大规模启动在线商业计划:大流行前破坏性创新的回顾性案例研究

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Raj Echambadi, Arshad Saiyed, Norma I. Scagnoli, M. Viswanathan
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引用次数: 1

摘要

在过去十年中不断下降的一个类别中,在线商业研究生课程是如何在短短5年内成为增长最快的课程的?这篇文章回顾了疫情爆发前大约五年,一所大型公立大学创新在线项目从构思到启动和早期实施的历程。关于在线学习的现有研究集中在教育策略、教师在新环境中角色的变化,或学生在在线学习计划或课程中的满意度和表现。本文从广泛的角度讨论了一个针对规模构建的颠覆性在线研究生项目的战略、设计和开发细节。鉴于新冠肺炎大流行期间向远程学习的加速过渡,我们的旅程也对五年前的前瞻性方法产生了重要影响,即高等教育应如何驾驭数字未来。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Launching an Online Business Program at Scale: A Retrospective Case Study of Disruptive Innovation Before the Pandemic
How does an online graduate business program become the fastest growing program in a short span of 5 years, in a category that has been showing constant decline in the last decade? This article takes a retrospective look at the journey from conception to launch and early implementation of an innovative online program at a large public university about half a decade before the pandemic. Extant research about online learning focuses on educational strategies, the changing roles of faculty in a new environment, or students’ satisfaction and performance in online learning programs or courses. This article takes a broad-based view to discuss details on the strategy, design, and development of a disruptive online graduate program built for scale. Given the accelerated transition into remote learning during the COVID-19 pandemic, our journey also has important implications from the forward-looking approach of half a decade ago for how higher education should navigate the digital future.
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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