Blueprints of distress?: Why quality assurance frameworks and disciplinary education cannot sustain a 21st-century education

Carson, James Taylor

doi:10.1080/13562517.2019.1602762

Cited by 11 publications

(9 citation statements)

References 33 publications

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“…Kwet & Prinsloo, 2019) and explicitly, as a reference to science fiction (e.g. Carson, 2019). Figured worlds were interpreted.…”

Section: Discourse Analysismentioning

confidence: 99%

“…Overview of the discourse analysis harmful removal of agency, where students pass authority to universities, corporations or to the machine itself respond appears strongly shaped by a dualism of dystopia-is-now versus utopia-justaround-the-corner. For example,Carson (2019Carson ( , p. 1041 describes '…the dystopian backdrop to a work of science fiction now sets the greatest challenges and opportunities that face universities …'. Alternatively, inferring utopia-just-around-the-corner,Moscardini et al (2020, p. 1) write 'Over the last ten years, there has been an unprecedented and exponential growth of technology and artificial intelligence capabilities which is challenging current working practices and will play a prominent role in the way that society develops'.…”

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confidence: 99%

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Discourses of artificial intelligence in higher education: a critical literature review

2022

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Artificial intelligence (AI) holds significant implications for higher education; however, references to AI in the literature are often vague and open to debate. In order to understand how to progress AI-related research and analysis, this critical review systematically searched top higher education journals for references to the term ‘artificial intelligence’. We reviewed definitions and conducted a discourse analysis of included texts. Our findings identify few, confusing definitions and little overt reference to AI as a research object. We delineated two Discourses. The Discourse of imperative change outlines how AI is seen as an inevitable change to which all must respond. Additionally, the Discourse of altering authority describes how texts position AI as decentring the teacher and spreading authority across staff, machines, corporations and students. Our analysis prompts a call for new research foci that attend to the social implications of AI, including tracing accountability in AI-mediated practices and exploring how AI influences learning and teaching relationships.

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“…Kwet & Prinsloo, 2019) and explicitly, as a reference to science fiction (e.g. Carson, 2019). Figured worlds were interpreted.…”

Section: Discourse Analysismentioning

confidence: 99%

mentioning

confidence: 99%

Discourses of artificial intelligence in higher education: a critical literature review

2022

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“…Reibstein et al (2009) followed up discussing how and why business academia has lost its way. There remains today a divide between the training provided in many business courses and the needs of associated business jobs (Carson 2019;Sheehan et al 2018). This situation hurts business students, schools, firms, and society at large, and motivated us to develop this critical perspective which aims to improve this situation.…”

Section: The Practice Of Strategic Managementmentioning

confidence: 99%

Closing the Gap between Graduates’ Skills and Employers’ Requirements: A Focus on the Strategic Management Capstone Business Course

David

2021

Administrative Sciences

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Strategic management has long been the capstone course for business majors at most colleges and universities globally. As originally designed, the capstone course sought to teach students an array of skills and tools needed to actually perform strategic planning, primarily through integration and application of functional business concepts and techniques. Times have changed, however, and business schools have come under scrutiny regarding their ineffectiveness in developing graduates’ skills commensurate with employers’ requirements. Such criticism is justified as academics teaching the capstone business course have partitioned their instruction efforts to focus increasingly on theory rather than practical applications. After a pertinent evaluation of current academic research, we illuminate how and why increased focus on practice is needed in strategic-management pedagogy. We delineate how the once well-designed business capstone course has evolved into a course that too often fails to impart practical competencies to graduating students. To facilitate closing the gap between graduates’ skills and employers’ requirements, we present a strategic management pedagogical model designed to promote student learning and development of hard and soft skills related to actually doing strategic planning. The proposed model can help reduce the gap between graduates’ skills and employers’ requirements with the intended purpose to provide increased interest for teaching practical tools that were developed by practitioners. Such tools include the BCG matrix, developed by the Boston Consulting Group, and the Internal-External (IE) portfolio matrix derived from the General Electric (GE) Business Screen developed by Jack Welch, former CEO of GE. The proposed model also reveals the process of including both internal and external aspects into strategic decision making as evidenced by countless organizations performing Strength-Weakness-Opportunity-Threat (SWOT) analyses. The proposed model significantly enhances previous theory-based approaches for teaching the capstone strategic-management course.

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“…Del mismo modo, en los artículos se identifican los parámetros estratégicos o críticos del estándar de calidad nacional con el que son evaluados los resultados de dichos procesos. Se resalta la opinión de Carson (2019) en donde plantea que existe una especie de cliché de los sistemas basados en indicadores que valoran solo lo que pueden medir lo que difiere de la esencia del proceso enseñanza -aprendizaje. Además, a juicio de Botma y Labuschagne (2019) un factor que debería tenerse en cuenta es la transferencia de las diferentes teorías de enseñanza y aprendizaje para reconocer su valor en la práctica.…”

Section: Línea Artículosunclassified

Características del aseguramiento de la calidad educativa: Un mapeo sistemático 2016-2020

Ruiz-Ramírez

Morales

2021

Rev. complut. educ

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El aseguramiento de la calidad exige una reflexión no solo técnica, sino ética y filosófica, estos principios hacen que los estándares de los diferentes países no sean iguales y tengan sentido para cada realidad en particular. Este documento tiene como objetivo identificar cuales son las características de los procesos de aseguramiento de la calidad educativa. Se utilizó el método de mapeo sistemático considerándose 154 artículos publicados desde 2016 hasta 2020. Se vinculan los estudios publicados en dos bases de datos: Scopus y Web of Science (WoS). Se aplicaron criterios de inclusión, exclusión y calidad para obtener la información más relevante. Los resultados dan cuenta de características descriptivas de los procesos de aseguramiento de calidad, así como los principales enfoques metodológicos utilizados, las áreas de influencia, los contextos de aplicación y los temas abordados.

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Blueprints of distress?: Why quality assurance frameworks and disciplinary education cannot sustain a 21st-century education

Cited by 11 publications

References 33 publications

Discourses of artificial intelligence in higher education: a critical literature review

Discourses of artificial intelligence in higher education: a critical literature review

Closing the Gap between Graduates’ Skills and Employers’ Requirements: A Focus on the Strategic Management Capstone Business Course

Características del aseguramiento de la calidad educativa: Un mapeo sistemático 2016-2020

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