Effectiveness of Management Theory and Practice at MDIS

This report examines management theory and practice at the Management Development Institute of Singapore (MDIS). It begins by outlining the institution's purpose and scope, highlighting its role in providing lifelong learning and its collaborations with international universities. The report then identifies and justifies five key performance criteria used to evaluate the effectiveness of university education, including teaching approaches, curriculum development, assessment methods, student support, and scholarly activities. It analyzes how different stakeholders, such as faculty, departments, and the institution itself, would consider these criteria. Furthermore, the report explores the implications of these perspectives, considering factors like technological changes, student workload, and the need for effective leadership in teaching and learning. It emphasizes the importance of a shared understanding of effective teaching practices within the multiple contexts of MDIS, referencing relevant literature to support its arguments.

Running head: MANAGEMENT THEORY AND PRACTICE
Management Theory and Practice
Name of the Student:
Name of the University:
Author Note:

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MANAGEMENT THEORY AND PRACTICE
Purpose of Management development institute of Singapore and scope of its operations
My previous institution name was Management development institute of Singapore
where I had pursued my degree program in successful way. The main purpose of this institution
was to spread human knowledge by providing learning for lifelong. Management development
institute of Singapore is one of the oldest not-for-profit professional institutes in Singapore that
was found in the year 1956. This institute operates to offer programs starting from Mass
communications, Business Management, Health & Life sciences, Psychology, Hospitality
Management as well as Fashion Design and Information Technology ("Study in Singapore |
MDIS", 2017). Management development institute of Singapore offers the courses in
collaboration with universities in Australia, United Kingdom, United States and France.
Management development institute of Singapore is registered under Committee for Private
Education Singapore. The main purpose of setting up this university is to spread knowledge as
widely as possible (Bowe, Ball & Gold, 2017).
Criteria used for evaluating the effectiveness of Management development institute of
Singapore and justification of the criteria
At Management development institute of Singapore, I had noted five key guiding
performance criteria for evaluating the effectiveness in university education for the purpose of
getting gratitude as well as guidance. These criteria are listed below with proper justification:
The first performance criteria is approaches to teaching that influences, inspire as well as
motivate students to learn at Management development institute of Singapore
The second performance criteria is developing curriculum as well as resources that reveal a
authority in the field at Management development institute of Singapore

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MANAGEMENT THEORY AND PRACTICE
The third performance criteria is approaches to assessment as well as getting feedback that
promote independent knowledge
The fourth performance criteria is respecting and supporting for the expansion of students as
individuals
The fifth performance criteria is scholarly articles that in real influences and enhances learning as
well as teaching at Management development institute of Singapore
Considering the criteria when two stakeholder groups of Management development
institute of Singapore might use for evaluating the effectiveness
The stakeholder of Management development institute of Singapore is the individual
department, faculty and institution who are responsible for taking care of the university that
suffices the above listed performance criteria. The first listed performance criteria are taken into
consideration by the stakeholder’s aspects such as learning and academic values, group
interaction as well as lecturer enthusiasm and workload or difficulty (Williford et al., 2017).
The second listed performance criteria are taken into consideration by the stakeholders of
Management development institute of Singapore as it involves organization or clarity,
assignments or reading and breadth of coverage.
The third listed performance criteria are taken into consideration by the stakeholders of
Management development institute of Singapore as it involves examinations or grading system
as well as assignments or readings.
The fourth listed performance criteria are taken into account by the stakeholders as it
involves group interaction as well as individual report.

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MANAGEMENT THEORY AND PRACTICE
The fifth listed performance criteria are taken into account by the stakeholders of
Management development institute of Singapore as it mention about the features of scholarship
that adds to toe soundness as well as validity of notion of effective teaching in the university
(Sigalov & Nachmias, 2016).
Analysis of effectiveness from the perspective of different stakeholders and implications for
developing a coherent approach
From the perspective of stakeholder of Management development institute of Singapore,
it needs particular set of skills as well as practices and coherent approach for effective teaching.
According to them, effective learning may not be always possible or feasible just because of the
fact that teaching effectiveness depends upon the features like type of subject, ability of the
student as well as class size and assessment practices like any other contextual factors (Nilson,
2016). At Management development institute of Singapore, education takes place in a
background that include a corrective framework that varies between faculties, departments as
well as institutions that influences the factors to effective teaching.
The stakeholders of Management development institute of Singapore have their detailed
background impact on teachers, students as well as teaching that had wider and multifaceted
technological, political, economic and demographic change forces. To explain in detail, these
forces add to the difficulty of the context where the forces connect to higher education that
comes from various sources (Darling-Hammond, 2016).
As far as implications is concerned, important measurement of the situation of increased
contribution that is paid work for managing the cost burden of higher education. it is because of

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paid work done by the students, there is decrease in student class attendance as well as less time
given by the student for any of the study related activities.
Effective teaching at Management development institute of Singapore directly links to
the technological changes where the advances in the area had important impact on knowledge as
well as teaching in present years that assist both teacher to reach a large number of students and
manages with the multiplicity and added to the level of complexity of the tertiary education as
well as learning surroundings at the same time (Devlin & McKay, 2016). The staff members at
Management development institute of Singapore should learn new skills as well as ways to
interact and communicate with the students while teaching on-campus and off-campus in
blended surroundings.
Leadership in teaching as well as learning had been noted that is a central part of meeting
the requirements in the present context (Kokkinos, Stavropoulos & Davazoglou, 2016). In that
case, teachers has formal and informal leadership positions within the instruction and knowledge
in universities that is needed for contributing to the scholarship of education and knowledge by
getting engaged with the existing information in the area like peer-sharing and mentoring.
The study properly shared common understanding of effective teaching as it is essential
for ensuring the quality of Management development institute of Singapore in teaching and
learning activities. It needs proper understanding of incorporating skills as well as practices of
effective teachers in a way where it need to be practiced within the multiple and overlapping
contexts.

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Reference List
Bowe, R., Ball, S. J., & Gold, A. 2017. Reforming education and changing schools: Case studies
in policy sociology (Vol. 10). Routledge.
Darling-Hammond, L. 2016. Research on teaching and teacher education and its influences on
policy and practice. Educational Researcher, 45(2), 83-91.
Devlin, M., & McKay, J. 2016. Teaching students using technology: Facilitating success for
students from low socioeconomic status backgrounds in Australian universities. Australasian
Journal of Educational Technology, 32(1).
Kokkinos, C. M., Stavropoulos, G., & Davazoglou, A. 2016. Development of an instrument
measuring student teachers’ perceived stressors about the practicum. Teacher
Development, 20(2), 275-293.
Nilson, L. B. 2016. Teaching at its best: A research-based resource for college instructors. John
Wiley & Sons.
Sigalov, S. E., & Nachmias, R. 2016. Wikipedia as a platform for impactful learning: A new
course model in higher education. Education and Information Technologies, 1-21.
Study in Singapore | MDIS. 2017. Mdis.edu.sg. http://www.mdis.edu.sg/, August 16, 2017.
Williford, A. P., Carter, L. M., Maier, M. F., Hamre, B. K., Cash, A., Pianta, R. C., & Downer, J.
T. 2017. Teacher engagement in core components of an effective, early childhood professional
development course: Links to changes in teacher–child interactions. Journal of Early Childhood
Teacher Education, 38(1), 102-118.

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