IT技术MBA的培养方案与课程安排

针对现行MBA培养方案和课程设置不能适应技术MBA教育的现状 ,本文首先对欧美MBA院校的课程 (特别是IT等技术类课程 )开设情况进行详尽的统计和分析 ,在此基础上对国内技术MBA ,尤其是IT技术MBA的培养方案和课程建设提出了建议     

交通工程特色专业课程体系建设与实践

专业课程体系建设是特色专业教学改革的一项重要内容。分析了华北水利水电学院交通工程专业9年来在专业发展中存在的问题,总结了以往专业课程设置改革与实践的经验,并基于本专业毕业生的招生就业与课程建设的关系,提出了交通工程特色专业今后课程体系的建设思路。     

浅析《世界现代史》的课程建设

课程建设是学校教学建设的核心内容和基础性建设,深入开展课程建设研究与实践,对提高教学质量将起到重要推动作用。在世界现代史课程建设过程中,教学团队的建设是课程建设的依托;教学改革是课程建设的突破口;教育教学研究是课程建设的重要内容。     

中国高校商务英语专业课程设置调查及构想

根据商务英语的学科内涵和中国国情,从培养方案、《高等学校商务英语专业本科教学要求》(试行)中对课程的分类以及布鲁姆分类法三个层面对三所代表性院校的商务英语专业课程设置进行交叉案例比较,分析三所院校课程设置的异同及原因,在此基础上,提出我国商务英语专业课程设置在求同存异中不断发展的构想。     

Vendor Performance and Alternative Manufacturing Environments*

Today, many American firms are demanding a high level of performance from their major suppliers while at the same time reducing the number of them. Vendor performance is an important aspect of maintaining low production costs and high product quality. In this study, we examine the effects of poor vendor quality and vendor lead time uncertainty in a variety of manufacturing environments using a comprehensive simulation model. The results indicate that the effect of poor vendor performance on various manufacturing firms depends on the number of stocking points and the degree of component commonality. Moreover, disruption of the manufacturing system caused by poor vendor performance can be manifested in higher levels of inventory and order backlogs. We introduce the concept of supplyside uncertainty, as it relates to component-part commonality, to demonstrate that in certain environments commonality reduces order backlogs but increases total inventories and creates an environment that is very sensitive to vendor quality problems. Finally, several conjectures are posited for future research.     

An Integrative,Experiential Approach to Production Management Education

This paper addresses the important relationship between production and operations management (POM) and information technology. An approach to POM education is presented in which information technology is used to create an experiential learning environment that integrates the topics taught in POM courses. Results of an implementation of the proposed approach are presented and implications are discussed for POM education.     

A Comparative Analysis of Master Production Scheduling Techniques for Assemble-To-Order Products

This paper studies the master production scheduling (MPS) activity of manufacturing firms that produce assemble-to-order (ATO) products. It describes four techniques for master scheduling ATO products: end-product bills, modular bills, super bills, and percentage bills. These procedures are compared in terms of the percentage of customer orders delivered late, the mean tardiness of customer order deliveries, and the total cost of inventory using simulation analysis. The results indicate that the performance of an MPS technique is affected by the level of uncertainty of the end products' demands and the degree of component commonality in the product structure. In particular, modular bills produce the highest customer service level and super bills produce the lowest total inventory cost under most operating conditions. The conclusions also suggest that the choice of a particular MPS technique is often a compromise between the benefits of improved MPS performance and the costs of implementing and executing the MPS system.     

THE PERFORMANCE OF A SIMPLE INCREMENTAL LOT-SIZING RULE IN A MULTILEVEL INVENTORY ENVIRONMENT

A simple incremental cost approach to lot sizing was tested in a multilevel inventory environment. The incremental approach has not previously been tested in a large-scale study involving multiple product-structure levels. Using the Wagner-Whitin (WW) algorithm as a benchmark, the simple incremental rule (IPPA) was compared to three heuristic procedures (LFL, EOQ, and POQ) frequently used in material requirements planning (MRP) lot-sizing research. The incremental rule consistently generated lower total order/setup and carrying costs than the three heuristics across the 3,200 multilevel test situations examined. In many of the test situations, the incremental rule also outperformed the WW benchmark.     

The Nature and Extent of Substance Use Education in Qualifying Social Work Programmes in England

Alcohol and other drug (AOD) use is a common feature of modern social work practice. Concerns about the problematic use of such substances cross all areas of social work practice, including adults' and children's social care. In England, surveys have highlighted social workers' experiences of AOD education during their qualifying social work training. However, this study sought the perspectives of the social work educators. Its primary aim was to explore the nature and extent of education on AODs on the qualifying social work programmes in England. Using an online survey tool, all qualifying social work programme leads were invited to take part (n = 157). Fewer than half responded (40%, n = 63). Initial findings appeared positive suggesting that 94% of responding qualifying programmes provided some teaching and learning on AODs. Further analysis revealed significant variation in what is taught and the depth of coverage. It highlighted a lack of consistency across programmes and possible over-reporting. However, the majority of respondents felt that teaching and learning on AOD use should be a higher priority for their qualifying social work programmes.     

Outness among LGBTQ Social Work Students in North America: The Contribution of Environmental Supports and Perceptions of Comfort

This study examines various environmental factors that may impact a lesbian, gay, bisexual, transgender, or queer (LGBTQ) social work student's level of ‘outness’ (disclosure) with regard to their sexual orientation or gender identity. An internet-based survey was conducted, comprised of LGBTQ undergraduate and graduate students from social work programs across North America (n = 1,018). Utilizing Pearson's chi square analysis, significant associations correlated between outness and the following six areas: (1) LGBTQ student perception of other students' overall level of comfort with their sexual orientation or gender identity within the program; (2) the number of faculty that know about their sexual orientation or gender identity; (3) the number of students that know about their sexual orientation or gender identity; (4) how supported they felt with regard to their LGBTQ identity within the program; (5) the percent of faculty that are supportive of LGB and Q issues; and (6) awareness of openly LGBTQ administrators or staff members. Implications for social work education and practice are examined, as are suggestions for continued research.