Management Education Literature Review and External Validation

Management Education Literature Review and External Validation

In preparation for this project assignment, review the External Validation Scoring Guide to identify the grading criteria. Refer to the course project description to see how this assignment relates to the Management Education Course Design Project as a whole.

External validation allows educators to examine programs and courses in light of recent trends, globalization, discipline demands, and even sociopolitical implications. It is an opportunity to distinguish the curriculum from other colleges and universities. Based on your chosen topic and the articles you selected in Unit 2, conduct an external validation of the topic and design of the course you are developing as follows:

• Evaluate current literature:
• Study conference materials (within the last two years).
• Research current scholarly journals and articles (within the last two years).
• Research professional organizations that are related to the topic, and examine the standards relevant to your course.
• Research college programs related to the topic and examine the standards relevant to your course.
• Summarize how your course’s approach will be unique to existing practices.

Your external validation should be 5–8 pages in length. Submit your paper to this assignment.

Note:Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.

Resources

External Validation Scoring Guide.

Capella University Library Guides – BMGT8810: Management Education Research Guide.

Capella University Library Guides – Persistent Links and DOIs.

Capella Graduate Online Writing Center – APA Style and Formatting.

Bloom’s Taxonomy of the Cognitive Domain.

Writing Feedback Tool.

iGuide – ePortfolio.

• External Validation In preparation for this project assignment, review the External Validation Scoring Guide to identify the grading criteria. Refer to the course project description to see how this assignment relates to the Management Education Course Design Project as a whole. External validation allows educators to examine programs and courses in light of recent trends, globalization, discipline demands, and even sociopolitical implications. It is an opportunity to distinguish the curriculum from other colleges and universities. Based on your chosen topic and the articles you selected in Unit 2, conduct an external validation of the topic and design of the course you are developing as follows: • Evaluate current literature: • Study conference materials (within the last two years). • Research current scholarly journals and articles (within the last two years). • Research professional organizations that are related to the topic, and examine the standards relevant to your course. • Research college programs related to the topic and examine the standards relevant to your course. • Summarize how your course’s approach will be unique to existing practices. Your external validation should be 5–8 pages in length. Submit your paper to this assignment. Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information. Resources External Validation Scoring Guide. Capella University Library Guides – BMGT8810: Management Education Research Guide. Capella University Library Guides – Persistent Links and DOIs. Capella Graduate Online Writing Center – APA Style and Formatting. Bloom’s Taxonomy of the Cognitive Domain. Writing Feedback Tool. iGuide – ePortfolio. External validation analysis and considerations: Earlier in this course, you had to justify your course’s development by conducting an examination of scholarly writings, your competition, and market conditions. Summarize what research was conducted for validation and how those findings were used in the course you designed. What makes this course unique? What is the value of this unique approach to your potential students? Were your philosophy, classroom approaches, or design influenced by learning styles (possibly your own), trends in the discipline, or future employment opportunities? MANAGEMENT EDUCATION RESEARCH CRITERIA 2 Abstract Developing a research criteria approach new ways in providing a flexibility. This developed a perspective for future research. The topic related with the selected three articles. The articles evaluated each with a criteria. This assignment is the basic for support the next assignment as well the final project. MANAGEMENT EDUCATION RESEARCH CRITERIA 3 Developing Research Criteria In this era of globalization and high competition, organizations have realized that employees are one of the most important assets. The focus of organizations is to get talented and qualified employees. The talent of employees would also depend on the education that they receive. In recent times, the focus on management education has increased. Today, it is an expectation that students would not finish their studies at just graduation level and they would enroll for post graduations and management studies. The management topic selected for this paper is the online learning courses for management courses and management education. The objective of this paper is to select a topic of management education, find few articles on the selected topic, develop criteria to evaluate the articles and evaluate the quality of the articles using research criteria that is developed. The topic selected to management education, as large number of students would want to pursue online education through online courses. A good percentage of students enrolled in the online courses would be working graduates who want to get the management education and complete their masters. This would be the audience would finds it difficult to leave their job and study full time in colleges. Some students may also pursue online courses because they cannot travel to college and they find it easy and convenient to take education in an online medium. With the spread of Internet and technology there has been an increase in the use of online courses in management field. MANAGEMENT EDUCATION RESEARCH CRITERIA 4 Articles Selected for this Paper The evaluation of the three articles have some of the define characteristics. Article 1 Loudon, M., & Sharp, M. (2006). Online class review. Journal of College Science Teaching, 36(3), 39-43. Retrieved April 20, 2015, from http://search.proquest.com.library.capella.edu/docview/200323367?accountid=27965 The good thing about this article is that based on facts and information. In this article, authors started directly with the current challenges in management education sector. It would be a good thing to start directly with the challenges and then present the solution. In a precise way, author has highlighted a review with reasons for which students should take the online courses. A good point with this article is that authors have used references to study learning technology at the virtual classroom (Loudon & Sharp, 2006, p. 40). In certain areas, it appears that author is presenting technology advantage and student performance. Article 2 Rhoads, R. A., Camacho, B. T., & Lozano, J. B. (2015). The massive open online course movement, CMOOCs, and faculty labor. The Review of Higher Education, 38(3), 397- 424. Retrieve April 20, 2015, from https://muse-jhuedu.library.capella.edu/journals/review_of_higher_education/v038/38.3.rhoads.pdf This article is a perfect example of how crisp an article could be. In a crisp and clear manner, author discusses the main driver of taking business course online. In this article, author started with the problem statement and then discusses the solution to the problem. One of the MANAGEMENT EDUCATION RESEARCH CRITERIA 5 good point with this article is that author have used any references to the mighty work. In certain areas, it appears that author is presenting opinions massive work and labor work by teaching. Article 3 Wulf, J., Blohm, I., Leimeister, J. M., & Brenner, W. (2014).Massive open online courses. Business & Information Systems Engineering, 6(2), 111-114. Retrieved from http://search.proquest.com.library.capella.edu/docview/1508630671?pqorigsite=summon &http://library.capella.edu/login?url=accountid=27965 This article is about the benefits of online learning. It is also an interesting article to read. In this article, author has presented various benefits of online learning. This article evaluated as well as author has considered all the parameters while writing the article. The only thing that this article is lacking is problem and success. In this article, author has cited some external or existing work. Bloom’s Taxonomy and the Three Articles Benjamin Bloom, a noted educational psychologist, worked with other educational experts to develop a classification of levels of intellectual behavior important in learning. Bloom and his team identified six levels within the cognitive domain, ranging from simple recall at the lowest level to evaluation at the highest level. According to Krathwohl (2002) the six levels are “knowledge, comprehension, application, analysis, synthesis, and evaluation” (p. 212). The use of Bloom’s taxonomy achieved in outline studies, and the dynamic in facilitate the performance objectives. The evaluation of the three articles as per the Bloom’s taxonomy as follows. MANAGEMENT EDUCATION RESEARCH CRITERIA 6 Article 1 “Online Class Review” (Louden & Sharp, 2006) This article could be in the analysis phase. In this article, author has done the evaluation of advantages of disadvantages of taking online courses. This article provides a way to readers to get an understanding about the topic. However, this article does not help readers to synthesize the information. Therefore, this article could be in the analysis phase. Article 2 “The Massive Open Online Course Movement, CMOOCs, and Faculty Labor” (Rhoads, Camacho, & Lozano, 2015) This article could be in the synthesis phase. This article is an interesting read that force readers to think about the benefits of online courses. This article could be in synthesis level as it presents the comparison of taking online course and offline course. With this article, readers can relate themselves to the subject of article and they would be able to synthesize their thoughts towards the online educational courses in management domain. Article 3 “Massive Open Online Courses” (Wulf, Blohm, Leimeister, & Brenner, 2014) This article could be in the analysis phase. This article is a good read that presents different perspective of online learning and online education courses. In this article, author has provided various benefits of online learning. However, author has not scored well in one of the dimension of the evaluation criteria that is referencing. Author has not used any external MANAGEMENT EDUCATION RESEARCH CRITERIA 7 references to make their point. The article presents more of opinion and judgements as compared to facts and information. Analysis All the three articles are the related to online management education. All the articles have some different information and all the articles present some different views about the management information through online courses. One thing is common across all the articles are the benefits of using online courses. In order to analyze the quality of above articles, it is important to evaluate the articles on different parameters. The criteria for evaluation of these articles discussed. Criteria for Evaluation It is important that any article should have both quantitative and qualitative method of evaluation. The articles evaluated for information as well as the data and facts that it presents. A quality article is one that can enable readers to synthesize the information and make the evaluation based on judgments and internal evidence. There are five key criteria to evaluate the article. Parameter 1: Presence of Data and Facts It is one of the most important parameter to judge the quality of an educational article. It is important that authors should not present their opinions while presenting the article. Authors should base their judgments based on the presence of data and facts in the article. Otherwise, it would just be a piece of opinion. Parameter 2: Relevance to the Main Topic An interesting and effective article is one that does not only starts with topic but also explains the topic alongside the article. It is important that authors should remain stick to the MANAGEMENT EDUCATION RESEARCH CRITERIA 8 topic throughout the article. That any article would not be effective unless it is relevant to the topic. Parameter 3: References Cited A well-written and professional article is one that uses the references. It is important that authors should cite the information used in terms of references. It means that authors must give due credit to other authors that have helped author to write the article. Parameter 4: Focus It is important that authors must remain focus throughout the article. The content of the article should remain around the topic. A good article is one in which author would not digress from the topic. Parameter 5: Language Used It is also important that authors should use a clear and concise language. An effective article is one where, authors would not be verbose and they would present their thoughts in a crisp manner. An article can be termed as a quality article, if authors can present their thoughts in clear manner with few words. MANAGEMENT EDUCATION RESEARCH CRITERIA 9 Conclusion The above paper discussed the evaluation criteria that used to evaluate the articles for management education and the above paper evaluated three articles in the management field. The above paper also discussed the three articles with respect to Bloom’s taxonomy. All the articles present the benefits of online courses for management education. The three articles provide good information about the topic. MANAGEMENT EDUCATION RESEARCH CRITERIA 10 References Krathwohl, D. R. (2002). A revision of bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212. Retrieved April 20, 2015, from http://search.proquest.com.library.capella.edu/docview/218799120?accountid=27965 Loudon, M., & Sharp, M. (2006). Online class review. Journal of College Science Teaching, 36(3), 39-43. Retrieved April 20, 2015, from http://search.proquest.com.library.capella.edu/docview/200323367?accountid=27965 Rhoads, R. A., Camacho, B. T., & Lozano, J. B. (2015). The massive open online course movement, CMOOCs, and faculty labor. The Review of Higher Education, 38(3), 397- 424. Retrieve April 20, 2015, from https://muse-jhuedu.library.capella.edu/journals/review_of_higher_education/v038/38.3.rhoads.pdf Wulf, J., Blohm, I., Leimeister, J. M., & Brenner, W. (2014).Massive open online courses. Business & Information Systems Engineering, 6(2), 111-114. Retrieved April 20, 2015, from http://search.proquest.com.library.capella.edu/docview/1508630671?pqorigsite=summon &http://library.capella.edu/login?url=accountid=27965 Due Date: End of Unit 3. Percentage of Course Grade: 10%. Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click on the linked resources for helpful writing information. External Validation Scoring Guide Grading Rubric Criteria Non-performance Basic Proficient Distinguished Evaluate current academic literature to support the topic development. 20% Does not identify current academic literature that supports the topic development. Identifies, but does not evaluate, current academic literature to support the topic development. Evaluates current academic literature to support the topic development. Synthesizes current academic literature to support the topic development. Research professional organizations related to the course topic and examine the standards relevant to the course being developed. 20% Does not research professional organizations related to the course topic nor examine the standards relevant to the course being developed. Researches professional organizations related to the course topic, but does not examine the standards relevant to the course being developed. Researches professional organizations related to the course topic and examines the standards relevant to the course being developed. Researches professional organizations related to the course topic, examines the standards relevant to the course being developed, and analyzes the findings. Research college programs related to the course topic and examine the standards relevant to the course being developed. 20% Does not research college programs related to the course topic nor examine standards relevant to the course being developed. Researches college programs related to the course topic, but does not examine the standards relevant to the course being developed. Conducts research of college programs related to the course topic and examines the standards relevant to the course being developed. Conducts research of college programs related to the course topic, examines the standards relevant to the course being developed, and analyzes the findings. Summarize the course’s uniqueness. 20% Does not state the uniqueness of the course being developed. States, but does not summarize, the course’s uniqueness. Summarizes the uniqueness of the course being developed. Summarizes the uniqueness of the course being developed and contrasts it with similar courses. Write in a scholarly manner that is free of mechanical errors and that adheres precisely to APA style. 20% Does not communicate in a scholarly manner. Communicates at a basic scholarly level; improvement is necessary. Communicates in a scholarly manner that is free of mechanical errors and that adheres precisely to APA style. Communicates in an exemplary scholarly manner that is free of mechanical errors and that adheres precisely to APA style. Print External Validation Scoring Guide External Validation Scoring Guide Page 1 of 1 https://courserooma.capella.edu/bbcswebdav/institution/BMGT/BMGT8810/Version0114/… 4/23/2015 1 Bloom’s Taxonomy of the Cognitive Domain Capella Proprietary and Confidential Course_File_Template_Landscape.doc Last updated: 7/19/2012 2:50 PM Bloom’s Taxonomy of the Cognitive Domain Benjamin Bloom, a noted educational psychologist, worked with other educational experts to develop a classification of levels of intellectual behavior important in learning. Bloom and his team identified six levels within the cognitive domain, ranging from simple recall at the lowest level to evaluation at the highest level. Bloom’s taxonomy is an excellent tool to guide the construction of competencies and objectives. Using the taxonomy helps assure the appropriate alignment between the levels of the learners, the course, and program and degree expectations. Make sure learners have mastered content in the lower levels before teaching and testing at higher levels. For example, to write an Analysis-level course, be sure learners possess (or will learn) the appropriate Knowledge-, Comprehension-, and Application-level content prior to being tested at the Analysis level. Bloom’s Taxonomy Verbs The following table lists a variety of verbs that map to the six levels of Bloom’s taxonomy. 2 Bloom’s Taxonomy of the Cognitive Domain Capella Proprietary and Confidential Course_File_Template_Landscape.doc Last updated: 7/19/2012 2:50 PM Knowledge Remembering or recalling appropriate, previously learned information to draw out factual (usually right or wrong) answers Cite Count Define Describe Draw Enumerate Find Identify Index Indicate Label List Match Meet Name Outline Point Quote Recall Recite Record Repeat Reproduce Review Select Sequence State Tabulate Tell Trace View Write Comprehension Grasping or understanding the meaning of informational materials Add Approximate Articulate Characterize Cite Clarify Classify Compare Compute Conclude Contrast Convert Defend Describe Detail Differentiate Discuss Distinguish Elaborate Estimate Explain Express Extend Extrapolate Factor Give examples Illustrate Interact Locate Observe Paraphrase Picture Predict Report Restate Review Rewrite Subtract Summarize Trace Translate 3 Bloom’s Taxonomy of the Cognitive Domain Capella Proprietary and Confidential Course_File_Template_Landscape.doc Last updated: 7/19/2012 2:50 PM Application Applying previously learned information (or knowledge) to new and unfamiliar situations Act Adapt Administer Allocate Alphabetize Apply Articulate Assess Assign Avoid Back up Calculate Capture Change Chart Choose Classify Collect Complete Compute Construct Contribute Control Customize Demonstrate Depreciate Derive Determine Develop Diminish Discover Dramatize Draw Employ Establish Exercise Expose Express Extend Factor Figure Graph Handle Illustrate Imitate Implement Include Inform Instruct Interconvert Interview Investigate Manipulate Modify Operate Paint Participate Personalize Plot Practice Prepare Price Process Produce Project Protect Provide Report Round off Select Sequence Show Simulate Sketch Solve Subscribe Tabulate Transcribe Transfer Translate Use Utilize Analysis Breaking down information into parts, or examining (and trying to understand the organizational structure of) information Analyze Audit Blueprint Breadboard Break down Characterize Classify Compare Confirm Contrast Correlate Debate Detect Diagnose Diagram Differentiate Discriminate Dissect Distinguish Document Explain Explore Figure out File Focus Group Identify Illustrate Interrupt Inventory Lay out Limit Manage Maximize Minimize Optimize Order Outline Point out Proofread Query Relate Select Separate Size up Subdivide Summarize Train Transform 4 Bloom’s Taxonomy of the Cognitive Domain Capella Proprietary and Confidential Course_File_Template_Landscape.doc Last updated: 7/19/2012 2:50 PM Synthesis Applying prior knowledge and skills to combine elements into a pattern not clearly there before Adapt Animate Arrange Assemble Budget Categorize Code Collaborate Combine Communicate Compare Compile Compose Construct Contrast Correspond Create Debug Depict Design Develop Dictate Enhance Express Facilitate Formulate Generalize Generate Handle Import Improve Incorporate Individualize Initiate Integrate Interface Intervene Invent Join Lecture Make up Model Modify Negotiate Organize Outline Overhaul Perform Plan Portray Prepare Prescribe Produce Program Progress Propose Rearrange Reconstruct Refer Reinforce Relate Reorganize Revise Rewrite Specify Structure Substitute Summarize Validate Write Evaluation Judging or deciding according to some set of criteria, without real right or wrong answers Argue Assess Choose Compare Conclude Contrast Counsel Criticize Critique Defend Discriminate Estimate Evaluate Explain Interpret Justify Measure Predict Prescribe Prioritize Prove Rank Rate Recommend Reframe Release Select Summarize Support Test Validate Verify Reference Bloom, B., Engelhart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: Book 1, Cognitive domain. New York, NY: David McKay and Company.

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