We have a professional association with NCMA, and have a
joint
management research conference every two years. The course
we
have is considerably more extensive.
Jim
Conna Condon wrote:
>
> Can one assume you are also including the National Contracts Management
> Association in your research? They have (used to have? I am not
> currently in the industry) a certification program with college coursework
> required (I took mine through UCLA) and a certification test (51% fail rate
> when I took it) for earning a Certified Professional Contracts Manager that
> covered all aspects of the management of major DOD programs. You could
> certainly tell who the CPCMs were back when I managed billion dollar
> subcontracts programs. :)
>
> -----Original Message-----
> From: Jim Dobbins [SMTP:
jdobbins@NISHANET.COM]
> Sent: Wednesday, December 01, 1999 5:23 AM
> To:
MG-ED-DV@MAELSTROM.STJOHNS.EDU
> Subject: Management Education Assessment
>
> Good morning,
>
> We are interested in doing some research on the effects of management
> education. We teach program management at a department of defense
> graduate school. The graduates will be managing the acquisition
> of highly complex systems which can have as much as a fifteen
> year development process and the budgets for which are often
> several hundred million, and in some cases billion, dollars.
> We teach a number of integrated disciplines.
> Now we would like to do some research to find a way to measure
> the effects of the education. If any of you have some ideas
> on this, or some sources, I would appreciate it.
> The research task will have two parts.
>
> Part One: Determine what things should be measured.
>
> Supporting questions might be things like: What is there about
> a student that should change because they attended our course?
> How does the anticipated change reflect what material is taught
> and how it is taught? Can the measurement process be used to
> assess changes made in the curriculum or how it is taught, i.e.,
> once a set of baseline measures is obtained, can we use that
> to assess the value or the effectiveness of future changes to
> the course or how it is taught?
> Supposition: If nothing in the student or his/her coworkers changes,
> then the course has had no lasting educational effect, and therefore
> had no value to that student or co-workers. What can/should
> be measured that will reflect the comprehensive value of the
> course as measured in a significant number of students?
>
> Part Two: Determine how each of the identified things should
> be measured.
>
> Supporting questions: Can the thing which we desire to measure
> actually be measured? Is the measure a reflection of a causative
> relationship or is it merely associative? How do we control for
> influences other than the educational experience; does that matter?
> Is it valid to inquire whether the effect of the education is
> on other co-workers as much, or even more, than the effect on
> the graduate? What data needs to be collected? Can the data be
> collected in a minimally intrusive manner? Over what period of
> time should the data be collected? For any given student, should
> the data be collected more than once? From whom should it be
> collected? Once collected and evaluated, how should the data
> be presented to our management?
>
> Thanks in advance for any ideas.
>
> Dr. Jim Dobbins
>
jdobbins@nishanet.com
>
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