ethanporcaro/eric-fulltext-meta huggingface dataset:
Adjunct Communication Methods outside the Classroom: A Longitudinal Look
Author: Serapiglia, Anthony
Date: 2012-12-00
Type: Journal Articles
Subjects: Longitudinal Studies,Communication Strategies,Adjunct Faculty,Social Networks,Handheld Devices,Group Membership,Teacher Student Relationship,Interpersonal Communication,Teacher Surveys,Online Surveys,Demography,Technology Uses in Education,Usability,Use Studies,Web 2.0 Technologies,College Faculty,Statistical Analysis

The ubiquitous nature of social networking and online/electronic communication has become expected in every area of life by those students that are entering colleges and universities today. This is in direct opposition with the trend of colleges and universities to reduce support for basic infrastructure services such as school provided E-mail. The continued rise of reliance on adjunct professors as a source of direct on ground instruction has also led to a shift and reduction of the opportunities for the student to interact with their teachers. The availability of modern technology for communication has provided many new avenues for this interaction to take place. It is necessary for adjunct faculty and institutions to explore and leverage new channels of electronic and online communication to provide opportunities for timely and valuable exchanges between instructor and student outside of the classroom.
Beyond the Bake Sale: Fundraising and Professional Experience for Students Involved in an Information Systems Student Chapter
Author: Snyder, Johnny
Date: 2012-12-00
Type: Journal Articles
Subjects: Fund Raising,Professional Development,Information Systems,Clubs,Student Organizations,Undergraduate Students,Active Learning,Service Learning,Theory Practice Relationship,Computer Science Education,Simulation,Business,Business Skills

Fundraising traditionally involves selling. This paper explores the merits of selling technology services provided by a technology oriented student club to members of a campus community. This club activity puts into practice learning theories presented in the literature. Beyond fundraising, this activity yields many additional benefits to the students and the institution. Student benefits include an active learning experience, intellectual synthesis joining theory and applications, and practical work experience. Institution benefits include student retention, technology repair services for the campus community and increased learning by the students involved. This fundraising activity gives participating students real-world experience that merits inclusion on their resumes and practice applying recently learned classroom knowledge in a realistic business setting.
The Foundations for Learning Campaign: Helping Hand or Hurdle?
Author: Meier, Corinne
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Teacher Attitudes,Literacy,Statistical Analysis,Qualitative Research,Teacher Effectiveness,Numeracy,Grade 3,Elementary School Students,Questionnaires,Focus Groups,Interviews

The education system in South Africa has failed to produce competent learners. The effect thereof is intensely felt by higher education institutions. Many of the country's first-year students cannot read, write and comprehend satisfactorily. Public outcry has forced the Department of Basic Education to go back to the drawing-board. One initiative taken by the Department was to launch the Foundations for Learning Campaign, a four-year national literacy and numeracy programme, in 2008. The Campaign entails amongst other things providing teachers with lesson plans and the resources needed for effective teaching and assessment. In view of the immense importance of this initiative for South African education, the aim of this research was to investigate teacher perceptions about the Campaign, and the provisional impact of the Campaign on the literacy levels of the Grade 3s of three urban schools, located in different socio-economic circumstances. A combined quantitative and qualitative approach was used, the former through an analysis of the results of the 2008 and 2009 literacy assessments, and the latter by the incorporation of observation and interviews at participant sites. The findings suggest that the Campaign is a necessary and welcome initiative but that attention should be paid to simplifying particular aspects of the Campaign. The impact of the Campaign, although slight, did indicate an improvement in literacy levels.
Preparing New Principals in South Africa: The ACE: School Leadership Programme
Author: Bush, Tony
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Principals,Management Development,Leadership Training,Pilot Projects,Program Effectiveness,Program Evaluation,Interviews,Observation,Longitudinal Studies,Case Studies,Instructional Materials,Delivery Systems,Mentors,Social Networks,Administrator Education,College Programs

There is increasing recognition that effective leadership and management are vital if schools are to be successful in providing good learning opportunities for students, and emerging evidence that high quality leadership makes a significant difference to school improvement and learning outcomes. However, in many countries, including South Africa, a teaching qualification and teaching experience are the only requirements for school principals. In the 21st century, there is a growing realisation that headship is a specialist occupation that requires specific preparation. In 2007, the former South African Department of Education introduced a new threshold qualification for aspiring school principals as part of its wider strategy to improve educational standards. The course, badged as an Advanced Certificate in Education: School Leadership (ACE), was piloted in six provinces from 2007-2009. This paper reports the main findings from the evaluation of the pilot ACE programme and links them to the South African and international literature on leadership development.
University Access for Social Justice: A Capabilities Perspective
Author: Wilson-Strydom, Merridy
Date: 2011-00-00
Type: Journal Articles
Subjects: Social Justice,Access to Education,Higher Education,Educational Research,Change Strategies,Achievement Need,Academic Ability,Academic Aptitude,Enrollment Influences,Educational Practices,Foreign Countries

The closely related, but often contradictory, issues of increasing access to university and improving students' chances of success in their university studies have been and continue to be an important research focus within higher education studies and policy in South Africa and beyond. More recently, the challenge of underpreparedness of students entering university has gained prominence as universities struggle to increase their throughput rates. It can be argued that increasing access, without increasing chances of success, is becoming a new form of social exclusion within higher education. This paper proposes that approaching issues of access from a capabilities perspective (as developed by Amartya Sen) provides a means of fostering access for social justice and countering access that leads to social exclusion. As such, this is a theoretical paper building on existing work on the capabilities approach within education to argue that the notion of capabilities provides a useful theoretical and conceptual framework for understanding the complexities of meaningful access to university in a deeply divided society like South Africa.
Adapting to Change in a Master Level Real-World-Projects Capstone Course
Author: Tappert, Charles C.
Date: 2012-12-00
Type: Journal Articles
Subjects: Masters Programs,Computer Science Education,Student Projects,Curriculum,Graduate Students,Educational Change,Group Activities,Student Evaluation,Online Courses,Teamwork

Our mission of capstone computing courses for the past ten years has been to offer students experience with the development of real-world information technology projects. This experience has included both the hard and soft skills required for the work they could expect as industrial practitioners. Hard skills entail extending one's knowledge structure with technical know-how, specifically using the latest software and hardware tools for building applications of genuine utility. Soft skills include the ability to work in a collaborative setting (e.g., to participate in team coordination and governance), the ability to interact with a customer (e.g., to establish product requirements and achieve acceptance), the ethos of creating value, and a facility for technical communications (written, oral, and electronic). Significant changes in the instructional environment have taken place in the ten years since the capstone class was first offered. This paper describes the adaptation to changes in the course's delivery so that its mission continues to be fulfilled successfully.
Democracy in Schools: Are Educators Ready for Teacher Leadership?
Author: de Villiers, Elsabé
Date: 2011-00-00
Type: Journal Articles
Subjects: Democracy,Democratic Values,Teacher Leadership,Teacher Attitudes,Readiness,Educational Needs,Faculty Development,Questionnaires,Regression (Statistics),Administrator Attitudes,Foreign Countries

The aim of this research was to determine educators' perceptions of and readiness for teacher leadership. A total of 283 educators in the Eden and Central Karoo Education District in the Western Cape participated in the study. The participants included district officials, principals, and members of school management teams, as well as veteran, middle, and novice educators. A series of instruments was used to determine educators' perspectives, perceptions and readiness for teacher leadership, including the Teacher Leadership Readiness Instrument (TLRI). The results indicated that educators held positive assumptions about teacher leadership. Educators' preliminary leadership perceptions, assumptions about and readiness for teacher leadership proved that the majority of educators are ready for a more distributed, deep democratic leadership practice in schools. Educators acknowledged the need for continuous professional development in the area of teacher leadership. It was also found that as preliminary leadership perceptions of educators improve or strengthen, readiness for teacher leadership is also likely to improve or strengthen. These findings have significant implications for leadership practices, collaboration, capacity-building and improvement in schools, educators' self-esteem, motivation and productivity, as well as student outcomes.
Developing an Introductory Level MIS Project in Accordance with AACSB Assurance of Learning Standard 15
Author: Schwieger, Dana
Date: 2012-12-00
Type: Journal Articles
Subjects: Management Systems,Technological Literacy,Learning Processes,Business Administration Education,Graduate Students,Time Management,Information Systems,Information Science Education,Introductory Courses,Accreditation (Institutions),Undergraduate Students,Student Surveys,Student Attitudes,Educational Objectives,Standards,Course Descriptions,Taxonomy,Statistical Analysis,Student Projects,Majors (Students)

As part of the introductory level management information systems (MIS) course, faculty are asked to introduce the students to MIS concepts as well as to help them develop technology-related skills benefitting them in their course work and beyond. However, with a vast array of MIS topics that could be covered and class time at a premium, it is difficult to determine which MIS topics to address and which ones to forego. Ensuring that the appropriate topics are addressed and adequately covered is tremendously important to the learning process as well as abiding by the learning standards of accrediting institutions. In this study, the author describes a project and survey that was administered to undergraduate junior and graduate MBA students in the core MIS classes in the College of Business undergraduate and graduate level curriculum. The purpose of the study was threefold: to introduce the students to collaborative technologies, determine whether or not students were already familiar with the technology assigned, and evaluate the perceived value of the projects in relation to learning objectives and the projects' use of class time.
Improving School Governance through Participative Democracy and the Law
Author: Smit, Marius H.
Date: 2011-00-00
Type: Journal Articles
Subjects: Governance,Democracy,Educational Improvement,Participative Decision Making,Qualitative Research,Statistical Analysis,Parent Participation,School Effectiveness,Accountability,Administrator Attitudes,Administrator Surveys,Questionnaires,Phenomenology,Constitutional Law,Educational Legislation,Misconceptions,Administrative Organization,Change Strategies,Educational Malpractice,Administrative Principles,Foreign Countries,Workshops,Interviews

There is an inextricable link between democracy, education and the law. After 15 years of constitutional democracy, the alarming percentage of dysfunctional schools raises questions about the efficacy of the system of local school governance. We report on the findings of quantitative and qualitative research on the democratisation of schools and the education system in North-West Province. Several undemocratic features are attributable to systemic weaknesses of traditional models of democracy as well as the misapplication of democratic and legal principles. The findings of the qualitative study confirmed that parents often misconceive participatory democracy for political democracy and misunderstand the role of the school governing body to be a political forum. Despite the shortcomings, the majority of the respondents agreed that parental participation improves school effectiveness and that the decentralised model of local school governance should continue. Recommendations to effect the inculcation of substantive democratic knowledge, values and attitudes into school governance are based on theory of deliberative democracy and principles of responsiveness, accountability and justification of decisions through rational discourse.
Health Informatics as an ABET-CAC Accreditable IS Program
Author: Landry, Jeffrey P.
Date: 2012-12-00
Type: Journal Articles
Subjects: Information Systems,Information Science Education,Educational Innovation,Health Services,Academic Degrees,Declining Enrollment,Evaluation Criteria,Accreditation (Institutions),Higher Education,Program Descriptions,Outcomes of Education

This paper builds on prior work defending innovative information systems programs as ABET-accreditable. A proposal for a four-year degree program in health informatics, initiated at the authors' university to combat enrollment declines and to therefore help information systems to survive and thrive, is described. The program proposal is then evaluated against ABET-CAC criteria for information systems degree programs. The results of the evaluation were used to refine the authors' program proposal and provide further evidence of the defensibility of innovative IS degree programs as ABET-accreditable.
Will Computer Engineer Barbie® Impact Young Women's Career Choices?
Author: Martincic, Cynthia J.
Date: 2012-12-00
Type: Journal Articles
Subjects: Computer Science,Computer Science Education,Engineering Education,Information Technology,College Students,Females,Disproportionate Representation,Student Attitudes,Toys,Career Choice,Student Recruitment,Role Models,Stereotypes,Enrollment,Online Surveys

Controversy and fanfare accompanied the announcement in 2010 by Mattel, Inc. of the Barbie® doll's 126th career--computer engineer. Even though women have been and still are in a minority in the information technology (IT) and computer science (CS) fields, enough women voted for the computer engineer as the next career for Barbie® on Mattel's website that it won the overall vote, while the winning choice voted for by young girls was news anchorwoman. The discrepancy resulted in Mattel producing Barbie® dolls in both careers. This paper reports the results of a survey completed by women in the IT and CS fields regarding their attitudes about and purchases of Computer Engineer Barbie®.
Software Engineering Frameworks: Textbooks vs. Student Perceptions
Author: McMaster, Kirby
Date: 2012-10-00
Type: Journal Articles
Subjects: Computer Software,Computer Science Education,Engineering,Models,Student Attitudes,College Students,Questionnaires,Rating Scales,Word Frequency,Textbook Content,Textbooks,Correlation,Data Analysis

This research examines the frameworks used by Computer Science and Information Systems students at the conclusion of their first semester of study of Software Engineering. A questionnaire listing 64 Software Engineering concepts was given to students upon completion of their first Software Engineering course. This survey was given to samples of students at three universities. To identify which topics were most important, students were asked to rate each concept on a ten-point scale. From their responses, we calculated the average perceived importance for each concept. This paper analyzes the results of this survey for the three student samples. We then compare the student ratings with word frequencies exhibited by authors of Software Engineering textbooks. In this way, we show how student frameworks relate to frameworks presented by Software Engineering authors.
Factors Influencing Students' Decisions to Major in a Computer-Related Discipline
Author: Lenox, Terri L.
Date: 2012-12-00
Type: Journal Articles
Subjects: Decision Making,Majors (Students),Computer Science Education,Technological Literacy,College Students,Enrollment Trends,Intellectual Disciplines,Student Recruitment,Academic Persistence,Interviews,Qualitative Research

Too few students are entering the workforce with the technological skills required due to several factors, including under-enrollment in the computer-related disciplines by college students. Enrollment in these disciplines has made some progress since the precipitous decline of 2000-2007 and steps have been taken to attract more majors. However, we still do not fully understand the factors that influence students to choose to major in the computer-related disciplines. The purpose of the research described here was to: 1) explore, in-depth, specific factors that might influence a student's decision to major in a computer-related discipline and 2) determine if there were commonalities amongst these factors across the subject population.
Microsoft Enterprise Consortium: A Resource for Teaching Data Warehouse, Business Intelligence and Database Management Systems
Author: Kreie, Jennifer
Date: 2012-12-00
Type: Journal Articles
Subjects: Consortia,Educational Resources,Database Management Systems,Teaching Methods,Instructional Materials,Information Sources,Concept Teaching,Class Activities,Database Design,Business Administration Education,Electronic Libraries,Access to Information,College Students

Data is a vital resource for businesses; therefore, it is important for businesses to manage and use their data effectively. Because of this, businesses value college graduates with an understanding of and hands-on experience working with databases, data warehouses and data analysis theories and tools. Faculty in many business disciplines try to prepare students for this data-oriented business environment by teaching database and business intelligence concepts in their courses. However, many faculty may not be aware of various important online resources. For example, the Microsoft Enterprise Consortium (MEC) provides data and instructional resources to faculty in business colleges through access to several data sets that could be used for teaching a range of topics including fundamentals of database management, beginning and advanced SQL, data warehouses, and business intelligence (data mining, data cubes and dimensional reporting). The purpose of this paper is to introduce the Microsoft Enterprise Consortium, to discuss the various teaching resources it provides, to present an overview of the materials available through the MEC, and to give an example of successful implementation and utilization of MEC resources.
Teaching Management Information Systems as a General Education Requirement (GER) Capstone
Author: Hoanca, Bogdan
Date: 2012-10-00
Type: Journal Articles
Subjects: Management Information Systems,General Education,Teaching Methods,Degree Requirements,Research Projects,Current Events,Undergraduate Study,Curriculum

Although many IS programs nationwide use capstone courses in the major, this paper reports on the use of an upper division Management Information Systems (MIS) class as a general education requirements (GER) capstone. The class is a core requirement for all majors in the Bachelor of Business Administration (BBA) program at the University of Alaska Anchorage, which includes the MIS major. The BBA program is accredited by the Association to Advance Collegiate Schools of Business (AACSB). The explosive developments in information technology have both economic and cultural impacts on society, and often lead to ongoing debates. In dealing with the impact of technology on society, the capstone class challenges students to integrate GER knowledge, business and their major-specific knowledge, and IT knowledge. Students must demonstrate skills across five dimensions: 1) knowledge integration, 2) effective communication (oral and in writing), 3) critical thinking and problem solving, 4) information literacy, and 5) quantitative perspectives. The five GER dimensions are assessed using a research project and a series of four hands-on projects (information literacy, database management, data mining, and decision support). The research project is based around a debate on topics relating to the impact of technology on society, and challenges students across all five dimensions. The hands-on projects focus more on information literacy, critical thinking and quantitative perspectives. Assessment data collected over the past five years (spring 2007 to spring 2011) show that a majority of students (75% or more in recent years) consistently achieve passing scores across the five GER dimensions.
Is Student Performance on the Information Systems Analyst Certification Exam Affected by Form of Delivery of Information Systems Coursework?
Author: Haga, Wayne
Date: 2012-10-00
Type: Journal Articles
Subjects: Information Systems,Certification,Tests,Delivery Systems,Scores,Majors (Students),College Students,Online Courses,Educational Technology,Technology Uses in Education,Conventional Instruction,Curriculum,Teaching Methods

In this paper, we compare the performance of Computer Information Systems (CIS) majors on the Information Systems Analyst (ISA) Certification Exam. The impact that the form of delivery of information systems coursework may have on the exam score is studied. Using a sample that spans three years, we test for significant differences between scores obtained on three of the areas of the ISA exam by CIS majors who completed the coursework via classroom delivery with those who completed the coursework via online delivery. Results from the study are analyzed and conclusions discussed. Opportunities for further study are proposed.