2017
DOI: 10.1111/dsji.12118
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A Technical/Strategic Paradigm for Online Executive Education

Abstract: This article discusses the development and delivery of online courses for the executive education audience. The goal is to introduce a new framework, the technical/strategic paradigm, that will help educators to identify the pedagogical needs of disparate executive groups and adjust their online course development plans accordingly. We describe how four key elements of online courses (course structure, content-based learning materials, assignments, and learning assessment) should be fashioned in a way that hon… Show more

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Cited by 7 publications
(10 citation statements)
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“…Technology is argued to provide an infrastructure, from an environmental perspective subject to continuous change and continuously shaped by the other elements of the framework (Crampton et al, 2021). The framework positions technology infrastructure as impacting at a broad level on all elements of the framework yet through mediation of institutional context, reflecting Smith and Keaveney (2017) who argue for the centrality of business school decision making regarding technology at institutional level. The bi- Delery and Roumpi (2017) Opportunities for instructor capability to develop through engaging with real life practice Toracco and Lundgren (2020) Opportunities to develop instructor capability through engaging with participants whose goals lie in MLD Yeo and Marquardt (2015) Opportunities for instructors to bring, develop and revitalise HRD knowledge from professional activities Institutional context It might be perceived that the framework positions emerging technologies in a deterministic way or at best, at remote distance from group process and group behaviour.…”
Section: Technology Infrastructurementioning
confidence: 99%
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“…Technology is argued to provide an infrastructure, from an environmental perspective subject to continuous change and continuously shaped by the other elements of the framework (Crampton et al, 2021). The framework positions technology infrastructure as impacting at a broad level on all elements of the framework yet through mediation of institutional context, reflecting Smith and Keaveney (2017) who argue for the centrality of business school decision making regarding technology at institutional level. The bi- Delery and Roumpi (2017) Opportunities for instructor capability to develop through engaging with real life practice Toracco and Lundgren (2020) Opportunities to develop instructor capability through engaging with participants whose goals lie in MLD Yeo and Marquardt (2015) Opportunities for instructors to bring, develop and revitalise HRD knowledge from professional activities Institutional context It might be perceived that the framework positions emerging technologies in a deterministic way or at best, at remote distance from group process and group behaviour.…”
Section: Technology Infrastructurementioning
confidence: 99%
“…Technology is argued to provide an infrastructure, from an environmental perspective subject to continuous change and continuously shaped by the other elements of the framework (Crampton et al , 2021). The framework positions technology infrastructure as impacting at a broad level on all elements of the framework yet through mediation of institutional context, reflecting Smith and Keaveney (2017) who argue for the centrality of business school decision making regarding technology at institutional level. The bi-directional arrow indicates institutional context and associated decision-making are shaped by technology infrastructure, yet also provides feedback encouraging changes to the nature of future technologies.…”
Section: Findings: Framework – Group Behaviour Process and Learning I...mentioning
confidence: 99%
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