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The purpose of this paper was to develop a rubric based on the ACRL framework to analyze departmental syllabi for opportunities to scaffold information literacy instruction. The rubric provided a replicable method of gathering and analyzing data using course syllabi to enable instruction librarians to strategically embed information literacy instruction within a disciplinary curriculum.

This study examined 231 syllabi from three departments at a large American university. The authors developed and normed a rubric based on ACRL’s 2015 Framework for Information Literacy for Higher Education and coded the syllabi for the presence of these six themes using a three-indicator scale: not present, implied or explicitly stated. Cohen’s kappa calculations for interrater reliability was 0.92, which indicates that the raters had a high level of agreement and that the rubric could be a reliable instrument to replicate this sort of study.

The analysis revealed numerous opportunities for targeted, curriculum-integrated instruction in each department at the undergraduate and graduate levels. It also offered disciplinary insights on the Framework within and across each program. Thesedata can be used to inform conversations with program administrators about scaffolding information literacy interventions across a curriculum.

This study contributes a new instrument with which to analyze syllabi for information literacy outcomes to develop curricular maps and conduct strategic instructional outreach. The data demonstrated that the rubric is reliable and could be used to replicate this study in a variety of programs or institutions. Authors have presented at Library Instruction West, July 2018.

The purpose of this research paper was to establish a replicable method of gathering and analyzing data using course syllabi to enable instruction librarians to strategically embed information literacy instruction within a disciplinary curriculum.

A set of syllabi from the School of Business was evaluated for information literacy learning outcomes and library use requirements using a set of rubric-based content analysis questions. The questions were normed prior to coding to ensure reliability, and interrater reliability was established using two measures: the per cent agreement method and Krippendorff’s alpha.

The results revealed strategic opportunities for scalable, curriculum-integrated instruction in the School of Business: a group of 28 courses that could be targeted for in-depth instruction, and eight courses whose outcomes could be met through more tailored instruction focused on information access skills.

The reported research study provides a method for evaluating holistic information literacy outcomes in course syllabi, an improvement on prior syllabus analysis projects. Additionally, the reliability of the data means that the study design may be replicated in a variety of institutional contexts.

This paper aims to provide the results of a survey of supply chain management (SCM) courses in higher education. This research is unique because it represents the first large-scale study of undergraduate SCM course syllabi taught at universities.

The unit of analysis is an SCM syllabus. Content analysis was performed on each syllabus to identify the actual course coverage including requirements, pedagogy and content emphasis. This aggregated information was used to compare historical research findings in this area, with the current skills identified as important for career success. This data provides the input for a gap analysis between offerings in higher education and those needs identified by practitioners.

Data gathering efforts yielded a sample of 109 undergraduate courses representing 79 schools across North America. The aggregate number of topics covered in undergraduate courses totaled 120. The primary evaluation techniques include exams, projects and homework. Details regarding content and assessment techniques are provided along with a gap analysis between the coverage of supply chain courses and the needs identified by previous academic research.

This study is the first large-scale content analysis of undergraduate SCM course syllabi. The goal is to use this data as a means of continuous improvement in the quality and value of the educational experience on a longitudinal basis. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of SCM courses and curricula in academia, as well as training, development and recruitment efforts by professionals in the field of SCM.

This paper aims to provide the results of a large‐scale survey of courses dedicated to the field of logistics in higher education. This research is unique because it represents the first large‐scale study of both undergraduate and graduate logistics courses.

Content analysis was performed on each syllabus to identify the actual course coverage: requirements, pedagogy and content emphasis. Content analysis is a descriptive approach to categorize data and the results may be limited by the categorizations used in analysis. This aggregated information was utilized to compare historical research findings in this area with the current skills identified as important for career success. These data provide input for gap analysis between offerings in higher education and those needs identified by practitioners.

Data gathering efforts yielded a sample of 118 logistics courses representing 77 schools and six different countries. The aggregate number of topics covered in undergraduate courses totalled 95, while graduate courses covered 81 different topics. The primary evaluation techniques include the traditional exams, projects and homework. Details regarding learning objectives and grading schema are provided along with a gap analysis between the coverage of logistics courses and the needs identified by practitioners.

The goal is to use these data as a means of continuous improvement in the quality and value of the educational experience. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of logistics courses and curricula in academia as well as training and development by professionals in the field of logistics.

Previous research has pointed to a lack of studies concerning supervision training courses. Consequently, the literature has little to suggest, and the research field is underexplored, so questions around the content and design of supervision training courses remain unanswered and need to be addressed systematically. The main aim of the present study is to explore and map whether shared content and design exist in supervisor training courses across different vocations.

A syllabus analysis is used in order to investigate characteristic features in supervisor training courses related to the professions of dentist, doctor, psychologist, police officer and teacher.

The results point to the existence of shared content in the different courses, such as an emphasis on learning and supervision theories, feedback, ethics, assessment and communication. Furthermore, the results conclude similarities in design of the courses, such as a problem-based approach, seminars, lectures and homework. Thus, there are common theoretical approaches to important supervisory competences.

Our results intend to offer possibilities to learn from different professions when improving supervisor training courses but may also constitute a starting point for developing a shared model of interprofessional supervisor competences. Furthermore, the results may support possible cooperation in interprofessional courses. This could include arranging interprofessional courses, where one part is shared for participants from the included professions and another part is profession-specific.

We seek to contribute to the research field of supervision at workplaces with knowledge and ideas about how to learn from different professions when developing and improving supervisor training courses.

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.

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.

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.

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.

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.

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.

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.

As data-driven tools increasingly shape our life and tech ethics crises become strikingly frequent, data ethics coursework is urgently needed. The purpose of this study is to map the field of data ethics curricula, tracking relations between courses, instructors, texts and writers, and present a proof-of-concept interactive website for exploring these relations. This method is designed to be used in curricular research and development and provides multiple vantage points on this multidisciplinary field.

The authors use data science methods to foster insights about the field of data ethics education and literature. The authors present a semantic, linked open data graph in the Resource Description Framework, along with proof-of-concept analyses and an exploratory website. Its framework is open-source and language-agnostic, providing the seed for future contributions of code, syllabi and resources from the global data ethics community.

This method provides a convenient means of exploring an overview of the field of data ethics’ social and textual relations. For educators designing or refining a course, the authors provide a method for curricular introspection and discovery of transdisciplinary curricula.

The syllabi the authors have collected are self-selected and represent only a subset of the field. Furthermore, this method exclusively represents a course’s assigned literature rather than a holistic view of what courses teach. The authors present a prototype rather than a finished product.

This curricular survey provides a new way of modeling a field of study, using existing ontologies to organize graph data into a comprehensible overview. This framework may be repurposed to map the institutional knowledge structures of other disciplines, as well.

This chapter examines gender audit as a research method for organizational learning and change in a higher education context in post-Soviet Kazakhstan. This study examined the gender-related practices evident within one key part of the formal curriculum course syllabi. The results of the study provide a first step toward informing gender policy at the university as well as providing sample guidelines for other organizations in the region interested in examining their own policies as they move toward greater gender equality.

Early works in strategic management described strategy process and were quickly followed by a plethora of strategy content articles focusing on tools, theories, frameworks and models for use in strategizing. Subsequently, strategy research and pedagogy diverged along these lines and the two streams have not been satisfactorily reconciled. As the process incorporates content and content requires process, this paper seeks to answer the question; can some relational consistency and historical reconciliation be developed? The purpose of this paper is to propose a process/content interrelation and a generic model of strategizing.

The authors first identify the opportunity for this integration through the historical development of the two streams. The authors then review contemporary scholarly literature, strategic management textbooks and university syllabi to determine which elements of the strategy process and content are most frequently promulgated.

The authors discover a generally ubiquitous core of concepts, but great inconsistency in how they are emphasized, linked and/or applied. Beyond these core concepts, faculty syllabi included a wide range of more idiosyncratic content (appearing very infrequently – possibly related to instructor research or interest areas), such as blue ocean or game theory. The authors then propose a 2 × 2 matrix with axes of the level of analysis and stage of activity. The authors provide a populated matrix and discuss the implications of this matrix for future scholarship and teaching.

This paper begins a process of integrating the historical divide between strategy process and strategy content. It provides insights for classroom faculty, historians and practitioners.

The purpose of this paper is to introduce the pilot project of collection assessment performed by an academic library for the Computer Information Science (CIS) Department specifically and share the experience involved in this assessment.

In this descriptive research, the library gathered and analyzed a set of evaluation reports for CIS-related print and electronic materials. This assessment includes analyses of physical items, periodicals, electronic resources, peers’ databases, faculty syllabi, as well as departmental allocation fund.

This project shows the importance of collaboration between the library and academic departments on collection evaluation and assessment. It demonstrates that the assessments of a department-specific collection can provide the library with insights into the quality of the collection and help librarians better understand the information requirements of the faculty and students in the department. By analyzing the data collected in the assessment, the library can spend the tight budget on the most needed core materials related to the curriculum and research of the department. This project provides a good example for future routine assessments.

The procedure, results and future work of this assessment provide other academic libraries with insights into and practical solutions to department-specific collection assessments.

The study describes a set of collection assessment activities specific to a disciplinary department undertaken by Spiva Library. Few studies have been conducted to study department-specific collection assessments. This type of study can assist a university library to develop a core collection in support of teaching, learning and research for individual academic departments.