Academic literature on the topic 'Educational planning Victoria'
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Journal articles on the topic "Educational planning Victoria"
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Harvey, Graeme, and Rosalind Hurworth. "Exploring program sustainability: Identifying factors in two educational initiatives in Victoria." Evaluation Journal of Australasia 6, no. 1 (March 2006): 36–44. http://dx.doi.org/10.1177/1035719x0600600106.
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This paper examines two recent successful school-based health initiatives in Victoria, particularly in relation to factors that seem to foster program sustainability. These programs, dealing with drug education and healthy eating, are described before presenting two different methods (individual and group) used to determine elements that allow for the continuation of such projects. The findings on sustainability from each program are discussed using the broad areas of factors associated with the programs themselves; those associated with the context in which the programs were implemented; and finally, those factors external to the programs and their implementation contexts. These results indicate a strong congruence with factors identified in the literature but also highlight the influence of the use of change theory in strengthening sustainability approaches in program development as well as the need to focus on funding options in forward planning. The possible roles for evaluators in assisting program development and supporting the integration of factors supporting sustained use are also discussed.
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Tierney, Len, and Meryl McDowell. "Child Welfare: Reception Centres, Regionalization, and Deinstitutionalization." Children Australia 15, no. 1 (1990): 3–9. http://dx.doi.org/10.1017/s1035077200002522.
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Between 1972 - 1980, eighteen regional offices were opened by state welfare authorities in Victoria, with the long term prospect that a comprehensive set of programmes would be developed in each region. This is part of an extensive policy change in which the reception of children into care will proceed by more diverse and local arrangements. Safe custody options already include small residential units and foster care and the very term “reception centre” is no longer part of official language. Substantial progress has been made along these lines and of the two central reception centres, Allambie (25-150 residents) is in the process of being closed and Baltara (45-70 residents) is to be redeveloped. In the most recently published planning documents redevelopment of these facilities had been anticipated by December 1990.1 However, not a great deal is known about the population of these two centres, about reception processes and why some children proceed quickly through the process and others do not. This paper examines the present status of reception centres in Victoria and reports upon a preliminary study of the reception centre population for the period 1986-1987. An argument is made that there is a case for revising reception policy and practice not only in existing centres but, in proposed new facilities and for giving more attention to services, for children and families who present with unusual difficulties.
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Angus, Jocelyn. "Leadership: a central tenet for postgraduate dementia services curricula development in Australia." International Psychogeriatrics 21, S1 (April 2009): S16—S24. http://dx.doi.org/10.1017/s1041610209008825.
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ABSTRACTBackground: In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry.Method: The Master of Health Science – Aged Services (MHSAS) program at Victoria University, Melbourne, Australia is applied as a case study to describe the process by which the concept of leadership is applied as the key driver in curriculum development, teaching practices and learning outcomes.Results: Evaluation instruments employed in a variety of purposes including teaching, curriculum planning and unit appraisal are discussed. Challenges for the future are proposed including the need for postgraduate programs in dementia to seek stronger national and international benchmarks and associations with other educational institutions to promote leadership and a vision of what is possible and desirable in dementia care provision.Conclusions: In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.
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Bartlett, Tess S., Catherine A. Flynn, and Christopher J. Trotter. "“They Didn’t Even Let Me Say Goodbye”: A Study of Imprisoned Primary Carer Fathers’ Care Planning for Children at the Point of Arrest in Victoria, Australia." Child Care in Practice 24, no. 2 (February 8, 2018): 115–30. http://dx.doi.org/10.1080/13575279.2017.1420035.
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Trotter, Chris, and Rosemary Sheehan. "Family Group Conferencing in child protection: An evaluation." Children Australia 25, no. 4 (2000): 37–41. http://dx.doi.org/10.1017/s1035077200009950.
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Family Group Conferencing (FGC) in child protection is a method of involving families in planning. This paper reports on a study undertaken in the Victorian child protection system, which examined (1) the extent to which the Victorian FGC program actually involves families in the planning process, (2) the extent to which FGC develops case plans which are appropriate, and (3) the extent to which FGC develops case plans which are sustained over time. Researchers observed 28 conferences and phone interviews were conducted with more than 100 participants including family members, staff members and representatives of non-government agencies providing placement and support services. The results suggest that FGC is more successful in involving family members in case planning than more traditional planning processes. Family members believe that FGC leads to more appropriate case plans which are more likely to be sustained. Child protection workers on the other hand believe that more appropriate case plans are developed in traditional planning meetings, rather than FGCs, and that case plans developed in traditional meetings are more likely to be sustained over time. Possible explanations for these findings are discussed, in particular that FGCs may be used for more difficult cases.
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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.
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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.
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Hanley, Betty. "Music Teacher Education: New Directions." British Journal of Music Education 10, no. 1 (March 1993): 9–21. http://dx.doi.org/10.1017/s026505170000139x.
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Research about the delivery of music teacher education programs indicates a number of areas which should be addressed. The report below describes innovative practice in an advanced elementary methods course at the University of Victoria, British Columbia. In Music Education 306, theory and practice were connected through student-directed discussions of foundation issues; the development of personal musical competencies; observation, teaching in the schools, and reflection on practice; the challenge to examine issues critically; and student involvement in the planning of their own learning and assessment. Excerpts from student reflections illustrate some of the learning which occurred.
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Kriewaldt, Jeana. "Geography and Geographical Education in Victoria." International Research in Geographical and Environmental Education 15, no. 2 (February 15, 2006): 159–65. http://dx.doi.org/10.2167/irgee192b.0.
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Goad, Philip. "Designing Woodleigh School: educator and architects in context." History of Education Review 43, no. 2 (September 30, 2014): 190–206. http://dx.doi.org/10.1108/her-03-2014-0014.
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Purpose – The purpose of this paper is to examine the professional context of the educator and architects who designed and conceived Woodleigh School in Baxter, Victoria, Australia (1974-1979) and to identify common design threads in a series of schools designed by Daryl Jackson and Evan Walker in the 1970s. Design/methodology/approach – The research was derived from academic and professional publications, film footage, interviews, archival searches and site visits. Standard analytical methods in architectural research are employed, including formal, planning and morphological analysis, to read building designs for meaning and intent. Books, people and buildings were examined to piece together the design “biography” of Woodleigh School, the identification of which forms the basis of the paper's argument. Findings – Themes of loose fit, indeterminate planning, coupled with concepts of classroom as house, and school as town, and engagement with a landscape environment are drawn together under principal Michael Norman's favoured phrase that adolescents might experience “a slice of life”, preparing them for broader engagement with a world and a community outside school. The themes reflect changing aspirations for teenage education in the 1970s, indicating a free and experimental approach to the design of the school environment. Originality/value – The paper considers, for the first time, the interconnected role of educator and architect as key protagonists in envisioning connections between space and pedagogy in the 1970s alternative school.
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Newton, Clare, Sue Wilks, and Dominique Hes. "Educational Buildings as 3D Text Books: Linking ecological sustainability, pedagogy and space." Open House International 34, no. 1 (March 1, 2009): 17–25. http://dx.doi.org/10.1108/ohi-01-2009-b0003.
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This paper discusses the opportunity afforded by a substantial research grant to examine three aspects of recent school design and learning. First, spaces that support effective learning, second, the role of the building in achieving sustainability, and third, pedagogies and practices that support one and two. Schools are complex systems in which the physical environment interacts with pedagogical, socio-cultural, curricular, motivational and socio-economic factors as well as providing benefits or costs in environmental terms. Limiting the research focus to exemplar case study schools will enable a more comprehensive study of the schools as 3D texts. Through proactive research methodologies, students, teachers and architects will collaborate to manipulate the spaces to suit different learning modalities. Students will help collect environmental data and therefore learn more about climate and energy. They will also participate within teams to further their problem solving, communication and organizational skills. Teachers will become more aware of and hopefully skilled at managing space both environmentally and pedagogically. Architects will have the unusual opportunity of experiencing and analyzing their designs through the eyes of users. While this ambitious research is in its infancy, the interdisciplinary approach and support from nine industry partners is relevant for other researchers who are seeking to have an impact on design practice using an action research methodology. The research is timely.4 Following in the footsteps of the United Kingdom, Australian state and federal governments have committed to reinvigorate our aging school stock. This research led by an interdisciplinary team, was developed in partnership with Department of Education and Early Childhood Development, the Victorian Government Architect's Office, and seven design firms with expertise in learning environments. The research has been funded by the Australian Research Council
Dissertations / Theses on the topic "Educational planning Victoria"
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Farrell, Helen Jane. "The impact and local implementation of standards-based music curriculum policy frameworks and music education programs for students with disabilities and impairments in Victoria : a qualitative evaluation /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003381.
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Li, Fuxin 1963. "Decentralisation of educational management and curriculum development : a case study of curriculum reform in Shanghai and Victorian schools (1985-1995)." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9140.
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Blyth, Andrew, and mikewood@deakin edu au. "Using the Victorian curriculum and standards framework in music education." Deakin University. School of Social and Cultural Studies in Education, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.114322.
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This research examines the usefulness of the Curriculum and Standards Framework as the basis for school music education in Victoria. The thesis consists of a folio of four short research tasks and a Dissertation that examine the question in different ways.
The first of the short research tasks uses document and discourse analysis to examine and critique the philosophies of music education and aesthetic education that inform the Curriculum and Standards Framework. The same techniques are used in the second research task to trace the adoption and dissemination of the philosophy of music education as aesthetic education in a range of curriculum documents from around Australia. These two tasks show how centralised curriculum development often produces abstract and impractical goals and strategies.
Research tasks three and four use interview and participant observation with teachers based in one Melbourne secondary school to illuminate the highly contextual nature of teaching practice. The theoretical formulations of learning presented in Victorian curriculum materials and policy documents is contrasted with the practical approaches that teachers take in developing educational programmes. These tasks show how school education is always developed in relation to students and resources and not according to abstract standards.
The Dissertation reports on a major research project with thirty-two experienced music teachers working in the northern metropolitan region of Melbourne. Interviews with both primary and secondary teachers sought to determine the extent to which the Curriculum and Standards Framework had impacted upon their classroom teaching practice. The research was guided by Grounded Theory (Glaser and Strauss 1967) principles and it showed that the Framework and the associated process of centralising curriculum production failed to deliver any measurable gains or changes in music education in schools.
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Wallace, Heather D. "Authentic Learning in the Kitchen and Garden: Synthesising planning, practice and pedagogy." Thesis, 2014. https://vuir.vu.edu.au/25923/.
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This study identifies and articulates the interrelationships between six key components
essential for authentic learning to maximise the student-centred learning opportunities in
kitchen and garden-based learning projects. Interpretative case study methodology using
multiple qualitative methods for data analysis were used to direct three layers of inquiry
around kitchen and garden-based learning: the context, content and characteristics of
kitchen and the garden-based learning, the student learning, and the teachers’ work.
Review of the literature indicated significant gaps in understanding how teachers can
foster children’s interest in nature, and plan for effective authentic learning experiences in
the garden. Through analysis of the literature, together with the perspectives of the
Grades 4, 5 and 6 children, and their teachers, key components for authentic,
contextualised learning were identified. These included: a real-world context, the
opportunity for working as professionals, within a collaborative learning community,
work requiring higher-order thinking, ownership of learning and authentic integrated
assessment.
Teachers’ pedagogy and practices are often hidden but were nevertheless significant
factors affecting student outcomes. Teachers made the learning experiences more
meaningful by ensuring student reflection was embedded in learning tasks. Planning and
providing arenas or “safe platforms” for discursive reflection was an essential step in
transforming tacit understandings to explicit knowledge enabling children to connect
their personal experiences with the experiences of others. From this discourse deeper
understanding of ecoliteracy emerged with one cohort, and understandings about the
intricacies of collaborative teamwork with another. The focus group discussions about
common experiential learning experiences had wider implications for teaching; they were
a key step in making the children’s tacit understandings explicit. Examination of the staff
and students’ immersive experiences within a kitchen garden learning environment, led to
the development of a model of learning that provides educators with a comprehensive
approach to scaffold authentic learning opportunities.
Books on the topic "Educational planning Victoria"
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Victoria. Office of the Auditor-General. Teacher work force planning. [Melbourne]: Govt. Printer, 2001.
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Victoria. Parliament. Education and Training Committee. Inquiry into the impact of the high levels of unmet demand for places in higher education institutions on Victoria: Final report. Melbourne, Vic: Government Printer for the State of Victoria, 2004.
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Victoria. Parliament. Education and Training Committee. Step up, step in, step out: Report on the inquiry into the suitability of pre-service teacher training in Victoria : final report. Melbourne, Vic: Government Printer, 2005.
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Victoria. Dept. of School Education. Planning for successful schooling: Victorian state schools, 1992-1994. Melbourne: Dept. of School Education, Ministry of Education and Training, Victoria, 1991.
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Urban Stormwater. CSIRO Publishing, 1999. http://dx.doi.org/10.1071/9780643100596.
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The intense concentration of human activity in urban areas leads to changes in both the quantity and quality of runoff that eventually reaches our streams, lakes, wetlands, estuaries and coasts. The increasing use of impervious surfaces designed to provide smooth and direct pathways for stormwater run-off, has led to greater runoff volumes and flow velocities in urban waterways. Unmanaged, these changes in the quantity and quality of stormwater can result in considerable damage to the environment.
Improved environmental performance is needed to ensure that the environmental values and beneficial uses of receiving waters are sustained or enhanced.
Urban Stormwater - Best-Practice Environmental Management Guidelines resulted from a collaboration between State government agencies, local government and leading research institutions. The guidelines have been designed to meet the needs of people involved in the planning, design or management of urban land uses or stormwater drainage systems. They provide guidance in ten key areas: Environmental performance objectives; Stormwater management planning; Land use planning; Water sensitive urban design; Construction site management; Business surveys; Education and awareness; Enforcement; Structural treatment measures; and Flow management.
Engineers and planners within local government, along with consultants to the development industry, should find the guidelines especially useful. Government agencies should also find them helpful in assessing the performance of stormwater managers.
While developed specifically for application in Victoria, Australia, the information will be of value to stormwater managers everywhere.
Book chapters on the topic "Educational planning Victoria"
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"Education, Housing and Town Planning." In Post-Victorian Britain 1902-1951, 353–60. Routledge, 2003. http://dx.doi.org/10.4324/9780203406441-50.
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Jacob, W. M. "Nonconformity in Victorian London." In Religious Vitality in Victorian London, 104–36. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192897404.003.0006.
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The traditional Nonconformist churches responded to the challenges of metropolitan London in the light of their distinctive and diverse polities, social composition, and financial resources. These enabled them to thrive, but also limited their capacity for wider social and mission engagement. Nonconformity provided opportunities for entrepreneurial initiatives by individual ministers. This led to a number of ‘mega-chapels’ mostly in central London, attracting adherents mostly middle class, from wide areas, significantly raising the profile of Nonconformity. Some ministers also developed extensive highly successful chapel-based educational programmes and social networks. Despite its success among the middle classes, lacking the strong institutional framework of the established Church, and its immense financial resources, Nonconformity had difficulty in strategically planning for mission development and sustaining successful chapels, as well as responding to the outward migration of many congregational members. In the final decades of the century, despite the initiatives of Forward Movements focused on areas of inner-urban deprivation, and growing political influence, Nonconformity’s attendances in London were declining.
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Karatas, Mumtaz, Ertan Yakıcı, and Nasuh Razi. "Military Facility Location Problems." In Research Anthology on Military and Defense Applications, Utilization, Education, and Ethics, 556–83. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9029-4.ch030.
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In the past decades, facility location problems have attracted much attention among researchers and practitioners from different disciplines. Among those problems, location models observed in military organizations have significant impact to the performance of the military organization since they require large amounts of money, resource, and people. Moreover, an efficient planning of military resources often leads to a good direction to victories. In this chapter, considering a number of selected papers, the authors give a brief survey of facility location models and solution techniques employed for military organizations. After providing the features of core location models, they analyze the military facility location models with respect to the context they are handled. After categorizing the articles with respect to the formulations and solution approaches employed, the authors highlight potential issues for further research.
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Škobo, Milena, and Ana Sentov. "ONLINE LITERATURE COURSE MODEL: AN ALTERNATIVE TO FACE-TO-FACE TEACHING." In JEZIK, KNJIŽEVNOST, ALTERNATIVE/LANGUAGE, LITERATURE, ALTERNATIVES - Književna istraživanja, 359–71. Filozofski fakultet u Nišu, 2022. http://dx.doi.org/10.46630/jkal.2022.25.
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In recent months, educators have been striving to design and introduce new remote learning formats in order to offer an alternative to in-person classroom teaching, adapt the content of their courses to online teaching and create compelling and engaging material that can be efficiently used in the virtual learning environment (VLE). Most teachers in Serbia and the Republic of Srpska, countries with a challenging social and economic situation where the education system offers limited access to high-quality alternative teaching and learning models, have never experienced or experimented with more advanced forms of remote teaching. Literary studies pose a particular challenge in this regard, as it is difficult to find reliable models of online literary courses in these countries, where formal information or recommendations on teaching literary courses online are unlikely to be found. Therefore, this paper aims to provide literature teachers at the tertiary education level with a viable alternative to face-to-face literature courses by proposing an online English literature course model that would primarily serve as a basic online counterpart to traditional English literature courses and as such, can be offered as a solid reference point for planning, designing, managing, and conducting more advanced online literature classes. The authors’ purpose is to encourage their peers to exchange ideas and to be ready to creatively adapt the ideas offered within this online literature course model to suit their needs. The online literature course model that focuses on conducting lectures in the VLE has been developed using the Victorian Literature syllabus (Department of English, Sinergija University) and the Nineteenth-Century English Literature syllabus (Department of English, Faculty of Law and Business Studies Dr. Lazar Vrkatić). This paper offers various online activities and tools that can be used to efficiently conduct literature courses with detailed procedures and guidelines to create an effective learning environment.
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Bell, Derrick. "Brown as Landmark: An Assessment." In Silent Covenants. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195172720.003.0016.
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Planning For The Future requires an accurate assessment of what Brown accomplished either directly and indirectly, and what it failed to do. Such a critique is difficult because Brown has become a legal landmark, an American icon embraced as a symbol of the nation’s ability to condemn racial segregation and put the unhappy past behind us. Indeed, the Brown decision has become so sacrosanct in law and in the beliefs of most Americans that any critic is deemed wrongheaded, even a traitor to the cause. Certainly, few veterans of the efforts to implement Brown through the racial-balance model are objective about the obstacles they faced. A typical response when confronted with their meager progress might be: “Sure, school integration has not worked because real integration has not been tried.” And despite its short-lived effectiveness in desegregating public schools, no one will deny the statistics of improved performance by some of the minority students who attended desegregated schools and their often-positive anecdotes of achievements under fire. The general view remains that Brown was the primary force and provided a vital inspirational spark in the post–World War II civil rights movement. Defenders maintain that Brown served as an important encouragement for the Montgomery bus boycotters, and that it served as a key symbol of cultural advancement for the nation. Even my progressive law students accept the view that Brown achieved more than it did. When I shared my alternative Brown decision (see chapter 3) with my constitutional law class, most students resisted the notion that affirming and enforcing “separate but equal” would have led to more progress than occurred under Brown. Nonetheless, my New York University colleague Paulette Caldwell and I both teach against the view of Brown as the icon of equality. At a dinner honoring Professor Caldwell, one of her students, Stacie Hendrix, told the gathering that she had viewed Brown v. Board of Education as a symbolic victory intended to change the state of race relations in America.
Conference papers on the topic "Educational planning Victoria"
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Hawking, Paul, Susan Foster, and Penny Bassett. "An Applied Approach to Teaching HR Concepts Using an ERP System." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2501.
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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. These systems are purported to incorporate “best business practice”. Many universities have realized the potential of these systems as educational tools and have developed curriculum accordingly. Many companies in recent times have identified the benefits of the Human Resources functionality offered by ERP systems. However universities in Australia have not realized the potential of this functionality as a teaching tool to reinforce many of the concepts covered in a Human Resource Management curriculum. This paper outlines the experiences at Victoria University where SAP Human Resources functionality was incorporated for the first time. It also describes a number of student projects under development that will enhance this curriculum development. The paper will provide a model to other universities who are considering developing similar type of curriculum. .
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McCarthy, Brendan, and Paul Hawking. "Teaching SAP's ABAP Programming Language to IS Students: Adopting and Adapting Web-based Technologies." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2530.
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This paper describes the experiences of Victoria University in adopting and adapting web-based technology to enhance the teaching of SAP’s ABAP programming language. The involvement of SAP relates to Victoria University integrating Enterprise Resource Planning (ERP) systems into their curricula and research programs through a strategic alliance with SAP. The SAP technical infrastructure facilitates the development of courses using Internet technology and has particular suitability to the teaching of programming. This paper describes the Web-based technologies used and how they have been adapted to improve both the teaching of programming and management of assessment. Each technology is discussed and advantages identified with possible future research developments put forward.
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Hawking, Paul, and Brendan McCarthy. "The ERP eLearning Model for the Delivery of ERP( SAP R/3) Curriculum into the Asian Region." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2398.
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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a phenomenal growth in the last decade in the US, Europe and Australian markets. With the recent upturn in South-East Asian economies, an increase in demand for ERP systems is expected and opportunities clearly exist for provision of high-quality ERP education programs in this region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by incorporating ERP education to take advantage of the current increase in demand of ERP employment opportunities in the South-East Asian The proposed ERP eLearning Model incorporates four different technologies for the delivery of ERP education into the Asian region via the internet. Each technological solution is discussed and advantages identified.
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Hawking, Paul, and Brendan McCarthy. "Integrating E-Learning Content into Enterprise Resource Planning (ERP) Curriculum." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2796.
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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a significant growth in the last decade in the US, Europe and Australian markets and, more recently, increasing growth in Asian countries. This increase in demand for ERP systems in Asia offers opportunities for the provision of high-quality ERP education programs in the region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by offering ERP education in the region to take advantage of the current increase in demand in ERP applications. To assist with the delivery of offshore ERP education an ERP e-Learning model has been developed that integrates synchronous and asynchronous content. Asynchronous e-learning does not involve the presence of a teacher. Typically the learning content is located on a web server that students can access using the Internet. Synchronous e-learning requires the learner and teacher to be present in the event at the same time. It is a real-time, instructor-led online learning event in which all participants are available at the same time and can communicate directly with each other. The model uses four technologies to facilitate teaching: application service provision (ASP), web-CT, computer-based training and virtual classroom technology. The ERP e-learning model provides an innovative and efficient means to deliver ERP curriculum. It is able to provide greater flexibility in offshore subject delivery and to maximise student learning outcomes. This is particularly relevant in light of recent international medical (SARS) and terrorists incidents.
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Hawking, Paul, Brendan McCarthy, and Susan Foster. "Teaching eBusiness Concepts using SAP's OnLine Store." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2500.
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Many universities around the world have formed strategic alliances with Enterprise Resource Planning (ERP) systems vendors to incorporate these types of systems into their curriculum. Over the past few years the sharing of curriculum resources between universities has facilitated this process. Universities are now struggling with the concept of how to develop e-business curriculum incorporating their existing ERP system. Universities are faced with firstly having to implement the available functionality and then develop the appropriate curriculum. This paper describes a student centric method to assist universities with this curriculum delivery. Students at Victoria University have implemented and documented the implementation process of SAP’s OnLine Store. This documentation will be freely distributed to other universities to assist them with their implementation. Staff at the University are in the process of developing ebusiness curriculum based on the OnLine Store which will also be distributed to other universities.