National Innovation Through Online Scholarship

Research is an important component of both online and ground based professorship. As matter of concern, trying to differentiate the two is dangerous as more universities move online and adjust the expectations of professors to fit online modalities. The institutions of higher learning have an important contribution to furthering knowledge through discovery and it makes no difference what modality they use. Removing this function can slow the pace of development for the nation by slowing new discoveries and innovation.

The nature of that scholarship may be a little different than that which we find in the laboratories of hard sciences. The far majority of new ideas and scholarship activities don’t require a formal laboratory setting and often can be conducted in virtual format. Modern technology allows for data collection, research, and scholarly writing on a new level. 

It could be argued that online tools could allow scholarship to flourish by connecting people, institutions and ideas to expand the body of knowledge. As more research moves online, and virtual libraries expand, information will move from theoretical conception to the practical output as decision-makers become more aware of existing discoveries.  Awareness and implementation in the private sector helps grow the nation.

It wasn’t that long ago that only printed forms of research were available and unless a person paid for, was a student, or otherwise provided with a library card to some a large university they would not be able to engage fully in scholarship. Small schools and adjunct faculty simply were not much part of the process. This appears to be changing as information becomes more available and consolidated in online libraries. 

Online scholarship can be theoretical or applied; perhaps a bit of both. On the theoretical side a mix of practical experience and scholarly writing can lead to new and profound discoveries. On the applied side those theoretical discoveries are implemented to create practical examples of the theory at work. Practical academics, or pracedemics, can do both research and practical implementation.  

Online education doesn’t need to damage, destroy, or negate the function of research in a professor’s life. As a practical matter online education can encourage higher forms of scholarship and at a faster pace than what was seen in the dusty halls of manual libraries by exchanging ideas and information for greater public consumption. The very function of research in today’s society can be enhanced by online education.

Online Tools for Scientific Research

Connecting with other researchers has taken on a new form in the online world. Through the use of free and paid services it is possible to connect with other scientists and collaborate on important projects.  The sites and services offer the opportunity to socialize, communication, share documents and brain storm in collaboration. A presentation by Dr. Jackie Krause provides tips and tools.

Blogging, social media and online collaboration sites are making their way through the scientific community. Where professors and scientists research projects at their local universities with people they knew they now have the opportunity to collaborate with each other from many locations in the world. The use of the Internet makes such efforts possible and speeds up the production of scientific discovery. 

Scientists can build social networks and share resources with others who are interested in the same topics as them. By not working in silo they can help each other find resources from various databases creating a stronger network of information and development. Furthermore, there is the opportunity to build off of each other’s ideas to find new scientific discoveries that can only come through divergent thinking. 

Researchers often face difficulties finding places they can collaborate and the tolls needed. The presentation will bring readers through concepts associated with the general concepts associated with online research as well as where to find these resources. All of the sites require some level of registration or sign-up.

PowerPoint Presentation

 Dr. Jackie Krause's Blog

The Improvement of Online International Business Education

A phenomenological study conducted in 2010 by Dr. Pimpa from RMIT University in Australia helps in identifying ways to improve online education.  The report argues that online education has immense possibilities for business, management and finance education. There are some needed adjustments that include being selection of materials, integrating programming, using strong platforms, and resource allocation. The purpose of his studies was to explore the issues of engagement in online education with international students. 

The study used a qualitative semi-structured interview format with 27 undergraduate accounting, finance and international business. The small sample has some limitations in larger generalizations but does find potential opportunities to explore in greater depth. The study looked at similarities and differences with students and then used those results to discuss the findings with professionals in the field. 

In general, the results found that the personal backgrounds, experiences, and level of education varied similar to the backgrounds of each student. International business students engaged more often than accounting and finance students. Students related that they connected well to theories and practice. When the examples were related to their own experiences they connected better. Online discussion was a way for them to engage and discuss their understandings. 

The finance students wanted more content related changes. They were taught individual financial models but felt that finance was a collection of models. In this case online discussion helped the students think more about the connection of models and theories. Furthermore, the discussions afforded the opportunity for students to understand the nature and expectations of the course. 

Accounting students preferred an online and face-to-face interactive level of instruction. They stated that their desires were a result of the complex concepts and the necessity for greater understanding. Yet when engage in online interaction the use of case studies and relation of theory to practical brand examples they are familiar with helped them engage and study. 

The ability of students to feel excited about and engaged in their courses was related to the abilities of the instructor in using online education and technology. Students enjoyed the ability to access their educational systems at anytime, access databases, and other instructional tools. They felt that convenience of the educational process was a benefit when they use WI-FI spots throughout the university. 

The cultural aspects of the students seemed to have an impact on their level of online engagement. Asian students that have a more collectivist background liked the ability to openly discuss topics without the fear of losing face in public for putting forward wrong answers or challenging someone. Both Anglo and Asian cultures seemed to enjoy learning about the products, services, and business methods of people overseas. 

Comments:

Online education has some benefits that come with the inherent ability to span time and space in a global market. As companies move to a more multi-national platform and engage in international business it becomes important for students to understand and relate personally to more worldwide through the understandings of their classmates. 

The use of strong online systems requires the ability to take practical examples that are of interest to students and use those examples to teach them about theory and practice. It provides a stronger context for students and greater level of understanding. Furthermore, the strength of an educational system is often based in the ability of the students to interact with each other and the convenience of accessing information quickly.

Pimpa, N. (2010). E-business education: a phenomenographic study of online engagement among accounting, finance and international business students. I-Business, 2 (4).