Addresses the lessons learned from the combination of factors that led to specific regions of the world successfully developing specialties in certain industry clusters.
IBUS 730, Global Innovation and Industry Clusters,
This course will ultimately address the firm-level decision to participate – or not – in industry geographic clusters that are increasingly used by governments to develop local economies and by firms to gain in the efficiencies and the effectiveness of co-location. We will also investigate clusters of innovation which are known for their ability to encourage innovation regardless of industry.
This course will contribute to the learning outcome in the PMBA program that states, "Graduates will acquire analytic decision-making skills allowing them to recognize and address business issues within a changing economic and social environment" and for the IMBA program, "Graduates will acquire knowledge of business operations in a global setting. They will be able to recognize the opportunities and threats for individuals, companies and countries created by the growth of globalization."
Please include a statement a regarding accessibility of course material in the Provisions for Course Content Interactions section of the proposal. Here are examples you can modify and use:
Accessibility Statement Example 1 (add to Provisions for Course Content Interactions section of the proposal)
The professor will meet with an instructional designer at the Center for Teaching Excellence (or department/college ID staff) to ensure that the course materials posted on Blackboard incorporate basic accessibility features. The course syllabus includes an accessibility statement that encourages students with disabilities to register with the Office of Student Disability services; should a student with a registered disability enroll in the course, the professor will work with the Office to make any additional accommodations appropriate to that student’s needs.
Accessibility Statement Example 2 (add to Provisions for Course Content Interactions section of proposal)All documents including syllabus and description of assignments will be provided in both accessible Word and PDF formats. For instance, documents will have proper headings, alternative text, and properly labeled links where necessary. Likewise, PowerPoint slides will be made accessible by providing alternative text where necessary, ordering textboxes and other recommended ways of making PPTs accessible. Recorded lectures (if a part of the course) will be accompanied with transcripts in accessible Word and PDF formats.
Call me at 777-0460 or email me at firstname.lastname@example.org if you have questions.
Steve Adams, Ph.D.Distributed Learning Support Services803-777-0460
Steve Adams requested that a statement be added regarding accessibility of course material in the Provisions for Course Content Interactions section of the proposal. Please take a look at his previous comment and let me know if you have any questions. You can reach me by phone at 777-4069 or by email email@example.com
Distributed Learning Support Services
Learning outcomes should be identifed with action verbs that prescribe what a student will be able to do as a result of successful completion of the course--terms that are observable or measurable. These outcomes are a mixture of some instructional tasks and non-measurable verbs.
The course appears to occur across March and April. Please provide more information regarding contact minutes to warrant 3 credit hours.
Please provide a bit more explanation for the tasks used to calculate the grade--more than the one or two word title (quiz, case analysis, etc.).
Learning outcomes and assessment are explained.
Contact time remains a problem. Please see ACAF 2.03. Contact time is usually calculated on 50 minute hours per week, and for a 3-hour course, requires a minimum of 2,100 minutes of instruction. Even using a 60 minute hour, what is listed accounts only for 1,740 instructional minutes.
It is unclear how the 2100 minutes of learning minutes are calculated. The syllabus notes 28 hours of contact time, but Thursday, Mar. 15 = 3 hours; Apr. 26 = 3 hours; Mar. 24 = 4 hours; Apr. 21 = 4 hours and then pre-recordings/discussions/etc. = 8 hours. This is a total of 22 hours x 60 minutes = 1320 minutes. However, this does not include breaks. Please clarify.