The integration of technology into education has forced radical innovations to traditional instructional delivery models. Given its prevalence, a thorough understanding of pedagogical best practices associated with the design and implementation of such programs is critical. Furthermore, the need for an institutional commitment to assessment and a framework to objectively measure student performance against a program's learning goals and objectives is also necessary. The impetus behind this study is to suggest that applying the principles of continuous improvement (CI) to pedagogical assessments can foster institutional commitment and enhance the process by which universities assess student performance. This study applies CI to an Assurance of Learning assessment of two courses in an entirely online supply chain management program by implementing DMAIC as a tool to improve program-level outcomes. The results show how the course content and program can be continuously improved to enhance student learning and the related outcome measures.

As innovation has been outsourced globally, it has joined manufacturing organizations consisting of diverse cultures, geographies, and partnerships. The use of third-party resources to manage design and innovation has resulted in a new system of knowledge management. As the industry's organizational and financial boundaries have attenuated, a new type of leadership challenge has emerged, creating the research question: Are there leadership practices or styles that effectively guide organizations that rely on the outsourcing of innovation and manufacturing to Taiwan and China in the computing industry? A qualitative case study method was used to investigate the differing leadership practices applied within a dialectic global production network in which a system of innovation and manufacturing has emerged. The analysis considers a full range of leadership behaviours used when facing the challenges of outsourcing R&D.