International Journal of Information and Operations Management Education http://www.inderscience.com/browse/index.php?journalID=149&year=2011&vol=4&issue=3/4 Inderscience Publishers Ltd en-uk International Journal of Information and Operations Management Education 1744-2303 1744-2311 © 2011 Inderscience Publishers Ltd editor@inderscience.com https://www.inderscience.com/images/files/coverImgs/ijiome_scoverijiome.jpg http://www.inderscience.com/browse/index.php?journalID=149&year=2011&vol=4&issue=3/4 http://www.inderscience.com/link.php?id=44545 Much of the extensive literature on the scholarship of teaching and learning is aimed at primary and secondary education compared with tertiary education. Within this last literature stream, the main focus is more on undergraduate studies then on the Masters level. Although PhD supervision is at the top of the academic teaching process and forms an important source for obtaining a pool of trained scientific researchers, it appears that it is also the education area about which the least is published. The aim of this paper is to contribute to the understanding of PhD education. Specific objectives were to describe a specific PhD programme and to analyse, from a supervisor perspective, the causes for struggles that PhD students have with the programme which affects supervision. The research focuses on a European PhD programme, covers 15 years of experience including 24 PhD students who have successfully completed the programme, six who have abandoned the programme, and nine who are currently enrolled in the programme. PhD supervision: an exploratory study
Harm-Jan Steenhuis; Erik Joost De Bruijn
International Journal of Information and Operations Management Education, Vol. 4, No. 3/4 (2011) pp. 193 - 211
Much of the extensive literature on the scholarship of teaching and learning is aimed at primary and secondary education compared with tertiary education. Within this last literature stream, the main focus is more on undergraduate studies then on the Masters level. Although PhD supervision is at the top of the academic teaching process and forms an important source for obtaining a pool of trained scientific researchers, it appears that it is also the education area about which the least is published. The aim of this paper is to contribute to the understanding of PhD education. Specific objectives were to describe a specific PhD programme and to analyse, from a supervisor perspective, the causes for struggles that PhD students have with the programme which affects supervision. The research focuses on a European PhD programme, covers 15 years of experience including 24 PhD students who have successfully completed the programme, six who have abandoned the programme, and nine who are currently enrolled in the programme.

]]> 10.1504/IJIOME.2011.044545 International Journal of Information and Operations Management Education, Vol. 4, No. 3/4 (2011) pp. 193 - 211 Harm-Jan Steenhuis; Erik Joost De Bruijn College of Business and Public Administration, Eastern Washington University, 668 N. Riverpoint Blvd., Suite A, Spokane, WA 99202, USA. ' School of Management and Governance, University of Twente, P.O. Box 715, 7500 AE Enschede, The Netherlands PhD programmes PhD education PhD students international operations PhD supervision higher education. 2011-12-31T23:20:50-05:00 4 3/4 193 211 2011-12-31T23:20:50-05:00 http://www.inderscience.com/link.php?id=44564 This study focuses on the formative aspect of student evaluation of teachings (SETs) as one method of measuring teaching effectiveness from the student perspective. This study does not focus on the summative purpose of SETs, where the primary intent is forming a basis for tenure/promotion and/or pay for performance (raises). A longitudinal study of SET in an undergraduate operations management course required by all business majors, along with the grade point averages (GPAs) for the corresponding semester, provided the basis for predicting which questions (variables) on the SET predicted the students perception of overall teaching effectiveness and the impact of the SET on student GPA. Triangulation consisted of descriptive statistics analysis, variable selection regression, multiple regression with different dependent variables and exploratory principal components analysis. The results support that SETs can be used to measure overall teaching effectiveness for formative evaluation. Teaching effectiveness as measured by student evaluation of teaching: an empirical study
Dana M. Johnson
International Journal of Information and Operations Management Education, Vol. 4, No. 3/4 (2011) pp. 212 - 228
This study focuses on the formative aspect of student evaluation of teachings (SETs) as one method of measuring teaching effectiveness from the student perspective. This study does not focus on the summative purpose of SETs, where the primary intent is forming a basis for tenure/promotion and/or pay for performance (raises). A longitudinal study of SET in an undergraduate operations management course required by all business majors, along with the grade point averages (GPAs) for the corresponding semester, provided the basis for predicting which questions (variables) on the SET predicted the students perception of overall teaching effectiveness and the impact of the SET on student GPA. Triangulation consisted of descriptive statistics analysis, variable selection regression, multiple regression with different dependent variables and exploratory principal components analysis. The results support that SETs can be used to measure overall teaching effectiveness for formative evaluation.

]]> 10.1504/IJIOME.2011.044564 International Journal of Information and Operations Management Education, Vol. 4, No. 3/4 (2011) pp. 212 - 228 Dana M. Johnson School of Business and Economics, Michigan Technological University, 1400 Townsend Drive, Houghton, MI 49931-1295, USA SET student evaluation of teaching operations management education empirical triangulation multivariate analysis teaching effectiveness higher education. 2011-12-31T23:20:50-05:00 4 3/4 212 228 2011-12-31T23:20:50-05:00 http://www.inderscience.com/link.php?id=44563 Web portals have become popular among higher education institutions for a variety of reasons, chief among which is the competitive advantage such portals offer by facilitating a single point of access to multiple web services. Despite their critical importance, there has been relatively little research devoted to evaluating best-practice concepts in the design and content of web portals vis-a-vis user satisfaction. In an attempt to contribute to the abovementioned research domain, this paper proposes an evaluation instrument – the University Portal Usability Assessment Index (UPUAI) – which rates the quality of university portals in four areas, namely: (1) informational content, (2) transactional content, (3) website design and (4) student satisfaction. The UPUAI's evaluation procedures are discussed in detail and, by way of validation, the UPUAI was used to assess the quality of the web portals of the top five accredited universities in the United Arab Emirates. The conclusions and implications derived from this study are presented with a view to providing education professionals with a reliable measurement instrument to assess the quality of their university web portals. Quality evaluation of university web portals: a student perspective
Mohamed N.A. Abdelhakim; James N. Carmichael; Sayed Sayeed Ahmad
International Journal of Information and Operations Management Education, Vol. 4, No. 3/4 (2011) pp. 229 - 243
Web portals have become popular among higher education institutions for a variety of reasons, chief among which is the competitive advantage such portals offer by facilitating a single point of access to multiple web services. Despite their critical importance, there has been relatively little research devoted to evaluating best-practice concepts in the design and content of web portals vis-a-vis user satisfaction. In an attempt to contribute to the abovementioned research domain, this paper proposes an evaluation instrument – the University Portal Usability Assessment Index (UPUAI) – which rates the quality of university portals in four areas, namely: (1) informational content, (2) transactional content, (3) website design and (4) student satisfaction. The UPUAI's evaluation procedures are discussed in detail and, by way of validation, the UPUAI was used to assess the quality of the web portals of the top five accredited universities in the United Arab Emirates. The conclusions and implications derived from this study are presented with a view to providing education professionals with a reliable measurement instrument to assess the quality of their university web portals.

]]> 10.1504/IJIOME.2011.044563 International Journal of Information and Operations Management Education, Vol. 4, No. 3/4 (2011) pp. 229 - 243 Mohamed N.A. Abdelhakim; James N. Carmichael; Sayed Sayeed Ahmad College of Computing, Al Ghurair University, Academic City, Dubai, UAE. ' College of Computing, Al Ghurair University, Academic City, Dubai, UAE. ' College of Computing, Al Ghurair University, Academic City, Dubai, UAE. university web portals usability evaluation user satisfaction higher education web services website quality website design student satisfaction website content quality assessment United Arab Emirates UAE. 2011-12-31T23:20:50-05:00 4 3/4 229 243 2011-12-31T23:20:50-05:00 http://www.inderscience.com/link.php?id=44565 Spanish university degrees have recently been adapted to the European Higher Education Area and this has meant that new teaching approaches have had to be implemented, requiring small-sized classroom groups among other aspects. This led to small classrooms and spaces adapted to this new teaching/learning approach being included in the new building design of the Faculty of Education of the University of Seville. However, old (large-sized groups) and new (small-sized groups) degrees need to coexist and share the same examination rooms for a short period of time. This has made it increasingly difficult to prepare the examination timetabling. In this paper, we present a tool based on a tabu search approach that schedules the examination timetabling while providing excellent solutions compatible with hard and soft constraints in the case study for the Faculty of Education. A tabu search approach to solve the capacitated examination timetabling in the new Faculty of Education of the University of Seville
Cristina Yanes; Pablo Cortés
International Journal of Information and Operations Management Education, Vol. 4, No. 3/4 (2011) pp. 244 - 261
Spanish university degrees have recently been adapted to the European Higher Education Area and this has meant that new teaching approaches have had to be implemented, requiring small-sized classroom groups among other aspects. This led to small classrooms and spaces adapted to this new teaching/learning approach being included in the new building design of the Faculty of Education of the University of Seville. However, old (large-sized groups) and new (small-sized groups) degrees need to coexist and share the same examination rooms for a short period of time. This has made it increasingly difficult to prepare the examination timetabling. In this paper, we present a tool based on a tabu search approach that schedules the examination timetabling while providing excellent solutions compatible with hard and soft constraints in the case study for the Faculty of Education.

]]> 10.1504/IJIOME.2011.044565 International Journal of Information and Operations Management Education, Vol. 4, No. 3/4 (2011) pp. 244 - 261 Cristina Yanes; Pablo Cortés Facultad de Ciencias de la Educación, University of Seville, C/Pirotecnia s/n, Sevilla 41013, Spain. ' Ingeniería de Organización, Escuela Técnica Superior de Ingeniería, University of Seville, C/Camino de los Descubrimientos s/n, Sevilla 41092, Spain examination timetabling exams education EHEA European Higher Education Area tabu search Spain exam scheduling. 2011-12-31T23:20:50-05:00 4 3/4 244 261 2011-12-31T23:20:50-05:00 http://www.inderscience.com/link.php?id=44615 Student-consumers of business school management educations are exposed to a wide variety of new educational alternatives. Consequently, they are re-evaluating the products available from traditional education suppliers and looking at student-consumer-driven models that will meet their career goals. This papers purpose is to propose a new model of management education that leverages market opportunities, involves students in co-creating their own educations and helps management programmes move towards evidence-based management curricula. Using the literature showing how the co-evolution of organisational knowledge and expertise occurs through network mechanisms, this paper proposes the adoption of management education programmes based on the same mechanisms. Co-creating management education: moving towards emergent education in a complex world
Terrie C. Reeves; Timothy R. Huerta; Eric W. Ford
International Journal of Information and Operations Management Education, Vol. 4, No. 3/4 (2011) pp. 265 - 283
Student-consumers of business school management educations are exposed to a wide variety of new educational alternatives. Consequently, they are re-evaluating the products available from traditional education suppliers and looking at student-consumer-driven models that will meet their career goals. This papers purpose is to propose a new model of management education that leverages market opportunities, involves students in co-creating their own educations and helps management programmes move towards evidence-based management curricula. Using the literature showing how the co-evolution of organisational knowledge and expertise occurs through network mechanisms, this paper proposes the adoption of management education programmes based on the same mechanisms.

]]> 10.1504/IJIOME.2011.044615 International Journal of Information and Operations Management Education, Vol. 4, No. 3/4 (2011) pp. 265 - 283 Terrie C. Reeves; Timothy R. Huerta; Eric W. Ford Department of Business Administration (Health Services Administration), Bryan School of Business and Economics, The University of North Carolina Greensboro, PO Box 26170, Greensboro, NC 27402-6170, USA. ' Center for Health Innovation, Education, & Research, Texas Tech University, 15th and Flint, Lubbock, TX 79409, USA. ' Forsyth Medical Center Distinguished Professorship, Bryan School of Business and Economics, The University of North Carolina Greensboro, PO Box 26170, Greensboro, NC 27402-6170, USA co-creation networks student-consumers emergent education evidence-based education management education business schools MBA programmes higher education. 2011-12-31T23:20:50-05:00 4 3/4 265 283 2011-12-31T23:20:50-05:00 http://www.inderscience.com/link.php?id=44616 The objective of this paper is to identify and characterise two grand challenges in the consortial delivery of health informatics curricula: (a) challenges of curriculum and pedagogy and (b) challenges of community engagement. We discovered that we could broadly depict the first challenge along four dimensions and the second challenge along six dimensions. Solutions to these challenges are provided along with a depiction of how the solutions have been successfully implemented in the University Partnership for Health Informatics, a university-based training programme funded by the Office of the National Coordinator for Health Information Technology. Community engagement and outreach as curricular and pedagogical tools for consortial delivery of health informatics curricula
Julie A. Jacko; Layne M. Johnson; Terrence J. Adam; Adel L. Ali; Daniel Chan; Rui Kuang; Andrew F. Nelson; Amy Watters; Bonnie Westra; Sally Fauchald; Sandra Potthoff; Marty Witrak
International Journal of Information and Operations Management Education, Vol. 4, No. 3/4 (2011) pp. 284 - 308
The objective of this paper is to identify and characterise two grand challenges in the consortial delivery of health informatics curricula: (a) challenges of curriculum and pedagogy and (b) challenges of community engagement. We discovered that we could broadly depict the first challenge along four dimensions and the second challenge along six dimensions. Solutions to these challenges are provided along with a depiction of how the solutions have been successfully implemented in the University Partnership for Health Informatics, a university-based training programme funded by the Office of the National Coordinator for Health Information Technology.

]]> 10.1504/IJIOME.2011.044616 International Journal of Information and Operations Management Education, Vol. 4, No. 3/4 (2011) pp. 284 - 308 Julie A. Jacko; Layne M. Johnson; Terrence J. Adam; Adel L. Ali; Daniel Chan; Rui Kuang; Andrew F. Nelson; Amy Watters; Bonnie Westra; Sally Fauchald; Sandra Potthoff; Marty Witrak School of Public Health, University of Minnesota, Minneapolis, MN 55455, USA; Institute for Health Informatics, University of Minnesota, Minneapolis, MN 55455, USA. ' Institute for Health Informatics, University of Minnesota, Minneapolis, MN 55455, USA; Health Sciences Libraries, University of Minnesota, Minneapolis, MN 55455, USA. ' Institute for Health Informatics, University of Minnesota, Minneapolis, MN 55455, USA; College of Pharmacy, University of Minnesota, Minneapolis, MN 55455, USA. ' Department of Math, Science, and Technology, University of Minnesota-Crookston, Crookston, MN 56716, USA. ' School of Public Health, University of Minnesota, Minneapolis, MN 55455, USA. ' Department of Computer Science and Engineering, University of Minnesota, Minneapolis, MN 55455, USA. ' Health Partners Research Foundation, 21111R, 8170 33rd Avenue South, P.O. Box 1524, Minneapolis, MN 55440, USA. ' Department of Healthcare Informatics and Information Management, College of St. Scholastica, 1200 Kenwood Avenue, Duluth, MN 55811, USA. ' School of Nursing, University of Minnesota, Minneapolis, MN 55455, USA. ' School of Nursing, College of St. Scholastica, 1200 Kenwood Avenue, Duluth, MN 55811, USA. ' School of Public Health, University of Minnesota, Minneapolis, MN 55455, USA. ' School of Nursing, College of St. Scholastica, 1200 Kenwood Avenue, Duluth, MN 55811, USA health informatics curriculum pedagogy learning University Partnership for Health Informatics UP-HI ONC health information technology public health informatics health informatics education community engagement higher education. 2011-12-31T23:20:50-05:00 4 3/4 284 308 2011-12-31T23:20:50-05:00