Suchergebnisse

Decisions about instructional methods are becoming more complex, with options ranging from problem sets to experiential service-learning projects. However, instructors not trained in instructional design may make these important decisions based on convenience, comfort, or trends. Instead, this article draws on the knowledge management literature and specifically the knowledge-in-practice framework to develop a theoretical process for choosing instructional methods. This process classifies the underlying knowledge structure of learning objectives along the dimensions of tacitness and learnability, then matches the knowledge structure with instructional methods that will be the most appropriate fit for students working toward that learning objective. We propose that the integration of knowledge management with instructional design offers valuable insights into the process of choosing appropriate instructional methods, and our framework can help instructors determine which instructional methods are the best match for their learning objectives.

AbstractPreparation for a disaster is not something that can be done by a single organization thus there is a need for coordination between them. Meetings and joint exercises are one means of coordination used by the emergency management community. Meetings and exercises take time, including transportation of personnel and arrangements, and time is money. With limited budgets, emergency managers need to make hard decisions about how their time is allocated. This paper describes a cost model for meeting analysis and discusses a case study that looks at the holistic time spent on meetings and exercises, by personnel, for the Hampton Roads Region of Virginia. A novel way is used to display this expenditure, e.g., it is shown in terms of monetary cost instead of temporal cost. This analysis highlighted some unexpected results, i.e., the small number of personnel involved in multiple working group meetings and high level of travel costs between the HR and the state capital, Richmond. This cost model approach may provide emergency managers with better mechanisms to show their meetings costs to senior leadership.

Learning what initially drives university students to be open to the thought of starting their own businesses has been of great interest to entrepreneurship researchers/educators. Past literature looks at a variety of important motivators that impact student intentions toward entrepreneurship but has tended to view entrepreneurial intentions as a homogeneous construct. This study uses Ajzen's theory of planned behavior to examine university students' intentions to start various types of ventures (small lifestyle, small high income and high growth). Results indicate that intentions to start small high income and high growth ventures share many commonalities and are significantly driven by behavioral beliefs and perceived behavioral control. Intentions to start small lifestyle ventures, on the other hand, are found to be independent from intentions to start either small, high income or high growth ventures and are not as well explained by the theory of planned behavior. Implications and ideas for future research and entrepreneurship education are discussed.