Mapping information literacy using the Business Research Competencies

Traditionally, engineering and business education programs are conducted separately in different academic units. In the workplace, however, these two disciplines cannot be separated. Moreover, in academia, the two disciplines rarely see how their decisions impact each other whereas in industry there is a direct link between engineering decisions and business decisions. In recent years, there have been several initiatives to address the gaps in academia. These include but are not limited to capstone projects, internships, case studies integrated into undergraduate engineering and business curricula, and interdisciplinary business and engineering programs. However, there is a lack of studies that investigated the effectiveness of these initiatives. Further, only a few studies have explored the development of learning modules and hands-on simulations for teaching design and manufacturing and the incorporation of these modules and simulations into both engineering and business curricula. In this research, we introduce a simulation-based approach for integrating engineering and business learning in undergraduate courses. The proposed approach is cost-effective and it relies on cross-curriculum case studies and simulation activities that are based on a common product. This approach also incorporates both in-depth and broad learning modules that integrate manufacturing education by illustrating how knowledge is transferred and captured throughout the entire product development life cycle. The proposed approach was tested in undergraduate engineering and business courses and showed improvements in student understanding of complex concepts and practical application of theoretical knowledge.

List of Contributors. Editorial Advisory Board. Preface. Introduction - Information Literacy and Information Behaviour, Complementary Approaches for Building Capability. Transforming Information Literacy for Higher Education in the 21st Century: A Lifelong Learning Approach. Curriculum and Curriculum Integration of Information Literacy in Higher Education. The Construction of Information and Media Literacy in Education Policy: A Study of Singapore. Information Literacy in Higher Education: Research Students' Development in Information Search Expertise. Mediating Culture: Media Literacy and Cultural Awareness The Representation of Race and Ethnicity in Maya and Miguel. Empowering Professional Practices of a Community of e-Learners: Special Education Teachers in Alaska and their Information Literacy Conceptions. Information Literacy of Undergraduate Students in Thailand: A Case of the Faculty of Arts, Silpakorn University, Thailand. Building Partnerships for Information Literacy among HE Institutions in African Universities: Opportunities and Challenges - A Case Study. Perspectives on Legal Education and the Role of Information Literacy in Improving Qualitative Legal Practice. Information Literacy in the Business School Context: A Story of Complexity and Success. Workplace Reflections of Information Literacy Training: The Case of the Agriculture and Health Sectors in Tanzania. Workplace Information Literacy: It's Different. Diversifying Information Literacy Research: An Informed Learning Perspective. The Use of Participatory Techniques in the Communication of Information for Communities: Information Literacy and Collaborative Work for Citizenship Development. About the Authors. Developing People's Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts. Library and Information Science. Developing People's Information Capabilities: Fostering Information Literacy in Educational, Workplace and Community Contexts. Copyright page. Index.

On the turning point of European and world history, it is extremely important to unveil and effectively utilize the potential of effective high-quality education to make the future better for generations to come. Higher education quality management through accreditation has a long history of development in the United States, and time-proven standards, stimulating accredited institutions to continually improve academic quality. The concepts, systems, principles and practices of accreditation arouse in the United States out of the need to meet the demands for quality, and evolved over decades, to form a coherent set of standards and frameworks of continuous improvement in all meaningful directions of the educational institutions’ life, striving for teaching excellence and high learning outcomes. At present, accreditation principles and processes, as exemplified by the Accreditation Council for Business Schools and Programs (ACBSP) programmatic accreditation, are implemented in the US and numerous countries of the world, to ensure high standard and continuous improvement of business education quality, to raise the competitiveness of educational institutions in response to the expectations of public (primarily, students and their families), governments, employers, universities/colleges, academics, and broader communities. This study establishes the correlation of the quality management system via ACBSP accreditation with the continuous improvement of business education quality. This study also provides statistical evidence that the application of quality management principles at institutions of higher education with accredited business programs did result in the association with enhanced student learning outcomes. Higher education quality management leads to higher employability of the institution’s graduates. Since the quality of education is crucial for the country’s economic growth and prosperity, the business education institutions and programs in Ukraine and other Central and Eastern European and Eurasian countries may benefit from implementing quality management through ACBSP accreditation for their undergraduate, graduate, and postgraduate (doctoral) business programs, to satisfy ever-rising expectations of candidates for top managerial and leadership positions. The research suggests that 51% of the institutions of higher education with business programs in the United States, and 93% of the institutions of higher education worldwide could benefit from implementing accreditation principles and processes to maintain and enhance their education quality and competitiveness in the world business education market, for the sake of highest recognition of their graduates’ diploma on the global job markets and significant increase of their employability.

BackgroundOwing to limited or centralised neonatal critical care resources, the interfacility transfer of neonates is inevitable. In many high-income settings, dedicated Critical Care Retrieval Services (CCRS) with additional education and training undertake neonatal critical care retrieval (CCR). In South Africa, however, these transfers are mostly conducted by advanced paramedics with limited education in neonatal care, and this may lead to high adverse event rates. In SA, a shortage of skilled neonatal interfacility transport services has been identified as one of the top ten avoidable causes of under-5 mortality. In order to address this gap in neonatal transfer education for paramedics in South Africa, the aim of this study is to develop a curriculum for neonatal critical care retrieval in South Africa.MethodsUsing Kern’s approach to curriculum development, a general and targeted needs assessment was conducted through semi-structured interviews with experts in the field and a focus group discussion with a prospective student group. Interviews were preceded and informed by a literature review and retrospective chart review of neonates who underwent CCR in SA over a one-year period. Audio recordings of interviews were transcribed verbatim and subjected to inductive-dominant content analysis. Finally, qualitative codes were expanded into course outcome and a curriculum map was developed.ResultsSix experts in neonatal critical care and retrieval participated in semi-structured interviews with a mean duration of 59 minutes. Following transcription and analysis, 372 codes were developed. Seven prehospital providers (prospective students) who are involved in neonatal transfers in South Africa participated in a focus group discussion with a duration of 91 minutes. The audio recording was transcribed and analysed with 97 codes extracted. The main categories were: Current status of neonatal CCR in South Africa; learning and education in neonatal CCR; and proposed curriculum structure. The proposed curriculum structure described 13 broad course outcomes to be delivered as a blended postgraduate programme. Participants noted that funding, employer buy-in and internet resources would be required. The targeted prospective student group should be all Advanced Life Support (ALS) providers with a change in their scope of practice on completion.ConclusionThis study described the need for additional education in neonatal critical care retrieval due to the limitations in the current and past education systems. This study provides a curriculum structure with course outcomes that can be used as a basis for the development of a complete curriculum for education in neonatal CCR, with the potential to greatly reduce adverse event rates.

The call to make improved critical thinking a national education goal is often heard in the business world, where volumes of information must be reviewed daily for decision making. Business educators are charged with accomplishing the task of improving critical thinking in business school graduates. In this study, the author investigated the steps that business educators are taking to improve critical thinking and the effectiveness of such models. She summarizes common approaches to critical thinking development in the business curriculum, reports on published results, and proposes additional efforts needed to accomplish this goal.

This article presents the results of mapping the Slovenian pharmacy curriculum to evaluate the adequacy of the recently developed and validated European Pharmacy Competences Framework (EPCF). The mapping was carried out and evaluated progressively by seven members of the teaching staff at the University of Ljubljana’s Faculty of Pharmacy. Consensus was achieved by using a two-round modified Delphi technique to evaluate the coverage of competences in the current curriculum. The preliminary results of the curriculum mapping showed that all of the competences as defined by the EPCF are covered in Ljubljana’s academic program. However, because most EPCF competences cover healthcare-oriented pharmacy practice, a lack of competences was observed for the drug development and production perspectives. Both of these perspectives are important because a pharmacist is (or should be) responsible for the entire process, from the development and production of medicines to pharmaceutical care in contact with patients. Nevertheless, Ljubljana’s graduates are employed in both of these pharmaceutical professions in comparable proportions. The Delphi study revealed that the majority of differences in scoring arise from different perspectives on the pharmacy profession (e.g., community, hospital, industrial, etc.). Nevertheless, it can be concluded that curriculum mapping using the EPCF is very useful for evaluating and recognizing weak and strong points of the curriculum. However, the competences of the framework should address various fields of the pharmacist’s profession in a more balanced way.

Case studies are pedagogic tools that impart learning experiences through simulated problem-solving and discussion-provoking exercises that describe "real-world" situations.Edwin F. Gay, the first dean of Harvard Business School ͑HBS͒, is credited with adapting the case method of instruction in his college as early as 1911 ͑Harvard Business School 2005͒.HBS published its first case study in 1921, and today, the college develops approximately 350 cases each year and sells 6,000,000 cases for use in business courses across the world.Although case studies have clearly evolved into powerful and critical components of professional programs in business, medical, law, and military schools, they remain less utilized in modern engineering education.Incorporating the case method throughout a professional curriculum exposes students to a variety of practical situations applicable to their field of study.For example, a typical business student studies up to 500 cases in an MBA program.Case studies provide insights into the approach used by practicing professionals to resolve real-world issues and have a tendency to empower young graduates with a sense of déjà vu when they encounter similar situations in the real-world.Such simulated experiential learning is a major component of most professional programs and can fill a critical need in the education of today's environmental engineers.Case studies are not merely a professor's stories.They utilize synthesis of knowledge and applied problem solving to illustrate how engineering works in a societal context, and they can serve as highly effective learning tools for preparing a modern environmental engineering workforce.

Many higher education institutions have decided to offer graduate business online courses and full degree online programs. Offering a quality education for graduate business students online is of concern to business school professors, administrators, and students. Instructors are concerned with the content, delivery method, and level of student achievement. Instructional design support for the online instructors is often lacking in the online curriculum and pedagogy, leaving the faculty with a great deal of freedom to create their own course content, structure, and delivery without any formal distance education training. For this reason, it is imperative for universities to establish online best practices guidelines. This study examined the pedagogical beliefs and best practices of professors who are considered experts in the field of teaching in online graduate business programs. The panel was composed of thirty-six business professors from various AACSB accredited universities who have taught online graduate business courses. The Delphi method was employed to examine the study’s research questions given that the subjects were geographically dispersed across three countries. Iterative questioning allowed professors to give meaningful input on pedagogical best practices for online teaching; the anonymity afforded by the method enabled leaders to freely express their perspectives. Data collected indicated that professors who teach online need support from a central location on their campus so that they can master the technology provided to them by the university, and more importantly, learn the pedagogical principles of teaching online. There was a clear consensus that incentives to professors and a top-down commitment would encourage faculty to discuss online pedagogy with their colleagues, but also design, develop and implement more online graduate business courses. Professors identified what they believed to be the ideal number of students for an online graduate business course, and set forth guidelines for building rapport with students and for electronic mail correspondence with students. Findings also included the most ineffective pedagogical principles that professors employ when teaching online.

The systematic alignment and analysis of educational content through curriculum mapping serves as a critical yet complex undertaking in developing, executing, and assessing medical education programs. In alignment with Kern’s steps for curriculum development, the process of curriculum mapping consists of connecting curricular standards to learning objectives, educational strategies, and evaluation methods. Artificial Intelligence’s (AI) Large Language Models are powerful tools for medical educators looking to optimize curriculum mapping. Following Kern’s process, our twelve tips demonstrate how medical educators can harness the power of AI to enhance the efficiency and creativity of the curriculum mapping process while highlighting the limitations and boundaries of such tools.

As the sustainability movement continues to gain a foothold in industry, it is imperative that higher education takes an active role in educating future business leaders. This paper seeks to address the prevalence and prominence of sustainability in the marketing curriculum and attitudes of program administrators (department chairs/deans) regarding the importance of including sustainability within marketing programs, the business curriculum and within undergraduate education in general. The sample includes department chairs/program directors of Association to Advance Collegiate Schools of Business (AASCB) schools with undergraduate marketing programs. Rusinko’s (2010) model is used to map current undergraduate sustainability offerings in both marketing and business programs. The results help create an understanding of where we are today, and create the need to further investigate how to foster top-down support, faculty expertise and student demand for integrating sustainability in marketing and business courses in the future.

PurposeThe purpose of this paper is to explore and emphasize the impact of academic computer game studies programs on library services and collections.Design/methodology/approachA review of the literature related to the relationship between gamers, game studies, and libraries, precedes discussion of the background of academic computer game studies programs. The potential challenges and opportunities concerning collection development, information literacy instruction, and reference within academic libraries are addressed along with highlights of emerging best practices.FindingsThe paper provides analysis of game studies as an emerging academic discipline and of the scholarly communication within this field. It also highlights emerging practices within academic librarians serving students and faculty in this field.Research limitations/implicationsBecause game studies is a new discipline, best practices to meet users' needs are just beginning to be established for academic libraries. Further research is needed in the area of information‐seeking behavior, perception of game studies' students and faculty, and their information literacy skills.Practical implicationsThis is an opportunity for librarians who serve students and faculty in game studies to learn about the history of this discipline and what several academic librarians are currently doing to meet their needs in collection development, information literacy instruction, and reference services.Originality/valueWhile discussing the history of game studies as an academic program, the paper also highlights the issues related to library services and collections for the emerging academic discipline of game studies in an effort to support academic librarians who work with game studies students and faculty.

Weill Cornell Medical College of Cornell University

SEPTEMBER 2014 PLACEMENT ADS

SUMMARY This article examines the globalization of distance business education in the context of the provision of library services to such programs. It examines the multiple challenges faced by librarians when serving students in online business courses and programs, highlights some of the ways those challenges have been met in particular business programs, and delineates the challenges still to be met by business librarians.

This chapter discusses how enterprise systems supported by the Microsoft Dynamics™ Academic Alliance can be used by higher educational institutions in their business courses. The content is designed to be useful for both business educators and administrators as they plan and implement technology into their curricula. The chapter discusses the history and development of the Microsoft Dynamics Academic Alliance, a pro?le of its members, and key issues and challenges related to enterprise solutions use in the classroom.