Impact of Technological Innovations
The assignment is about the technological changes and their effects on students. It is a capstone project for the course COMP640 at the University of the Potomac.
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Added on 2022-09-09
Impact of Technological Innovations
The assignment is about the technological changes and their effects on students. It is a capstone project for the course COMP640 at the University of the Potomac.
Added on 2022-09-09
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See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/327052376
IMPACT OF TECHNOLOGICAL INNOVATION IN MANAGEMENT EDUCATION
Conference Paper · August 2018
CITATION
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READS
220
2 authors:
Some of the authors of this publication are also working on these related projects:
Thesis paper View project
research paper View project
Manjula Jain
IFTM University
17 PUBLICATIONS 4 CITATIONS
SEE PROFILE
Megha Bhatia
IFTM University
2 PUBLICATIONS 2 CITATIONS
SEE PROFILE
All content following this page was uploaded by Manjula Jain on 16 August 2018.
The user has requested enhancement of the downloaded file.
IMPACT OF TECHNOLOGICAL INNOVATION IN MANAGEMENT EDUCATION
Conference Paper · August 2018
CITATION
1
READS
220
2 authors:
Some of the authors of this publication are also working on these related projects:
Thesis paper View project
research paper View project
Manjula Jain
IFTM University
17 PUBLICATIONS 4 CITATIONS
SEE PROFILE
Megha Bhatia
IFTM University
2 PUBLICATIONS 2 CITATIONS
SEE PROFILE
All content following this page was uploaded by Manjula Jain on 16 August 2018.
The user has requested enhancement of the downloaded file.
© 2018 JETIR August 2018, Volume 5, Issue 8 www.jetir.org (ISSN-2349-5162)
JETIRA006169 Journal of Emerging Technologies and Innovative Research (JETIR) www.jetir.org 943
IMPACT OF TECHNOLOGICAL INNOVATION
IN MANAGEMENT EDUCATION
Dr. Manjula Jain
Professor & Director, School of Business Management, IFTM University, Moradabad
Megha Bhatia
Assistant Professor, IFTM University, Moradabad
Abstract -With the changing needs and expectations of the students as well as the increasing market competition together
with the continuous advancement of technology; the management institutions are challenged with their ways of imparting
education to their students and promote themselves so that they may develop a market standing. In this regard, some management
education institutes prefer to embrace technology and innovation in teaching whereas other follows a more traditional approach.
Management educators agree to the fact that technology add into the process of learning and development of the students and
therefore, they are attempting to add innovative tools of technology so that the students must actively participate in various
classroom discussions, assignments, presentations as well as for project works which supports for better education and improved
methodology of learning. With this the students realize that learning is faster and they are able to handle the job complexities
easier as they can link the classroom activities with their real life situations and these digital tools have become the need of the
day to them. Thus, technology is overpowering our present as well as our future.
However, Technology enabled learning poses some wild challenges also which needs deep inquiry in order to outline, define
and address these challenges: managing knowledge devolution, and redefining the roles of educators. Working through these
challenges will open up current barriers to advancing educational technologies in the future.
Therefore, this paper is an insight into the effects of imparting technology enabled management education, obstacles faced,
risks involved and consequent benefits.
Keywords: Management Education, digital, technology, Higher Education, Open Educational Resources, MOOCs,
Moodle TEL
Introduction:
The use of technology in providing management education is of significant importance for organizations’ so that they are able
to hire trained personnel’s in order to have efficiency in their productivity. The organizations recruit these personnel’s from the
management schools where they believe that training of these students took place considering the global understanding through
technologically updated techniques. The days are gone when education was only limited to books and text books. Integration of
technology with the classroom learning has become a primary goal of the management schools where the students can explore a
lot more than they ever used to. It is the sole responsibility of management institutes to employ their students by adding new
technological tools for enhanced learning and imparting better business education. Therefore, as per their own interest they have
to polish the raw students into a more mature one and nourish them to impart them training for better employment. Further, with
these technology bound learning’s the students are able to learn faster and can handle the job complexities in life later on; but on
the other side it is important to ensure that whether our students are user- friendly with those technologies and they are really
using them for a purpose. The educators are trying hard to add flavor to their methodology of teaching by these technological
systems so that the students could relate the concepts of learning with the real life situations. Hence technology is ruling our
present as well as our future.
But a closer look on the other side of the coin brings some contradictory consequences too. Education bounded with
technology and its vast use in daily life is leading to fragmenting core values in society. Falling personal touch in relationships,
absence of heart to heart chats, sedentary bodies resulting in occurrence of unmanageable diseases like obesity and diabetes, heart
problems, psychological and behavioral disorders, attention disorder, lack of proper rest and sleep, exposure to too much radiation
due to ever increasing use of electronic gadgets are some examples.
Review of Literature:
A large number of researches by various researchers have been conducted for understanding the significance of technology in
management education. The researchers with their own perspective have discussed the importance of integrating technology into
classroom learning. Some of them are discussed as under:
David McConnell (2000) attempted to develop a table that makes a comparison of some differences between online and class
learning process. The table reveals differences in individual and group dynamics and the effort that is required in both styles of
learning. The research paper discusses the importance of digital technology as a support to classroom learning and not as an
alternate to e-learning.
F. F. Tusbira, N Mulira (2004) have researched into some challenges in integrating technology in Makerere University of
Africa and other organizations and found that the costs of integration were very high as bandwidth was expensive and it required
a lot of commitment. However the importance of ICT was recognized by all the researchers.
JETIRA006169 Journal of Emerging Technologies and Innovative Research (JETIR) www.jetir.org 943
IMPACT OF TECHNOLOGICAL INNOVATION
IN MANAGEMENT EDUCATION
Dr. Manjula Jain
Professor & Director, School of Business Management, IFTM University, Moradabad
Megha Bhatia
Assistant Professor, IFTM University, Moradabad
Abstract -With the changing needs and expectations of the students as well as the increasing market competition together
with the continuous advancement of technology; the management institutions are challenged with their ways of imparting
education to their students and promote themselves so that they may develop a market standing. In this regard, some management
education institutes prefer to embrace technology and innovation in teaching whereas other follows a more traditional approach.
Management educators agree to the fact that technology add into the process of learning and development of the students and
therefore, they are attempting to add innovative tools of technology so that the students must actively participate in various
classroom discussions, assignments, presentations as well as for project works which supports for better education and improved
methodology of learning. With this the students realize that learning is faster and they are able to handle the job complexities
easier as they can link the classroom activities with their real life situations and these digital tools have become the need of the
day to them. Thus, technology is overpowering our present as well as our future.
However, Technology enabled learning poses some wild challenges also which needs deep inquiry in order to outline, define
and address these challenges: managing knowledge devolution, and redefining the roles of educators. Working through these
challenges will open up current barriers to advancing educational technologies in the future.
Therefore, this paper is an insight into the effects of imparting technology enabled management education, obstacles faced,
risks involved and consequent benefits.
Keywords: Management Education, digital, technology, Higher Education, Open Educational Resources, MOOCs,
Moodle TEL
Introduction:
The use of technology in providing management education is of significant importance for organizations’ so that they are able
to hire trained personnel’s in order to have efficiency in their productivity. The organizations recruit these personnel’s from the
management schools where they believe that training of these students took place considering the global understanding through
technologically updated techniques. The days are gone when education was only limited to books and text books. Integration of
technology with the classroom learning has become a primary goal of the management schools where the students can explore a
lot more than they ever used to. It is the sole responsibility of management institutes to employ their students by adding new
technological tools for enhanced learning and imparting better business education. Therefore, as per their own interest they have
to polish the raw students into a more mature one and nourish them to impart them training for better employment. Further, with
these technology bound learning’s the students are able to learn faster and can handle the job complexities in life later on; but on
the other side it is important to ensure that whether our students are user- friendly with those technologies and they are really
using them for a purpose. The educators are trying hard to add flavor to their methodology of teaching by these technological
systems so that the students could relate the concepts of learning with the real life situations. Hence technology is ruling our
present as well as our future.
But a closer look on the other side of the coin brings some contradictory consequences too. Education bounded with
technology and its vast use in daily life is leading to fragmenting core values in society. Falling personal touch in relationships,
absence of heart to heart chats, sedentary bodies resulting in occurrence of unmanageable diseases like obesity and diabetes, heart
problems, psychological and behavioral disorders, attention disorder, lack of proper rest and sleep, exposure to too much radiation
due to ever increasing use of electronic gadgets are some examples.
Review of Literature:
A large number of researches by various researchers have been conducted for understanding the significance of technology in
management education. The researchers with their own perspective have discussed the importance of integrating technology into
classroom learning. Some of them are discussed as under:
David McConnell (2000) attempted to develop a table that makes a comparison of some differences between online and class
learning process. The table reveals differences in individual and group dynamics and the effort that is required in both styles of
learning. The research paper discusses the importance of digital technology as a support to classroom learning and not as an
alternate to e-learning.
F. F. Tusbira, N Mulira (2004) have researched into some challenges in integrating technology in Makerere University of
Africa and other organizations and found that the costs of integration were very high as bandwidth was expensive and it required
a lot of commitment. However the importance of ICT was recognized by all the researchers.
© 2018 JETIR August 2018, Volume 5, Issue 8 www.jetir.org (ISSN-2349-5162)
JETIRA006169 Journal of Emerging Technologies and Innovative Research (JETIR) www.jetir.org 944
Koc (2005) has explored through his study that the technology is a useful learning tool for bringing a difference in student
achievements. According to the researcher, it helps in lower level sub-skills but it is not very effective in improving learning. It
helps learners to get information and organize it effectively. Students are also able to understand topics through discussion and are
able to assimilate learning and share their experiences with other peer group.
Lim, C.P. (2007) has analyzed how ICT is integrated in schools in Singapore to get the students to work on activities involved
in higher order thinking. Further, the researcher focused on interviews with teachers and group discussions with students. The
research covers 10 schools and has covered issues consisting of class room management and the constraints of teachers relating to
their lack of knowledge and expertise. He has further discussed some socio cultural issues in the school setting.
Ala-Mutka, K., Punie, Y., & Redecker, C. (2008) have worked in the joint research centre in the European Commission to see
the use and effects of social computing. Their work has been to look at the roles and skills of the teacher for training students in
an innovative manner.
Castro, Sanchez and Aleman (2011) recognize the importance of digital learning by students for selection, use and
interpretation of data and feel that students are improving in quality through the use of information and data sources. Their
research is formed from the teacher’s point of view on whether technology has benefited the students.
Steven Higgins, ZhiMin Xiao and Maria Katsipataki (2012) attempted to make a meta analysis on the impact of digital
technology in schools in U.K. of children between 5 to 18 years. The purpose of this present paper was to focus on management
students of India and the effect of digital technology.
Ulka Toro (Gulavani) and Millind Joshi (2012) have stated that in future ICT has a very important role to play and therefore it
is important to integrate it with higher education. According to them, teachers have to be very professional and adapt digital
technology in their teaching methodology. This should be especially used for collaborative projects and enhancing their research
capabilities.
In management institutes, web-based learning, computer-based learning, digital collaborations and networking, interactive
learning are some of the tools of education that are being blindly followed. Too much has been revealed in the previous researches
regarding the positive impact of the use of technology in management education; still the lacunae exist in identifying the issues
and challenges faced. If on one side we look towards the implied benefits we must also look at the other side by identifying the
risks involved, the obstacles faced and the issues and challenges that demand the attention in circulation of education to
management students.
Therefore, this paper is an attempt to explore positive as well as the negative side of technology integration in management
education; so that the educators must be aware of the facts and adopt a balanced strategy action plan in imparting quality
education.
Objective of the study:
The objective of this research paper is to identify the facts that how management schools train their students and make them
an employable resource. Since, it is realized that the technology go a long way in improving the skills, abilities and knowledge of
students and help them to be more diversified in their learning process, this paper is an attempt to know the popularity of
technology that are being used by the students in enhancing their learning process. It gives rise to some of the questions such as:
1. Has technology been helpful in the development of student’s knowledge?
2. What changes has technology brought to the field of management education?
3. Is it a replacement for class room learning or is it a support system for active learning and new areas of development?
Changing paradigm in Management Education
With the mushrooming of the management schools in 80’s, the country as well as the educators realize that there is a high
need of “frontier spirit” and innovativeness as our schools are not keeping up to date with the developments that are taking place
outside the country and hence, the definition of technical education was incorporated in management education in early 80’s.
In 1980’s Satellite Broadcasting was available to deliver university lectures from the world’s top universities to the
starving masses and for the same India had launched its own satellite in 1983, which was initially, used to deliver the local
educational television programs throughout the country in various languages.
In the mid- 1980’s, the attempt has been made to replicate the teaching process through Artificial Intelligence (AI), to
teach arithmetic. Though large investments had been made for teaching the students through AI, the results were disappointing as
it has proved a difficult affair for the machines to handle with the variety of students and their levels of understanding.
The ‘videocassette library scheme’ was established in 1981 using replay machines in study centre’s and homes and was
expanded in 1982, when for the first time video cassettes were produced as alternative course components. This began a gradual
shift in the balance between broadcast and non-broadcast AV material, including the replacement of on-air radio transmission
with distributed audio cassettes.
In the mid-1980s a significant amount of effort was put into the introduction of high powered micro computers in the
regional centres, and the training to go with it. Staff at the OU started to use CoSy, an asynchronous text based communication
application, in 1986.
Due to changing viewing patterns largely driven by the penetration of video recorders into homes, in 1990 the timing of
OU programmes moved from evening and weekend slots to the BBC's overnight Learning Zone, which students had to record to
watch later - or stay up into the early hours of the morning.
The Word Wide Web was formally launched in 1991. The World Wide Web is basically an application running on the
Internet that enables ‘end-users’ to create and link documents, videos or other digital media, without the need for the end-user to
transcribe everything into some form of computer code. The first web browser, Mosaic, was made available in 1993. Before the
JETIRA006169 Journal of Emerging Technologies and Innovative Research (JETIR) www.jetir.org 944
Koc (2005) has explored through his study that the technology is a useful learning tool for bringing a difference in student
achievements. According to the researcher, it helps in lower level sub-skills but it is not very effective in improving learning. It
helps learners to get information and organize it effectively. Students are also able to understand topics through discussion and are
able to assimilate learning and share their experiences with other peer group.
Lim, C.P. (2007) has analyzed how ICT is integrated in schools in Singapore to get the students to work on activities involved
in higher order thinking. Further, the researcher focused on interviews with teachers and group discussions with students. The
research covers 10 schools and has covered issues consisting of class room management and the constraints of teachers relating to
their lack of knowledge and expertise. He has further discussed some socio cultural issues in the school setting.
Ala-Mutka, K., Punie, Y., & Redecker, C. (2008) have worked in the joint research centre in the European Commission to see
the use and effects of social computing. Their work has been to look at the roles and skills of the teacher for training students in
an innovative manner.
Castro, Sanchez and Aleman (2011) recognize the importance of digital learning by students for selection, use and
interpretation of data and feel that students are improving in quality through the use of information and data sources. Their
research is formed from the teacher’s point of view on whether technology has benefited the students.
Steven Higgins, ZhiMin Xiao and Maria Katsipataki (2012) attempted to make a meta analysis on the impact of digital
technology in schools in U.K. of children between 5 to 18 years. The purpose of this present paper was to focus on management
students of India and the effect of digital technology.
Ulka Toro (Gulavani) and Millind Joshi (2012) have stated that in future ICT has a very important role to play and therefore it
is important to integrate it with higher education. According to them, teachers have to be very professional and adapt digital
technology in their teaching methodology. This should be especially used for collaborative projects and enhancing their research
capabilities.
In management institutes, web-based learning, computer-based learning, digital collaborations and networking, interactive
learning are some of the tools of education that are being blindly followed. Too much has been revealed in the previous researches
regarding the positive impact of the use of technology in management education; still the lacunae exist in identifying the issues
and challenges faced. If on one side we look towards the implied benefits we must also look at the other side by identifying the
risks involved, the obstacles faced and the issues and challenges that demand the attention in circulation of education to
management students.
Therefore, this paper is an attempt to explore positive as well as the negative side of technology integration in management
education; so that the educators must be aware of the facts and adopt a balanced strategy action plan in imparting quality
education.
Objective of the study:
The objective of this research paper is to identify the facts that how management schools train their students and make them
an employable resource. Since, it is realized that the technology go a long way in improving the skills, abilities and knowledge of
students and help them to be more diversified in their learning process, this paper is an attempt to know the popularity of
technology that are being used by the students in enhancing their learning process. It gives rise to some of the questions such as:
1. Has technology been helpful in the development of student’s knowledge?
2. What changes has technology brought to the field of management education?
3. Is it a replacement for class room learning or is it a support system for active learning and new areas of development?
Changing paradigm in Management Education
With the mushrooming of the management schools in 80’s, the country as well as the educators realize that there is a high
need of “frontier spirit” and innovativeness as our schools are not keeping up to date with the developments that are taking place
outside the country and hence, the definition of technical education was incorporated in management education in early 80’s.
In 1980’s Satellite Broadcasting was available to deliver university lectures from the world’s top universities to the
starving masses and for the same India had launched its own satellite in 1983, which was initially, used to deliver the local
educational television programs throughout the country in various languages.
In the mid- 1980’s, the attempt has been made to replicate the teaching process through Artificial Intelligence (AI), to
teach arithmetic. Though large investments had been made for teaching the students through AI, the results were disappointing as
it has proved a difficult affair for the machines to handle with the variety of students and their levels of understanding.
The ‘videocassette library scheme’ was established in 1981 using replay machines in study centre’s and homes and was
expanded in 1982, when for the first time video cassettes were produced as alternative course components. This began a gradual
shift in the balance between broadcast and non-broadcast AV material, including the replacement of on-air radio transmission
with distributed audio cassettes.
In the mid-1980s a significant amount of effort was put into the introduction of high powered micro computers in the
regional centres, and the training to go with it. Staff at the OU started to use CoSy, an asynchronous text based communication
application, in 1986.
Due to changing viewing patterns largely driven by the penetration of video recorders into homes, in 1990 the timing of
OU programmes moved from evening and weekend slots to the BBC's overnight Learning Zone, which students had to record to
watch later - or stay up into the early hours of the morning.
The Word Wide Web was formally launched in 1991. The World Wide Web is basically an application running on the
Internet that enables ‘end-users’ to create and link documents, videos or other digital media, without the need for the end-user to
transcribe everything into some form of computer code. The first web browser, Mosaic, was made available in 1993. Before the
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