Administrative Support for Online Programs
Many organizations today have adopted the official standard for project management processes ill frustrated in figure 1.6 below.The constituent project management processes are initiating, planning, executing, monitoring and controlling, and closing. We
will cover each of these process groups in detail in the next chapter. But we will define the process groups in detail in the next chapter. But we will define the process groups briefly below: Initiating: Introduces the project and the project manager and defines the charter for the project. Planning: Describes the project scope in more detail. Detailed project plans for schedule, cost, risk, quality, and communications amongst others are defined here. A
realistic project baseline is committed to.Executing: The project has begun and the project manager uses various tools and techniques to make sure that the project is progressing smoothly. The project manager monitors the project for deviations from cost, schedule, or quality and takes corrective action in needed.Closing: The focus of this process is on acceptance and approval of the project deliverable and documenting lessons learned.
The project manager should also be good at understanding the project environment since most projects are planned and implemented in a social, economic, and environmental context. The project manager should consider the project in its cultural, international, political, and physical environmental contexts.As a part timer you may not have the same access to career placement services as the full time students. It's advisable to make an appointment directly with the Career
Development Office and develop a good rapport before you begin your MBA program. The expense of building classrooms is enough in itself to restrict educational opportunities and to leave less-developed countries with only the most fragmentary physical infrastructure for education. On the other hand, as I mention several times in the book, one should not presume that teaching and learning in classrooms have achieved nirvana. But is is important to be aware of the differences between these and classroom based online bca
and to compensate as far as possible for the loss of learning opportunities caused by the restrictions on human contact. I do not mean to make distance learning MBA students sound like second-class citizens; i have a lot of time for distance learning programmer and many of them are excellent in may ways, This sort of device is still in its infancy, and every distance learning MBA I have seen has kinks to be worked out in his respect. But the groundwork is there. On the other hand the participants often have more time to think and rame their views, the instant response often required in a classroom discussion is missing
Distance learning : manginess the virtual classroom. Students on distance learning MBAs of course have no physical classroom and therefore miss out on this particular For the moment, the most important point to be stressed is active learning that is students proactively acquiring knowledge, not just waiting passively for it to be delivered to their desks.
Away from the concerns and inhibitions of the work place, students can be free to innovate and create, to work out solutions to come up with new concepts and yes to fail from time to time.Critics who voice these opinions are missing the point. It is the very separateness of the classroom which makes it so important.Oddly though the concept of the classroom as a focal point of learning has often been critized. It is seen as being not practice oriented, too remote from the real world of business.
A classroom which does all these things is one which is well managed by the teaching faculty, but it is also one where every student plays his or her part in the information exchange process.
In most MBA programmed the classroom is the crucible. Information is exchanged, analyzed, synthesized. The faculty and students are the players, improvising their own production as they go through each session.
The possibilities for redefining the meaning and shape of educational institutions through online learning are examined in chapter 13 and the discussion continues in to chapter 14 with a further look at the courses themselves. Chapter 12 weighs the prospects for using e-learning to reach those who have been served least prospects for using e-learning to reach those who have been served least well by the traditional
system. These courses are part of a new, business-oriented landscape that is taking shape in education, as pointed out in chapter 7,8 deals with the career focus already prevalent in so many online courses,
and chapter 9 considers the legitimacy of this new way of learning.Even the chronicle of Higher Education, the weekly newspaper of record in higher education, had barely taken notice of online courses as a dimension of distance education as recently as 1989.
The ascendancy of online courses was swift during the last decade of the twentieth century, but the fiscal disasters of the early 2000s crimped the expansion and sent some of the lofty ambitions crashing to the ground, along with
many of the dot-com. Nonetheless, as the 1980s drew to a close almost no one executed that online that is has. There are already more than enough opportunities to do that in classrooms. Higher education will
transform itself most but precolonial education, especially secondary schools, will change, too. A part-time program is perfectly suited for you if you are looing to gain more experience at managing people and teams. There are two main reasons for this: