Asian Correspondent » U21Global Graduate School http://asiancorrespondent.com Asian Correspondent Fri, 03 Jul 2015 10:16:16 +0000 en-US hourly 1 http://wordpress.org/?v=4.2.2 Woman at the Top http://asiancorrespondent.com/31469/women-on-the-top/ http://asiancorrespondent.com/31469/women-on-the-top/#comments Fri, 23 Apr 2010 11:59:44 +0000 http://asiancorrespondent.com/31469/women-on-the-top/

While the job market seems to get smaller by the day, there is a transition on the role of women on the market place.  The Economist magazine indicated that ‘women are gradually taking over the workplace’ and are ‘the majority of professional workers in several rich countries.’

However, there is a tendency of the female workforce concentrating in entry- or middle-level management positions rather than Top positions.  A report released by the World Economic Forum (WEF) illustrated that women “remain scarce among the most senior positions” (The Corporate Gender Gap Report, 2010, p.6).  Of the 600 companies surveyed by the WEF across 20 countries, fewer than 5 per cent had women chief executives.   

Nevertheless, numerous studies demonstrated that women on top positions coincide with greater corporate performance at different levels.  For example, a recent study on 199 UK PLCs showed that ‘the presence of a female on corporate boards of directors is viewed positively in industry sectors that are highly proximate to final consumers, suggesting that reputational assessors perceive that female directors may contribute important resources that make boards so composed more effective in such circumstances’ (Brammer and Millington, 2009, p.26).  Thus, there is a direct link between corporate reputation and female presence at board level. Similar researches on the women’ role have also indicated that female directors improve the independence of the BoDs and also supply the BoDs with important resources.

Concluding, according to the FT (2008), ‘male dominance in the marketplace works like a cartel: it impedes proper functioning of the market by barring talented women from top jobs…However, isn’t it time we reaped all the fruits that women have to offer?’

by Dr Dimitrios Koufopoulos
Professor Facilitator at U21Global Graduate School

 

References

Brammer, S., Millington A. and Pavelin S. (2009) Corporate Reputation and Women on the Board, British Journal of Management, 20 (1), pp. 17-29.
Financial Times (2008), We must break the male cartel in the workplace
The Economist, We did it! (2009)
The World Economic Forum (WEF) (2010), The Corporate gender Gap Report 2010

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About Dr Dimitrios Koufopoulos

Dr Dimitrios Koufopoulos is a senior lecturer in International Management and Strategy at Brunel Business School, Brunel University, UK. Previously, he was a lecturer in Strategic Management at Brunel in 2002-2007. In 1997-2002, Dr Koufopoulos taught Strategic Management at Cardiff Business School, Cardiff University, UK. In addition, he is a managing partner at Gnosis Management Consultants, a specialised consultancy with expertise in strategic decision-making, strategy development and corporate governance matters.

Dr Koufopoulos has also taught at the Hellenic Open University, the American College in Greece, ESCEM School of Business and Management, the American Intercontinental University and Middlesex University. His areas of specialisation are strategic planning systems and processes, mergers and acquisitions, joint ventures and strategic alliances, headquarters and subsidiary relationships, and top management groups. He has a PhD in Business Administration from Cardiff Business School, UK, where he also earned his MBA.

The postgraduate-level subjects that Dr Dimitrios Koufopoulos teaches at U21Global include:

  • 640: Managing International Business

  • 690: Strategic Management

  • 790: Capstone Management Project

For a full bio of Dr Dimitrios Koufopoulos, please click here

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About U21Global Graduate School

Established in 2001, U21Global is the world’s premier online Graduate School that offers globally recognised graduate
programmes. The graduate school is in close partnership and collaboration with four prestigious partner universities –
the University of Birminghamthe University of Melbournethe University of Nottingham and the University of Virginia.
U21Global combines the traditional quality of its founders and partners with innovative modes of delivery on the Internet,
providing students with substantial learning advantages, while balancing work, travel and family life. 

Awarded the European Foundation for Management Development (EFMD) teChnology-Enhanced Learning (CEL)
accreditation
, U21Global has successfully enrolled students from over 72 countries around the world including those
from Asia, Australia, Africa, Europe and the Americas. The postgraduate programmes draw upon the best practices in
online learning and pedagogy and have been approved by the Academic Senate which ensures that the quality of all
U21Global programmes meet the high standards of each partner university.

For more information on U21Global, please visit our campus at www.u21global.edu.sg

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E-Learning adoption – Some perspectives (Part 2/2) http://asiancorrespondent.com/30840/e-learning-adoption-%e2%80%93-some-perspectives-part-22/ http://asiancorrespondent.com/30840/e-learning-adoption-%e2%80%93-some-perspectives-part-22/#comments Thu, 08 Apr 2010 04:08:46 +0000 http://asiancorrespondent.com/30840/e-learning-adoption-%e2%80%93-some-perspectives-part-22/

Earlier this week, we posted the first part of Dr Kamna Malik’s article on e-learning adoption. This is the second part of the article. Enjoy.

 

Knowledge Management Perspective

As education is about creation, dissemination and internalization of knowledge, this process can be well mapped to the widely cited SECI model [3].  This model suggests four processes for transformation of knowledge viz. Socialization, Externalization, Combination and Internalization built around conversion between tacit and explicit knowledge as shown in figure 1.

From >>To Tacit Explicit
Tacit Socialization Externalization
Explicit Internalization Combination

Figure1:  Nonanka’s Knowledge Processes

Creation, storage and dissemination of explicit knowledge, typically done through text books in print or online mediums, can be well managed using ICT.  The core issue that hinders the adoption of online education relates to the difficulty involved in exchange of tacit knowledge.  In olden days, the automation of these processes took two diverse paths.  One focused on managing explicit knowledge through content creation in electronic format such as CDs and hypertext etc.  The other path, rooted in artificial intelligence focused on creating intelligent tutors with a view to create and disseminate knowledge.  While the former missed on exchange of tacit knowledge, the latter was too optimistic an approach to replace the subject matter experts with self learning systems.  With the advent of web2.0, knowledge management has progressed from limited creators, limited access to co-creation and mass distribution.  This change brings along a paradigm shift in the way education has been managed for ages.   So the need today is to identify appropriate mix of technology to carry out the four knowledge processes with a view to co-creation and learning.   Equally important is to ensure that these processes even with diverse technologies remain integrated to provide a seamless education experience.

For example, rather than simply substituting physical class rooms of a b-school with satellite based virtual classrooms, institutions could consider making their face to face programmes lean by substituting the explicit and practical elements of lectures with vodcasts and web based readings.  The tacit elements can be enriched through community building where students and teacher(s) can continue to have additional deliberations beyond the physical lecture hours and even beyond their tenure in the college.  

As learners are known to have different styles of learning, specifying a standard process for all kinds of learners is not always possible and institutions need to customize their service offerings from an individual learner’s perspective too.

Customization Perspective

Customization is not new to education.  Quite in line with the N=1 perspective proposed by Prahad [4], an ideal teacher is expected to customize the content and pedagogy to match the unique learning style, expectations as well as constraints of each student.

However, an attempt to handle the increasing number of classes and students has led many institutions to adopt mass production of standard rather than customized products.  Many institutions design different programs to manage customization for a standard group of students.  For example, most b-schools today offer variants of MBA programme to cater to different sets of students such as part time MBA, executive-MBA, distance education based MBA etc. to cater to the student needs for flexibility in time, space and content.  Nevertheless, such variants do not precisely take care of individual goals and learning styles of students.  

Ideally, the education system should be able to offer the flexibility to deliver any content using a pedagogy that fits the intellectual level, learning style and needs of student and is offered any time, at any space, using any technology and any language. Equally critical to individual service is the speed to facilitate quick response with a readiness to dispatch a class at a moment’s notice

Considering four approaches to customization as suggested by Pine [5], viz. Collaborative, Cosmetic, Adaptive and Transparent, one can derive that while dedicated face to face programmes tend to be closer to collaborative customization; the variants of MBA, discussed above are more of cosmetic customization.  Online education has the potential to help educators attain adaptive customization by having customizable content and interactions.  Similarly institutions can also get closer to the ultimate essence of customization i.e. transparent customization by providing individual customers the unique and seamless services without letting them know that customization has taken place and also without putting extra burden on the system and its resources.  

Conclusion

Despite being an information and knowledge intensive sector, education services have been far behind other service sectors in adoption of ICT for their core service i.e. education delivery.  A major hindrance to this adoption relates to the challenge involved in transfer of tacit knowledge.  Though technology cannot ever substitute human beings and thus the face to face interactions, there are many environmental pressures that can make face to face interactions infeasible and sometimes ineffective too.  ICT has the potential to significantly improve the process of education and map it to individual student needs while still managing mass number of students.  To reap such benefits, institutions should undertake online education as a business proposition and implement it after a thorough analysis of its own organizational needs and abilities viz. a viz. multiple perspectives notably strategic, knowledge management and customization.  

References:

[1] Lucas, Jr., Henry C. (1999). “Information Technology And The Productivity Paradox – Assessing The Value Of Investing In IT”. Oxford University Press.  Page 17.
[2] Lucas, Jr., Henry C. (1999). “Information Technology And The Productivity Paradox – Assessing The Value Of Investing In IT”. Oxford University Press.  Pages 71-72.
[3] Nonaka, I. and Toyama, R. (2003). “The Knowledge-Creating Theory Revisited: Knowledge Creation As A Synthesizing Process”. Knowledge Management Research & Practice, 1, 1, 2-10.
[4] Prahad, C.K and Krishnan, M.S. (2008), “The New Age of Innovation”. Harvard Business Press.
[5]  Cohen, Stephen L. and Pine II, B. Joseph (2007).  “Mass Customizing the Training Industry”.  T+D, June, 50-54.

 

by Dr Kamna Malik
Associate Professor- Information Systems at U21Global Graduate School

 

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About Dr Kamna Malik 

Based in New Delhi, Dr Kamna Malik’s teaching and research focus lies in enabling better use of information technology for improved business value. Her current research areas are software quality, strategic Information Systems and e-learning.

Dr Malik has a wide range of industry and academic experience spanning practice, teaching, research and administration. She has handled key roles in IT management and software projects across different stages of life-cycle and worked very closely with end-users. She has conducted many management development programmes for middle- and senior-level management in the area of strategic information systems, software quality and testing, knowledge management and contemporary technologies.

She has successfully headed many administrative offices such as Research, MBA, IT Infrastructure and has led many initiatives like conference management, curriculum revision and systems forum. Before joining U21Global, Dr Malik was Associate Dean, Research with Institute of Management Technology, India.

The postgraduate-level subjects that Dr Kamna Malik teaches at U21Global include:

  • 650: eBusiness
  • 771: Information Systems Strategy
  • 2800: Information Systems Project Management
  • 2900: Software Engineering Management
  • 2910: Object-Oriented Analysis and Design

For the full bio of Dr Kamna Malik, please click here.

 

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About U21Global Graduate School 

 

Established in 2001, U21Global is the world’s premier online Graduate School that offers globally recognised graduate programmes. The graduate school is in close partnership and collaboration with four prestigious partner universities – the University of Birminghamthe University of Melbourne, the University of Nottingham and the University of Virginia.
U21Global combines the traditional quality of its founders and partners with innovative modes of delivery on the Internet, providing students with substantial learning advantages, while balancing work, travel and family life.

Awarded the European Foundation for Management Development (EFMD) teChnology-Enhanced Learning (CEL) accreditation, U21Global has successfully enrolled students from over 72 countries around the world including those from Asia, Australia, Africa, Europe and the Americas. The postgraduate programmes draw upon the best practices in online learning and pedagogy and have been approved by the Academic Senate which ensures that the quality of all U21Global programmes meet the high standards of each partner university.

 

For more information on U21Global, please visit our campus at www.u21global.edu.sg

 

 

 

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E-Learning adoption – Some perspectives (Part 1/2) http://asiancorrespondent.com/30709/e-learning-adoption-%e2%80%93-some-perspectives-part-12/ http://asiancorrespondent.com/30709/e-learning-adoption-%e2%80%93-some-perspectives-part-12/#comments Mon, 05 Apr 2010 06:25:17 +0000 http://asiancorrespondent.com/30709/e-learning-adoption-%e2%80%93-some-perspectives-part-12/

The value that information and communication technology (ICT) adds to the quality of a service may be gradual but is inevitable.  Education service is no exception.  Education – one of the service sectors as per WTO list is a sector which is primarily information based.  So logically speaking, education sector should have been one of the pioneers to adopt ICT. However, compared to other informational services, it is still lagging far behind.  

For example, we all witness the significant change that financial services have undergone with the introduction of ICT.  Quite expectedly, there was skepticism in the air when ATMs were first introduced in early 1970s, but today, it has become a competitive necessity for banks [1].  American Airlines initiated SABRE to handle the online reservations in 1958 out of compulsion to handle increasing volumes of business [2], and today we experience a massive integration of hotels and airlines redefining the tourism services.  Communication services have gradually moved from postal to courier to SMS, email and now to twitter.  Important about all these technological changes is the fact that they changed the shape of a core informational product or service rather than being a backend support only.  Such changes, often started at organizational levels, but gradually became a societal change to an extent that the service parameters today have drastically changed forcing the organizations to re-think and innovate the way they operate.  


Online vs. Face to Face – An endless debate

Though education sector has been using ICT in backend/administrative processes for quite some time now, the transition of its core product and service i.e. teaching and learning to an online model is still visible in limited pockets only.    Many studies have been carried out to compare online education with distance / face to face education and no wonder that the reported results have been mixed. While such comparisons can help improve the way we use technology in education, an attempt to compare technology with human beings is rather risky and can be a key hindrance in technology adoption and management.   Other industries have already proven the fact that conventional and electronic modes of business can co-exist if properly planned.  So, rather than taking rigid positions for / against pure face to face or pure online models of education, educational institutions should take lessons from other industries and craft their educational strategy by analyzing different aspects of the business and process of education, notably:

  1.  Strategic perspective
  2.  Knowledge management perspective (to be discussed in part 2/2)
  3.  Customization perspective (to be discussed in part 2/2)

 

Strategic Perspective

Though debate still prevails around whether education is an industry or not, the fact remains that an e-learning initiative is no different from any other e-business initiative.  

Just like in any successful e-business initiative, factors such as business-IT alignment, process innovation, leadership and change management define the success of any e-learning initiative too. Quite often organizations visualize a technological solution as a high potential for turning around the business.  However, the lack of strategic planning and implementation makes the project a failure and the expectedly a turnaround application – rather than churning strategic benefits ends up being a support application with little or no returns.

Online education today can be seen as a turn around application.  Thus, rather than leaving its implementation to individual professors or program directors, it should be led by the top management.  Institutions who startup their online education initiatives with rigid technologies and methodologies such as extending lectures through video conferencing or web enabling the course content / professor’s notes etc.,  mistakenly end up having e-learning as a support application with least returns.  Such applications tend to be ad-hoc and optional rather than being a process improvement at organizational level.

As an example, many top b-schools in India are now adopting video based education through a common vendor.  While this step is allowing the institutions, professors and students to get exposed to technology enabled education; by imitating each other, they are grossly missing on the opportunities for competitive advantage. To sustain themselves, institutions need to take this up as a strategic initiative with well defined goals, outcomes and plan for implementation.   For long term gains, institutions need improved and innovative teaching processes rather than simply porting the class room to virtual space.   A knowledge management perspective can help educators find the best fit of education processes with technologies.

 

… to be continued. Please watch for the posting of part 2 later this week.

 

 

by Dr Kamna Malik

Associate Professor- Information Systems at U21Global Graduate School

 

================================================================================

About Dr Kamna Malik 

Based in New Delhi, Dr Kamna Malik’s teaching and research focus lies in enabling better use of information technology for improved business value. Her current research areas are software quality, strategic Information Systems and e-learning.

Dr Malik has a wide range of industry and academic experience spanning practice, teaching, research and administration. She has handled key roles in IT management and software projects across different stages of life-cycle and worked very closely with end-users. She has conducted many management development programmes for middle- and senior-level management in the area of strategic information systems, software quality and testing, knowledge management and contemporary technologies.

She has successfully headed many administrative offices such as Research, MBA, IT Infrastructure and has led many initiatives like conference management, curriculum revision and systems forum. Before joining U21Global, Dr Malik was Associate Dean, Research with Institute of Management Technology, India.

The postgraduate-level subjects that Dr Kamna Malik teaches at U21Global include:

  • 650: eBusiness
  • 771: Information Systems Strategy
  • 2800: Information Systems Project Management
  • 2900: Software Engineering Management
  • 2910: Object-Oriented Analysis and Design

For the full bio of Dr Kamna Malik, please click here.

 

================================================================================

About U21Global Graduate School 

Established in 2001, U21Global is the world’s premier online Graduate School that offers globally recognised graduate programmes. The graduate school is in close partnership and collaboration with four prestigious partner universities – the University of Birminghamthe University of Melbourne, the University of Nottingham and the University of Virginia.
U21Global combines the traditional quality of its founders and partners with innovative modes of delivery on the Internet, providing students with substantial learning advantages, while balancing work, travel and family life.

Awarded the European Foundation for Management Development (EFMD) teChnology-Enhanced Learning (CEL) accreditation, U21Global has successfully enrolled students from over 72 countries around the world including those from Asia, Australia, Africa, Europe and the Americas. The postgraduate programmes draw upon the best practices in online learning and pedagogy and have been approved by the Academic Senate which ensures that the quality of all U21Global programmes meet the high standards of each partner university.

 

For more information on U21Global, please visit our campus at www.u21global.edu.sg

 

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The problem of Ctrl-C & Ctrl-V http://asiancorrespondent.com/30314/the-problem-of-ctrl-c-ctrl-v/ http://asiancorrespondent.com/30314/the-problem-of-ctrl-c-ctrl-v/#comments Fri, 26 Mar 2010 03:04:00 +0000 http://asiancorrespondent.com/30314/the-problem-of-ctrl-c-ctrl-v/

Plagiarism is a serious academic offence. The problem is getting bigger and bigger as students can now “extract” information to re-use in their assignments in a matter of seconds. The smart ones know that you’re using tools like Turnitin to catch them so they turn to Synonymizer software to do better reverse engineering. To get the students understand the issue of practising Ctrl-C & Ctrl-V better, I recently acted as a story teller and my MBA students seems to get the message pretty good. Feel free to spread the story if you find it useful:

John and Mary enrolled into a cooking class in a prestigious culinary school. After learning all of those fancy cooking techniques for three months, it’s time to show off their cooking skills during a tasting event which is also their final examination. They were given the whole afternoon to prepare for their meals at home and bring back their ‘creation’ to school during dinner time. The judges were eager to taste their delicious dishes.

Some unexpected situations happened at noon. The power went out in the dorm where both John and Mary were staying. So, the electric cooker, stove and fridge were not working. John, being very nervous, went out to several upscale restaurants nearby to order some takeouts. Mary, who’s also getting very nervous, went out to shop at a nearby supermarket.

At the evening tasting event, John happily put his five-course meal on the table for the judges to taste. Mary, on the other hand, took out a loaf of bread and spent 10 minutes to make her “Club Sandwich” using some pre-packaged deli, tomato, lettuce and mayonnaise in front of the judges.

The result? John got a failing grade while Mary got a 82 percent.

Do you know why?

P.S.: If your students are using Macs, replace “Control-C and Control-V” with “Command-C and Command-V”.

By Dr Ken Wong

Assistant Professor, U21Global Graduate School

 

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About Dr Ken Wong

Based in Toronto, Canada, Dr Ken Wong is an Assistant Professor of Marketing at U21Global, facilitating subjects in marketing, eBusiness and entrepreneurship. He is also a recipient of the Faculty Excellence Award 2008 and 2009 at U21Global where he was honoured in all three award categories including Outstanding Professor, Most Innovative Professor, and Excellence in Online Education. Previously, Dr Wong was an Assistant Professor of Business Administration at TUI University in the US. Since 2003, he has been developing and lecturing marketing courses at the University of Toronto’s School of Continuing Studies and also at various institutions of higher education in North America.

The postgraduate-level subjects that Dr Ken Wong teaches at U21Global include:

  • 630: Marketing Management
  • 650: eBusiness
  • 730: Marketing Strategy
  • 761: Developing New Enterprises

For the full bio of Dr Ken Wong, please click here.

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 About U21Global Graduate School

Established in 2001, U21Global is the world’s premier online Graduate School that offers globally recognised graduate
programmes. The graduate school is in close partnership and collaboration with four prestigious partner universities –
the University of Birminghamthe University of Melbourne, the University of Nottingham and the University of Virginia.
U21Global combines the traditional quality of its founders and partners with innovative modes of delivery on the Internet,
providing students with substantial learning advantages, while balancing work, travel and family life.

Awarded the European Foundation for Management Development (EFMD) teChnology-Enhanced Learning (CEL)
accreditation
, U21Global has successfully enrolled students from over 72 countries around the world including those
from Asia, Australia, Africa, Europe and the Americas. The postgraduate programmes draw upon the best practices in
online learning and pedagogy and have been approved by the Academic Senate which ensures that the quality of all
U21Global programmes meet the high standards of each partner university.

For more information on U21Global, please visit our campus at www.u21global.edu.sg

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Where are we headed… http://asiancorrespondent.com/30164/where-are-we-headed/ http://asiancorrespondent.com/30164/where-are-we-headed/#comments Tue, 23 Mar 2010 09:01:51 +0000 http://asiancorrespondent.com/30164/where-are-we-headed/

The human race has come a long way since the discovery of fire and stone tools in early stone-age.  Those were discoveries for basic human necessities and survival. Today’s inventions and discoveries are not for survival; they are for a better or superior lifestyle, for convenience and to provide new experiences. Be it technology, growing and cooking cereals, fruits and vegetables, producing match sticks to luxury cars; all aspects of our life have changed considerably over the years due to the many inventions. But, where are we headed? What is next, what do we look forward to?

 

To offer, albeit a micro perspective, something to which many of us can relate to.  As much as we enjoy the conveniences and to a large extent have become dependant on many of them, I feel we are heading back to the early days. The inventions seem to be taking a toll on our health and also on the environment as a whole and it is time to pay the price. Thankfully the technological developments and the effort of great scientists enabled us to find solutions for the many hazards we face, yet it is time for us to act to prevent further damage and to ensure our progeny enjoy our environment as much as we did. The solutions surprisingly point us back to where we came from.

 

I was surprised when a friend of mine, one of those who took good care of herself, cognizant of the fact that she is a vegetarian by getting her daily dose of supplements, complained of weakness. The doctor said she was anemic and suggested that she use iron vessels to cook, like they do in many Indian villages. Years ago we were excited to move to non-stick pans to avoid the hassle of cleaning and maintaining iron vessels!!

 

When we look at all the Green/eco-friendly initiatives like use less paper, drive less, use public transport, use less water, minimize use of electrical appliances to reduce the carbon footprint, are we not again going back to where we were?  Back then we dreamed of having color televisions and a luxury car to drive, but today we urge ourselves to leave our cars home and take the public transport. Well, yes, maybe we all overdid, surpluses, booming economies and human nature of acquiring and making life better. So, did we conceive these problems when we invented cars, microwaves or genetically modified foods?

 

While having spent millions of dollars of researching hybrid crops and genetically modified foods we now shop from the organic foods section of the supermarket paying a premium for foods grown without the use of any artificial fertilizers, pesticides or insecticides. Now, wasn’t that how we grew food before any of the fertilizers, insecticides and pesticides was invented? Why just food, we now have soaps, clothes, cosmetics and even play schools that are organic and yes, with a huge market!

 

When plastic was discovered, it was a wonder material and we adopted it in all possible ways. Now the seeming link between plastic and cancer causing agents is encouraging us to go back to earlier alternatives such as glass and stainless steel.

 

Just like the many lifecycles maybe human evolution is also a cycle of sorts. But one question remains, are we doing the correct things? Is development happening in the right directions or are we opening multiple Pandora’s boxes? I also wonder what lessons have we learnt from this evolution? What do we tell our children to look forward to? Where are we headed?

 

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 About Dr Mamata Bhandar

 

 Based in Singapore, Dr Mamata Bhandar has more than six years of experience in lecturing at the National University of Singapore. She also has industry experience in the software and manufacturing sectors. Dr Bhandar obtained her PhD from the National University of Singapore in 2007. Her research interests are in knowledge management; specifically knowledge integration in the inter-organisational context and social capital. Her thesis examined the role of social capital in knowledge integration in three Singapore-based inter-organisational projects.

Her work has been published in the Journal of American Society of Information Systems and Technology (JASIST). It has also been selected for presentation in premium conferences such as Academy of Management Meeting (AOMM Atlanta 2006), European Conference of Information Systems (ECIS Verona 2009, ECIS Regensburg 2005), The 2009 International Conference on e-Commerce, e-Administration, e-Society, and e-Education (ECase 2009 Singapore), Information Resources Management Association (IRMA 2005) and Organizational Knowledge Learning Conference (OKLC Boston 2005).

The postgraduate-level subjects that Dr Mamata Bhandar teaches at U21Global include:

  • 770: Information Technology Systems for Business
  • 751: Enterprise Knowledge Management
  • 4000: Master of Management in Information Technology Capstone
  • For a full bio of Dr Mamata Bhandar, please click here.

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    About U21Global Graduate School

     

     Established in 2001, U21Global is the world’s premier online Graduate School that offers globally recognised graduate
    programmes. The graduate school is in close partnership and collaboration with four prestigious partner universities –
    the University of Birminghamthe University of Melbourne, the University of Nottingham and the University of Virginia.
    U21Global combines the traditional quality of its founders and partners with innovative modes of delivery on the Internet,
    providing students with substantial learning advantages, while balancing work, travel and family life.

    Awarded the European Foundation for Management Development (EFMD) teChnology-Enhanced Learning (CEL)
    accreditation
    , U21Global has successfully enrolled students from over 72 countries around the world including those
    from Asia, Australia, Africa, Europe and the Americas. The postgraduate programmes draw upon the best practices in
    online learning and pedagogy and have been approved by the
    Academic Senate which ensures that the quality of all
    U21Global programmes meet the high standards of each partner university.

      

     

    For more information on U21Global, please visit our campus at www.u21global.edu.sg

     

     

     

     

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    Does ranking show the true value of an MBA? http://asiancorrespondent.com/29941/does-ranking-show-the-true-value-of-an-mba/ http://asiancorrespondent.com/29941/does-ranking-show-the-true-value-of-an-mba/#comments Wed, 17 Mar 2010 03:59:47 +0000 http://asiancorrespondent.com/29941/does-ranking-show-the-true-value-of-an-mba/

    As a professor of Business, Ethics, Research and Organizational Psychology – world wide – I am often caught between perspectives of “realistic value of MBA program rankings” and the “actions of organizations in their recruitment and selection practices.” From the standpoint of the learner, there is a belief (not always a wise thing to have) that the name and reputation of a school matters in the actual performance in the workplace. Too often, the reality is often very different. What matters, it would seem, are the following:

    •  The ability of the MBA graduate to successfully critically, analytically and reflectively THINK through problems that confront organizations – creating opportunity and capacity within the organization for employees, divisions, departments to learn, shift, adapt, engage and craft new outcomes that can both resolve challenges while simultaneously creating new pathways for market share.
    •  The ability of the MBA graduate to synthesize large volumes of data (current and historical) and integrate that data to create new awareness that expands the practice and knowledge base of an organization to respond to the shifts in the market, changes in the demographics of the customer base, and nuances of culture worldwide.
    •  The ability of the graduate to understand the paradoxes that face the organization and utilize skills and cultural competency to provide new processes and strategies that can both appreciate the paradoxes while crafting unique approaches to engage the paradox as an essential component of the work within the organization.
    •  The ability to understand effectively – management and leadership – recognizing how to shift between the two to create capacity, collaboration, understandings of complexity within organizations to make a difference in organizational and operational performance.

    While one might think that reputation and name branding matters – it is the learner and their willingness to push their own boundaries that create capacity and belief in their competency by those who utilize their talents.

    As I teach in the United States, France, England, Switzerland, Singapore, Saudi Arabia, and consult in substantively more areas of the world; reputation and rankings do not make the world evolve and enhance the performance of organizations and people. It is the uniqueness of the individual, the character of the individual, the ability of the individual to integrate substantive information, crafting a process of engagement with the particular needs and processes of organization. That is not about the school; rather it is about the individual.

    Traditionally, MBA programs teach marketing, finance, operations, lean management, human resources, operations, accounting AS SEPARATE AND DISCREET skills; yet, it is the school that infuses the skills of integration and collaboration that achieves the creation of graduates who are effective for the present and future and who create sustainable practices that matter. Rankings do not accomplish that! Reputation does not accomplish this integration! It is often the inquisitive learner who has passion and commitment to make a difference, more than money who achieves greatness in their performance. I vote for the graduate who can make a difference; not who has a degree from a highly ranked school with a reputation.

    By Dr Lloyd Williams
    Professor Facilitator at U21Global Graduate School

    ================================================================================

    About Dr Lloyd Williams

    Dr Lloyd Williams is an organisational psychologist, consultant and author. Since 2007, he has held the position of Provost, Vice-President of Academic Affairs, and Professor of Business and Psychology at Northcentral University. He is also a faculty member in Industrial/Organisational Psychology at Capella University’s Harold Abel School of Academic and Psychology, and a research/dissertation adjunct faculty member at the University of Phoenix’s School of Advanced Studies in the US. In addition, Dr Williams is Program Chair and Professor of Business at Argosy University, Phoenix, Arizona. Currently, he holds the position of Chief Executive Officer at the Institute for Transformative Thought and Learning, an international think tank with offices in Switzerland, Canada and the US.

    The postgraduate-level subjects that Dr Lloyd Williams teaches at U21Global include:

  • 601: Organisational Behaviou
  • 750: Human Resources Management
  • 780: Corporate Social Responsibility
  • 790: Capstone Management Project
  • For a full bio of Dr Lloyd Williams, please click here.

    ================================================================================

    About U21Global Graduate School

    Established in 2001, U21Global is the world’s premier online Graduate School that offers globally recognised graduate
    programmes. The graduate school is in close partnership and collaboration with four prestigious partner universities –
    the University of Birminghamthe University of Melbourne, the University of Nottingham and the University of Virginia.
    U21Global combines the traditional quality of its founders and partners with innovative modes of delivery on the Internet,
    providing students with substantial learning advantages, while balancing work, travel and family life.

    Awarded the European Foundation for Management Development (EFMD) teChnology-Enhanced Learning (CEL)
    accreditation
    , U21Global has successfully enrolled students from over 72 countries around the world including those
    from Asia, Australia, Africa, Europe and the Americas. The postgraduate programmes draw upon the best practices in
    online learning and pedagogy and have been approved by the Academic Senate which ensures that the quality of all
    U21Global programmes meet the high standards of each partner university.

    For more information on U21Global, please visit our campus at www.u21global.edu.sg

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    Do students get more out of face-to-face classroom than online education in a higher education institution? http://asiancorrespondent.com/29864/do-students-get-more-out-of-face-to-face-classroom-than-online-education-in-a-higher-education-institution/ http://asiancorrespondent.com/29864/do-students-get-more-out-of-face-to-face-classroom-than-online-education-in-a-higher-education-institution/#comments Mon, 15 Mar 2010 08:11:23 +0000 http://asiancorrespondent.com/29864/do-students-get-more-out-of-face-to-face-classroom-than-online-education-in-a-higher-education-institution/

    In short – it depends on what the student wants.

    A programme taught in a face-to-face classroom, in a local campus typically includes, as part of the learning experience the sought-after campus lifestyle, the dorm activities and the bonding between your dorm mates or classmates. There is of course, also the kind of face-to-face programmes conducted on a part-time basis focussing solely on certification, which exclude the benefits and exposures of social activities like the full-time programmes in a campus.

    Online education, on the other hand, offers the flexibility of study at your own time and pace. With updated and real-world content and a global classroom where cross-cultural exchanges are experienced, online education has its benefits. Besides, online education also helps to sharpen your soft skills like relationship management, and delegation.

    First, to clarify, by ‘online’ I do not just mean any learning over the Internet. They are programmes that provide a virtual campus with the full benefits of traditional on-campus learning that is accessible to students any time, anywhere, using the Internet as an effective medium. Today, with the Internet being immensely dynamic, it makes it a mode of education that is far more effective than traditional campus-based learning. Furthermore, considering the life styles of the learning community today, online education offers itself as an efficient platform for learning.

    Flexibility to juggle with other committments
    In today’s increasingly knowledge-based world, more and more people are finding the need to add value to their credentials in order to move up the professional ladder; yet find that they are unable to leave jobs or families in pursuit of higher education. With eLearning, they are able to build skills wherever and whenever, without taking time off from work or their routine. This facility provides them with much needed flexibility for enhancing their qualifications. This is especially critical to professionals who hold positions with regional or global responsibilities, where they spend much of their time globetrotting; as well as expatriates who need to be ready for any immediate redeployment to another country.

    You are not on your own
    With online learning, the user ‘virtually’ meets students from all over the globe. In the case of U21Global, interactions come “alive” as professors facilitate classes. Therefore, it is now redundant to say that through elearning, you are on your own. Not only do you meet students and work with them on various projects via email, web chat, threaded discussions and instant messengers, you also learn in real time about business environments in different parts of the world. This enhances your experience, adds to your knowledge and makes you more competitive in today’s world.

    Equal voice 
    One particularly interesting aspect of eLearning is the increased interaction among students enrolled into their classes from across the world. In traditional schools, students tend not to participate due to various reasons – cultural or personal – and one usually ends up with a few students dominating the discussion. With online education, where threaded discussion is an intrinsic part of the course, each one gets an equal opportunity to respond when the professor posts a question – making the discussions more balanced and effective. What’s more, students are more out coming and confident to pose questions online than while they are in a classroom.

    Interaction helps retaining knowledge gained
    Online education at U21Global is a truly student-centred education, where students are empowered for self-learning and even tutor each other. Online discussion forums are a lively and interactive way to directly discuss relevant course issues with fellow students. Such discussions may last for days or even weeks, so that there is opportunity to really get into the depth of study that is typical of quality programs. Students can think carefully about what they want to say and spend time considering the responses of others. Face-to-face interaction cannot afford that time and space. Therefore, the quality of interaction and discussion can be much higher than in face-to-face group discussions. This process also helps students retain the information longer and sharpen their analytical skills for both professional and personal use. As working professionals, they can immediately apply what they have learned to their jobs, making their educational experience all the more real and relevant to their daily lives.

    Real-world styled examinations 
    Just as examinations form an integral part of education, online education gives due importance to examinations as well. What is interesting here is the paradigm shift experienced by those attempting examinations at U21Global. The “Open Book Open Web” examinations allow students to appear for exams within an extended though stipulated time frame, and with the comfort of having access to the Internet for reference/current information. After all, as a business decision maker, you are not required to make a decision within three hours inside a closed, invigilated room with no access to researches, journals, consultants and your team.

    Soft skills  
    Finally, you may ask how do you sharpen your soft skills doing an online programme? In today’s global business environment, most of us deal with colleagues, vendors, business associates and partners from multiple regions and countries. It’s a skill to be able to effectively conduct a meeting, or to manage a project in such distributed environments. What better way is it to harness that skill, than to be trained in your online study where you engage with a vast group of classmates from different parts of the world, debate on your differences during class discussions and collaborate on group assignments! In addition, almost all our graduates at U21Global said that the course has helped them develop better time management skills.
     
    If this is the quality of learning you are seeking, you may just be the right candidate for online education.  

     

    ================================================================================

    About U21Global Graduate School

    Established in 2001, U21Global is the world’s premier online Graduate School that offers globally recognised graduate
    programmes. The graduate school is in close partnership and collaboration with four prestigious partner universities –
    the University of Birminghamthe University of Melbourne, the University of Nottingham and the University of Virginia.
    U21Global combines the traditional quality of its founders and partners with innovative modes of delivery on the Internet,
    providing students with substantial learning advantages, while balancing work, travel and family life.

    Awarded the European Foundation for Management Development (EFMD) teChnology-Enhanced Learning (CEL)
    accreditation
    , U21Global has successfully enrolled students from over 72 countries around the world including those
    from Asia, Australia, Africa, Europe and the Americas. The postgraduate programmes draw upon the best practices in
    online learning and pedagogy and have been approved by the Academic Senate which ensures that the quality of all
    U21Global programmes meet the high standards of each partner university.

    For more information on U21Global, please visit our campus at www.u21global.edu.sg

    ]]>
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    Can tourism be a driver for change in the never-ending sustainability debate? http://asiancorrespondent.com/29764/can-tourism-be-a-driver-for-change-in-the-never-ending-sustainability-debate/ http://asiancorrespondent.com/29764/can-tourism-be-a-driver-for-change-in-the-never-ending-sustainability-debate/#comments Fri, 12 Mar 2010 03:01:18 +0000 http://asiancorrespondent.com/29764/can-tourism-be-a-driver-for-change-in-the-never-ending-sustainability-debate/

    In the past 20 years, tourism has positioned itself as one of the main drivers of our economies. Some countries have made it their primary economic activity and the use of natural resources as the only level of endowments for an economy to develop is one of today’s major discussions.

    The truth is that with such a gigantic turnover and with the pride of being the second largest employer worldwide, tourism has the chance to offer a springboard of reflection for the debate on the sustainability of the systems.

    If sustainability tends to be simplified with the alignment of the three main capitals, be it economic, social and environmental, then tourism speaks the same language, on the ground and not only in the idealogical debate.

    The industry generates an impressive economic output, it fosters and facilitates the creation of side-businesses which lead to secondary and tertiary economic stratification and it tends to craft a quite natural multiplier impact in the local economies. Entire countries are aligning their productive activities around the potentialities which are structural to tourism, from a macro as well as micro economic perspective.

    The industry is based on services, thus the concept of service management, cross cultural communication, customer satisfaction and brand loyalty, make of tourism a large spectrum of reference for all sort of sociological studies, aimed at the creation of a balanced system of reference, transcending the cultural aspects into more universal and interpersonal values. The localization of the activities make it attractive not only from a destination perspective, but from human dimensionality, which is the second most important competitive factor, after natural tourism.

    Finally, tourism is centric to the sensitization that has been generated by green businesses and all the concerns around the protection of the environment. The environment is its primary actor, regardless of the fact that it is a natural environment, a heritage or a man made one. In a nutshell, tourism and the environment stem from the same roots.

    With this in mind, tourism is a possible ally in the definition of sustainable systems because if it takes the three dimensions as pillars of the same system, tourism is a must in dealing properly with each one of those in order for its attractiveness to be viable or otherwise said to be competitive.

    Sustainable tourism is therefore not just a trend but a reality which operates every single day, in the fluency of the complexities dictated by the three dimensions and if successful, it manages the paradox as one of the best practice models currently accessible.

    It is a metaphor of integration that can represent a real shift of thinking towards the capacity for the system to sustain and exist beyond immediate contingency.

    by Dr Mark Esposito
    Professor Facilitator at U21Global Graduate School

    ================================================================================

    About Dr Mark Esposito

    Dr Mark Esposito is an organisational management and sustainability expert. Besides his role as Professor Facilitator at U21Global since July 2007, he serves as Associate Professor of Management & Behaviour for Grenoble School of Management in France. Dr Esposito is an Affiliate Teaching Fellow of the course on Micro Economics of Competitiveness, at the Institute for Strategy and Competitiveness at the Harvard Business School and a visiting scholar at the University of Cambridge. He also serves as Research Fellow for the United Nations Global Compact for the Principles for Responsible Management Education and he also serves as Think Tank in Europe, Asia and North America.

    The postgraduate-level subjects that Dr Mark Esposito teaches at U21Global include:

  • 601: Organisational Behaviour
  • 690: Strategic Management
  • 731: Consumer Behaviour
  • 750: Human Resource Management
  • 760: Management of Services
  • 790: Capstone Management Project
  •  

    For Dr Mark Esposito’s full bio, please click here.

    Dr Esposito recently published a Kindle edition eBook on Sustainable Strategies in Travel & Tourism. For more information on the eBook, please visit Amazon or click here.  

    ================================================================================

    About U21Global Graduate School

    Established in 2001, U21Global is the world’s premier online Graduate School that offers globally recognised graduate
    programmes. The graduate school is in close partnership and collaboration with four prestigious partner universities –
    the University of Birminghamthe University of Melbourne, the University of Nottingham and the University of Virginia.
    U21Global combines the traditional quality of its founders and partners with innovative modes of delivery on the Internet,
    providing students with substantial learning advantages, while balancing work, travel and family life.

    Awarded the European Foundation for Management Development (EFMD) teChnology-Enhanced Learning (CEL)
    accreditation
    , U21Global has successfully enrolled students from over 72 countries around the world including those
    from Asia, Australia, Africa, Europe and the Americas. The postgraduate programmes draw upon the best practices in
    online learning and pedagogy and have been approved by the Academic Senate which ensures that the quality of all
    U21Global programmes meet the high standards of each partner university.

    For more information on U21Global, please visit our campus at www.u21global.edu.sg

     

    ]]>
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    Technopreneurship in Troubled Times http://asiancorrespondent.com/29627/technopreneurship-in-troubled-times/ http://asiancorrespondent.com/29627/technopreneurship-in-troubled-times/#comments Mon, 08 Mar 2010 12:24:18 +0000 http://uk.asiancorrespondent.com/29627/technopreneurship-in-troubled-times/

    In these times of recession, the last thing you tend to hear about are companies investing big- time into
    research and development.However, paradoxical as it may seem, the need to innovate is not only necessary
    but vital for a company’s growth in the future.This is especially true in the case of industries that are
    technology-dependent, as advancements in technology can dramatically change the rules of the game.
    A good example is the advent of digital photography which all but reduced film-based cameras, and
    the industry built around film processing, from the predominant market to a niche one within a few short years.
    Today, 95% of all cameras sold are digital ones. Technology advancements that have a radical and profound
    impact on industries are referred to as disruptive technologies, a term first coined by Harvard Professor Clayton
    Christensen.

    The use of technology as a major driver in continuous innovation is often referred to as technopreneurship,
    a combination of the words technology and entrepreneurship. Technopreneurship applies to both small
    companies and big companies, but in all cases, it is about using technology to transform products and services.
    Apple is widely-acknowledged to be one of the world’s most technopreneurial companies. And it’s easy to
    understand why. Apple went from selling niche computers to creating a multi-billion dollar business based around
    computers, portable music players, online music, software and mobile phones. At the heart of all this
    was a deep culture of innovation, arguably much of it driven by Apple’s mercurial CEO, Steve Jobs.
    We all wonder – what is the next big thing that Apple will launch?

    Look around, and you will see many examples where technopreneurial battles are taking place. In the games
    industry, the Nintendo Wii launched an innovative game controller to counter the hard-core gaming experience
    provided by Sony’s PS3 and Microsoft’s Xbox. In the airline industry, Airbus has focused on building huge,
    large-capacity but fuel-efficient airplanes such as the A380 while Beoing is betting on smaller but super-advanced
    and super fuel-efficient smaller jets. Amazon and Sony have both launched e-book readers, which might one day
    replace all the newspapers and books we often carry around on the daily commute to work. Make no mistake
    about it, recession or no recession, technopreneurship is what it takes to stay in the game for many companies.

    By Dr Wing Lam
    Dean of U21Global Graduate School

    ================================================================================

    About Dr Wing Lam

    Dr Wing Lam is Dean of U21Global. He has an established reputation for technology-based innovation, a theme which
    underpins much of his teaching, research and industry expertise. Dr Lam’s teaching portfolio comprises graduate
    courses in IT Strategy, Knowledge Management, Outsourcing and Strategic Management. He exercises leadership
    across a broad spectrum of learning initiatives relating to the use of technology to deliver quality education and learning
    outcomes. He is also active in executive education, where he works closely with major corporations to translate their
    organisational learning needs into management and leadership programmes, and helps them to maximise the ROI from
    training and development budgets. Dr Lam’s teaching experience is international, having taught graduates and executives
    in the UK, Singapore, India, UAE and the Philippines.

    For Dr Wing Lam’s full bio, please click here

    Dr Wing Lam is currently working on a 4-part series on Technopreneurship. Available on YouTube, the series is a
    presentation especially designed for MBA students and budding entrepreneurs in the technology space. To see the
    first 2 parts of the series,
    please click here.

    ===============================================================================

    About U21Global Graduate School

    Established in 2001, U21Global is the world’s premier online Graduate School that offers globally recognised graduate
    programmes. The graduate school is in close partnership and collaboration with four prestigious partner universities –
    the University of Birminghamthe University of Melbourne, the University of Nottingham and the University of Virginia.
    U21Global combines the traditional quality of its founders and partners with innovative modes of delivery on the Internet,
    providing students with substantial learning advantages, while balancing work, travel and family life.

    Awarded the European Foundation for Management Development (EFMD) teChnology-Enhanced Learning (CEL)
    accreditation
    , U21Global has successfully enrolled students from over 72 countries around the world including those
    from Asia, Australia, Africa, Europe and the Americas. The postgraduate programmes draw upon the best practices in|
    online learning and pedagogy and have been approved by the Academic Senate which ensures that the quality of all
    U21Global programmes meet the high standards of each partner university.

    For more information on U21Global, please visit our campus at www.u21global.edu.sg

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