Identifying Critical Success Factors through Interactive Management

Tuan, Nien-Tsu

doi:10.1051/matecconf/202031201004

Cited by 4 publications

(2 citation statements)

References 13 publications

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“…CSF encompasses various elements crucial for ensuring success (Boynton & Zmud, 1984;Rizkiana et al, 2021), applicable across both public and private sectors and not limited to specific project types. Defining CSF in program implementation is vital for improving success rates, reducing costs, and avoiding disappointment through continuous improvement efforts (Fryer et al, 2007;Tuan, 2020). For instance, Mahmood et al (2014) examined determinants of success factors in research projects at Pakistani universities, identifying eleven factors including project security, team relationships, and transparency.…”

Section: Introductionmentioning

confidence: 99%

Unlocking Success: Key Factors for International Mobility Program in Implementing the Merdeka Belajar-Kampus Merdeka Curriculum

Isnaini,

Hidayati,

Arifin

2024

NJMPI

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This article is based on research conducted at nationally accredited State Islamic Higher Education Institutions (PTKIN) in Indonesia, which have already begun implementing the Merdeka Belajar-Kampus Merdeka (MBKM) curriculum. The informants serving as data sources consist of 15 students participating in the International Mobility Program (IMP). A qualitative case study gathered data from interviews, observations, and documentation. The research emphasizes that the determinants of IMP success in supporting the implementation of the MBKM curriculum consist of four aspects: 1) through the ability to adapt well to a new environment, students gain learning experiences outside the campus by adjusting and respecting cultural differences in the destination country; 2) through international language proficiency, students are increasingly trained to conduct high-quality research and communicate effectively creatively; 3) through their interest in challenges and adventures in foreign campuses, students confidently present in international forums; 4) through the transformation of a global perspective, students are motivated to pursue further studies abroad and intend to participate in international programs in the following years. Understanding and emphasizing these factors is crucial for optimizing the benefits derived from international mobility initiatives within the unique context of religious higher education institutions.

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Section: Introductionmentioning

confidence: 99%

Unlocking Success: Key Factors for International Mobility Program in Implementing the Merdeka Belajar-Kampus Merdeka Curriculum

Isnaini,

Hidayati,

Arifin

2024

NJMPI

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“…Interactive management is a systemic approach with a reflection of soft systems. By increasing learning and interaction between stakeholders, this type of management, clarifies, organizes, and interprets the produced ideas (Tuan, 2020). Also classroom management encompasses a wide range of classroom processes and interactions and is a key variable in creating an empowering environment for the teaching and learning; That is, in addition to teaching, it includes all students' interactions with the teacher and with each other, as well as the socio-cultural and psychological environment of the class.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Interactive Management Style on Academic Adjustment, Math Anxiety and Academic Engagement of Students

Alishahi

Panahi²,

Samadi³

2021

Iranian Journal of Educational Sociology

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Purpose:The purpose of this study was to examine the effect of interactional management style on academic adjustment, mathematical anxiety, and academic engagement in elementary sixth grade students. Methodology: This research was applied in terms of purpose and quasiexperimental in terms of method and with pre-test-post-test design with experimental group and control group. The statistical population consisted of all male students of the elementary sixth grade of district 3 of Tabriz city with a total of 3721 students in the academic year of 2018-2019. The sample size was 57 persons (29 experimental and 28 control) and selected by purposive sampling method. Clark academic adjustment questionnaire, Shokrani mathematical anxiety questionnaire, and Schofley and Becker academic engagement questionnaires were used for data collection. The interactional management style was also implemented based on the researcher-designed package. Descriptive and inferential statistical methods including univariate and multivariate analysis of covariance were used for data analysis. Findings: Results showed that after applying an interactive management style, the mean of academic adjustment in the experimental group was significantly higher than the control group. The mean of mathematical anxiety and its components (mathematical test anxiety and anxiety of mathematical nature) in the experimental group were significantly lower than the control group. The mean of academic engagement and its components (ability, commitment, and attraction) in the experimental group were significantly higher than the control group. Conclusion:The study concluded that teacher-student interaction improved academic engagement and academic adaptation and reduced student math anxiety.

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The Other Side of Success Factors—A Systemic Methodology for Exploring Critical Success Factors

Tuan

2021

Syst Pract Action Res

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This paper puts forward a systemic methodology to explore Critical Success Factors (CSFs). The common idea about ranking CSFs is to explore the relationship of 'more important', i.e. directly assessing whether success factor A is more important than factor B. This idea is prominent in the prevailing approaches, e.g. the qualitative inquiry, quantitative analysis, and multi-criteria decision making. Exploring CSFs from a different lens, this paper argues for systemic approaches, reckoning that manifold interrelationships could exist between system elements. Considering the manifold interrelationships, the proposed methodology contends that two opposite interrelationships could exist between CSFs-'helping to achieve' and 'inhibiting to achieve'. The first step of assessing CSFs is to construct a digraph in a participatory way, showing the transitive 'helping to achieve' relationship between CSFs and obtain the 'helping to achieve' score for each element. The second step is to examine the inhibiting relationship through a pairwise comparison to obtain the 'inhibiting to achieve' score for each element. The third step is to combine the 'helping to achieve score' with 'inhibiting to achieve' score to obtain the net score for each success factor. This output aims to provide the relevant stakeholders with a more comprehensive spectrum in assessing CSFs to develop their organizations well.

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Identifying Critical Success Factors through Interactive Management

Cited by 4 publications

References 13 publications

Unlocking Success: Key Factors for International Mobility Program in Implementing the Merdeka Belajar-Kampus Merdeka Curriculum

Unlocking Success: Key Factors for International Mobility Program in Implementing the Merdeka Belajar-Kampus Merdeka Curriculum

The Effect of Interactive Management Style on Academic Adjustment, Math Anxiety and Academic Engagement of Students

The Other Side of Success Factors—A Systemic Methodology for Exploring Critical Success Factors

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