abstract

Purpose

The purpose of this paper is to present a study which was designed to use questions asked at an Information Commons Desk as an authentic assessment to determine if an information literacy course actually changes research behavior outside of information literacy course assignments.

Design/methodology/approach

For four years, the initial reference question asked at the Information Commons Desk was recorded, along with demographic information and whether the user had taken the required introduction to information literacy course. A taxonomy of research questions was developed, based on Bloom's Taxonomy of Educational Objectives Handbook I: Cognitive Domain, and each question was assigned a sophistication level, according to the authors' taxonomy.

Findings

Over a four‐year period, means of the taxonomy levels of questions showed a clear trend upward each spring semester over the previous spring semester.

Research limitations/implications

Statistically significant differences were not found in the data comparing categories of students. The nature of the study left it open to influence by such unexpected factors as a sharp rise in enrollment and transfers to campus, possibly diluting the overall effect of the course on the student population.

Practical implications

The information literacy course has undergone regular pre‐ and post‐test assessments, which show a highly significant difference between the scores. Feedback from campus faculty indicates greater satisfaction in the research abilities of undergraduate students who have taken this course. This study further supports the value of a required information literacy course as part of the general education program for all undergraduate students.

Originality/value

The taxonomy of research questions used in this study was designed by the authors and is unique in the depth in which it differentiates levels of research knowledge. Other researchers are encouraged to modify, expand, or use this taxonomy in their own research to further the profession's understanding of the cognitive levels of research behaviors.

Details

Reference Services Review, vol. 38 no. 3
Type: Research Article
ISSN: 0090-7324

Keywords

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