IJHEM 2054-9849 2054-9857 https://doi.org/10.24052/IJHEM/ 4 Volume 02 Issue 2 2016-02-01 https://ijhem.com/cdn/issue_file/Volume%202_Number%202_full.pdf https://ijhem.com/cdn/issue_file/Volume%202_Number%202.pdf

29 https://ijhem.com/details&cid=29 2016-03-18 In this paper the authors discuss if and how pedagogical principles, originally developed for on-campus courses, can be equally applicable to online courses. The authors present and argue for six pedagogical principles that guide the development of current and future courses at a large Scandinavian business school; academic challenge, interaction and collaboration, engagement and motivation, diversity and flexibility, academic socialization, and personal development and integrity. The authors describe how these pedagogical principles guided a recent online initiative in which three fully online courses were developed. Based on post-course in-depth interviews with 19 students, the authors discuss to which degree the pedagogical principles were met in the online setting. They conclude that online courses are largely able to support existing pedagogical principles and thereby become an integrated rather than independent form of teaching and learning. Finally, the challenges and dilemmas that surfaced as a consequence of the alignment of the online format and the pedagogical principles are discussed. Beck, S., 2013. Læring mellem biologi og kultur. [Learning within biology and culture]. In: Beck, S. and Hansen, D. R. (eds.) Frihed og Styring. En antologi om læringskulturer i forandring. [Freedom and control. An anthology about learning cultures in transformation]. Viborg: Syddansk Universitetsforlag, 29-64. Dohn, N.B, Thosen, M., og Larsen, S., 2013. E-læring. [E-learning]. In: Rienecker, L., Jørgensen, P.S., Dolin, J. and Ingerslev, G.H. (red.) Universitetspædagogik. [University pedagogics]. Frederiksberg: Samfundslitteratur, 299-328. Kjærgaard, A. L. and Thomsen, T. U., 2015. Fra LAT til SAT: Online kurser i et universitetspædagogisk perspektiv. [From lecture hours to student work hours: Online courses in a higher education pedagogical perspective]. In: Jørgensen, P.S. and Rienecker, L. (eds.) Universitetspædagogiske praksisser. [Pedagogical pratices in higher education]. København, Samfundslitteratur. Kolb, D. A., 1984. Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, N. J.: Prentice-Hall. Kolb, A. and Kolb, D., 2005. Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning and Education, 4(2) Kuh, G. D., 2003. What we’re learning about student engagement from NSSE. Change, 35: 24–31.  McCracken, G., 1988. The long interview. Newbury Park, CA, USA: Sage.  Russell, P. and Mattick, K., 2005. Does streaming of a lecture result in empty seats? ALT-C 2005: Exploring the frontiers of e-learning – border, outposts and migration, September 6-8 2005, Manchester, UK. Salmon, G., 2013. Etivities. The key to active online learning. New York: Taylor & Francis. Turner, M. and Baskerville, R. (2013): The Experience of Deep Learning by Accounting Students. Accounting Education: an international journal, 2013, 22(6), 582–604. Tække, J. and Paulsen, M., 2013. Sociale medier i gymnasiet – mellem forbud og ligegyldighed. [Social media in high school – between ban and indifference]. København: Unge pædagoger. Von Konsky, B.R., Ivins, J. and Gribble, S.J., 2009. Lecture attendance and web-based lecture technologies: a comparison of student perceptions and usage patterns, Australian Journal of Educational Technology, 25(4), 581-595. Vygotsky, L., 1978. Mind in society. Cambridge, MA: Harvard University Press. Young, C. and Moes, S., 2013. Beyond Lecture Recording. European Union Lifelong Learning Programme. [Online] Available from:  http://api.ning.com/files/2Y4vv8KkoBkMNhuaqyhpodjwMv*tI-uj6WTUsFmSjibkQSrMQJRh0Q1l1*2Y17RZ6PTMFG46MGti-DcsutecmdhQWGVpCdZw/BeyondLectureRecording2013aTOC.pdf [Accessed: 17th June, 2015] https://ijhem.com/cdn/article_file/i-4_c-29.pdf ANNEMETTE L. KJÆRGAARD THYRA U. THOMSEN Online teaching Pedagogical principles Student learning Alignment 5707 14 0

30 https://ijhem.com/details&cid=30 2016-03-18 The demand for a flexible educational opportunity led to the ‘anytime, anywhere’ distance learning based on technology-mediated instructional designs. Such educational design integrates a multi-sensory approach to maximize learning opportunities and outcomes. Learning in this format is goal-oriented and centered on the learner, driven by personal situations of time and distance, as well as work and family responsibility constraints. This paper examines effective facilitation methods for online teaching and principles of best practices for use in an online nursing learning program. The aim of such a review is to ensure adequate online instructional designs the goal of which is to maximize students’ learning opportunities and outcomes. The needs of online learners reflect those of face-to-face learners and more due to physical and geographical distance. The unique characteristics of the learner and the adult learning principles guide the behaviors of the instructor in online nursing programs. Effective facilitation methods of online teaching entail commitment on the part of the management in educational institution in creating an integrative learning environment that promotes a sense of community, social presence, and connectedness with resources that facilitate personal and collective interactions between and among faculty and students. Ali, S., 2009. Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8(2), pp.102–20. Alinier, G., 2007. A typology of educationally focused medical simulation tools. Medical Teacher, 29(8), pp.243–50. Almala, A.H., 2007. Review of current issues in quality e-learning environments. Distance Learning, 4(3), pp.23–30. Appana, S., 2008. A review of benefits and limitations of online learning in the context of the student, the instructor, and the tenured faculty. International Journal on E-Learning, 7(1), pp.5–22. Bell, P.D., 2007. Predictors of college student achievement in undergraduate asynchronous web-based courses. Education, 127(4), pp.523–33. Bonk, C.J. and Zhang, K., 2008. Empowering online learning: 100+ activities for reading, reflecting, displaying, and doing. San Francisco, CA: Jossey-Bass. Bristol, T. and Zerwekh, J., 2011. Essentials of e-learning for nurse educators. Philadelphia, PA: FA Davis. Calvin, J. and Freeburg, B.W., 2010. Exploring adult learners’ perceptions of technology competency and retention in web-based courses. Quarterly Journal of Distance Education, 11(2), pp.63–72. Cook, D.A., Garside, S., Levinson, A.J., Dupras, D.M. and Montori, V.M., 2010. What do we mean by web-based learning? A systematic review of the variability of interventions. Medical Education in Review, 44, pp.765–74. Cornelius, F. and Glasgow, M.E.S., 2007. The development and infrastructure needs required for success—one college’s model: online nursing education at Drexel University. TechTrends, 51(6), pp.32–5. Darrington, A., 2008. Six lessons in e-learning: strategies and support for teachers new to online environments. Teaching English in the Two-Year College, 35(4), pp.416–21. DeYoung, S., 2009. Teaching strategies for nurse educators. 2nd ed. Upper Saddle River, NJ: Prentice Hall. Dunlap, J.C., Sobel, D. and Sands, D.I., 2007. Supporting students cognitive processing in online courses: designing for deep and meaningful student-to-content interactions. TechTrends, 51(4), pp.20–31. Fish, W.W. and Wickersham, L.E., 2009. Best practices for online instructors: reminders. The Quarterly Review of Distance Education, 10(3), pp.279–84. Floyd, K., Hughes, K. and Maydosz, A., 2011. A toolkit for web-based course creation and conversion. Rural Special Education Quarterly, 30(4), pp.32–9. Gallien, T. and Oomen-Early, J., 2008. Personalized versus collective instructor feedback in the online courseroom: does type of feedback affect student satisfaction, academic performance and perceived connectedness with the instructor? International Journal on E Learning, 7(3), pp.463–76. Hutchings, M., Hadfield, M., Howarth, G. and Lewarne, S., 2007. Meeting the challenges of active learning in web-based case studies for sustainable development. Innovations in Education and Teaching International, 44(3), pp.331–43. Johnson, A.E., 2008. A nursing faculty’s transition to teaching online. Nursing Education Perspectives, 29(1), pp.17–22. Lai, H.-J., 2011. The influence of adult learners’ self-directed learning readiness and network literacy on online effectiveness: a study of civil servants in Taiwan. Educational Technology & Society, 14(2), pp.98–106. Lassitter, S.A., 2009. Establishing a relationship between virtual instructor and student in the online classroom. Distance Learning, 6(1), pp.53–7. Legg, T.J., Adelman, D., Mueller, D. and Levitt, C., 2009. Constructivist strategies in online distance education in nursing. Journal of Nursing Education, 48(2), pp.64–9. Lewis, D.Y. and Ciak, A.D., 2011. The impact of a simulation lab experience for nursing students. Nursing Education Perspectives, 32(4), pp.256–8. Li, C. and Irby, B., 2008. An overview of online education: attractiveness, benefits, challenges, concerns, and recommendations. College Student Journal, 42(2), pp.449–58. Lynch-Sauer, J., VandenBosch, T.M., Kron, F., Gjerde, C.L., Arato, N., Sen, A. and Fetters, M.D., 2011. Nursing students’ attitudes toward video games and related new media technologies. Journal of Nursing Education, 50(9), pp.513–23. Magnussen, L., 2008. Applying the principles of significant learning in the e-learning environment. Journal of Nursing Education, 47(2), pp.82–6. Maring, J., Costello, E. and Plack, M.M., 2008. Student outcomes in a pathophysiology course based mode of delivery: distance versus traditional classroom learning. Journal of Physical Therapy Education, 22(1), pp.24–32. Mastrian, K.G., McGonigle, D., Mahan, W.L. and Bixier, B., 2011. Integrating technology in nursing education: tools for the knowledge era. Sudbury, MA: Jones and Bartlett. McCown, L.J., 2010. Blended courses: the best of online and traditional formats. Clinical Laboratory Science, 23(4), pp.205–11. Mei-Mei, C. and Chiung-Mei, H., 2009. Effects of locus of control and learner-control on web-based language learning. Computer Assisted Language Learning, 22(3), pp.189–206. Merriam, S.B., 2008. Adult learning theory for the twenty-first century. New Directions for Adult and Continuing Education, 2008(119), 93–8. Merriam, S.B., Caffarella, R.S. and Baumgartner, L.M., 2007. Learning in adulthood: a comprehensive guide. San Francisco, CA: Jossey-Bass. O’Neil, C.A., Fisher, C.A. and Newbold, S.K., 2004. Developing an online course: best practices for nurse educators. New York, NY: Springer. Orr, R., Williams, M.R. and Pennington, K., 2009. Institutional efforts to support faculty in online teaching. Innovative Higher Education, 34(4), pp.257–68. Palloff, R.M. and Pratt, K., 2003. The virtual student: a profile and guide to working with online learners. San Francisco, CA: Jossey-Bass. Palloff, R.M. and Pratt, K., 2007. Building online learning communities: effective strategies for the virtual classroom. San Francisco, CA: Jossey-Bass. Revell, S.M. and McCurry, M.K., 2010. Engaging millennial learners: effectiveness of personal response system technology with nursing students in small and large classrooms. Journal of Nursing Education, 49(5), pp.272–5. Rowles, C.J. and Russo, B.L., 2009. Strategies to promote critical thinking and active learning. In: D.M. Billings and J.A. Halstead, eds. 2009. Teaching in nursing: a guide for faculty. 3rd ed. St. Louis, MO: Saunders/Elsevier. pp.238–61. Ryman, S., Hardham, G., Richardson, B. and Ross J., 2010. Creating and sustaining online learning communities: designing for transformative learning. International Journal of Pedagogies & Learning, 5(3), pp.32–45. Sandars, J. and Lafferty, N., 2010. Twelve tips on usability testing to develop effective e learning in medical education. Medical Teacher, 32(12), pp.956–60. Schulte, M., 2009. Efficient evaluation of online course facilitation: the “quick check” policy measure. The Journal of Continuing Higher Education, 57, pp.110–6. Shinkareva, O.N. and Benson, A.D., 2007. The relationship between adult students’ instructional technology competency and self-directed learning ability in an online course. Human Resource Development International, 10(4), pp.417–35. Siegrist, B., Garrett-Wright, D. and Abel, C., 2011. Poster presentations as a teaching strategy in web-based courses. Nursing Education Perspectives, 32(3), pp.198–9. Vitale, A.T., 2010. Faculty development and mentorship using selected online asynchronous teaching strategies. The Journal of Continuing Education in Nursing, 41(12), pp.549–56. Wong, C.K. and Abbruzzese, L.D., 2011. Collaborative learning strategies using online communities. Journal of Physical Therapy Education, 25(3), pp.81–7. Yu-Chang, H., Yu-Hui, C., Mathews, J.P. and Carr-Chellman, A., 2009. Undergraduate students’ self-regulated learning experience in web-based learning environments. Quarterly Review of Distance Education, 10(2), pp.109–21. Zsohar, H. and Smith, J.A., 2008. Transition from the classroom to the web: successful strategies for teaching online. Nursing Education Perspectives, 29(1), pp.23–8. Zwirn, E.E. and Muehlenkord, A., 2009. The diverse learning needs of students. In: D.M. Billings and J.A. Halstead, eds. Teaching in nursing: a guide for faculty. 3rd ed. St. Louis, MO: Saunders/Elsevier. pp.335–50 https://ijhem.com/cdn/article_file/i-4_c-30.pdf CORDELIA OBIZOBA Online systems education technology mediated instructional design nursing best practices adult learning principles 5622 13 0

31 https://ijhem.com/details&cid=31 2016-03-18 Saudi’s mission to diversify its economy depends heavily on innovation and entrepreneurship. The discussion evaluated the role of universities in building a culture of innovation and entrepreneurship in Saudi Arabia, employing a literature review and gap analysis method to design an approach for universities to play the aforementioned role. The literature review reveals that the role played by universities entails providing entrepreneurship education, providing support resources, and partnerships with non-academic institutions, while the gap analysis undertaken reveals that Saudi Arabia has made significant strides towards equipping its universities to contribute to innovation and entrepreneurship, but lags behind the top ten leaders. The proposed initiative model entails seeking strategic alignment between university contributions and local and national economic goals, collaborating with international institutions to replicate best practices in Saudi Arabia, and establishing formal frameworks for partnerships with relevant stakeholders in innovation and entrepreneurship. Upon evaluation, the main arguments for the model rest on its focus on strategic alignment and partnerships, while counterarguments involve bureaucratic restrictions on innovation and entrepreneurial spirit owing to formal frameworks with the government, as well possibilities of exportation of ideas and benefits away from Saudi Arabia through international partnerships. To address the aforementioned c Efi, A. E. (2014). The role of higher institutions in promoting entrepreneurship and small business in developing nations: The Nigerian experience. International Journal for Innovation Education and Research, 2(09), 15-22. Mehta, J., Vaidya, J., Chaudhary, R., Ramamrajan, V., & Ranjan, A. (2014). Saudi Arabia: Emergence of an innovation kingdom. An Aranca Special Report. Retrieved from https://s3.amazonaws.com/aranca.s3.images/aranca/Saudi-Arabia-Emergence-of-an-Innovation-Kingdom-An-Aranca-Special-Report.pdf National U.S.-Arab Chamber of Commerce. (2010). Incubating the future: Entrepreneurship in Saudi Arabia. U.S.-Arab Tradeline, 18(1), 3-40. Organization for Economic Co-operation and Development. (2009). Universities, innovation and entrepreneurship: Criteria and examples of good practice. OECD. Retrieved from http://www.oecd.org/cfe/leed/43201452.pdf Rahatullah, M, K., (2013). Mapping entrepreneurship ecosystem of Saudi Arabia. World Journal of Entrepreneurship, Management and Sustainable Development, 9(1), 1-14. Salem, M. I. (2014A). Building an entrepreneurial economy: Evidence from developing countries. International Business & Economics Research Journal, 13(3), 629-636. Salem, M. I. (2014B). The role of universities in building a knowledge-based economy in Saudi Arabia. International Business & Economics Research Journal, 13(5), 1047-1056. Tornatzky, L. G., & Rideout, E. C. (2014). Innovation U 2.0: Reinventing university roles in a knowledge economy. Society of Research Administrators International, 45(1). Retrieved from http://www.innovation-u.com/InnovU-2.0_rev-12-14-14.pdf Vicens, L., & Grullón, S. (2011). Innovation and entrepreneurship: A model based on entrepreneur development. Fifth Americas Competiveness Forum for the Inter-American Development Bank and Compete Caribbean, 1-19.  Wells, J. (2012). The role of universities in technology entrepreneurship. Technology Innovation Management Review, 35-40. https://ijhem.com/cdn/article_file/i-4_c-31.pdf NADIA YUSUF HUDA M. ATASSI Education infrastructure entrepreneurship higher education knowledge-based economy innovation Saudi Arabia 5544 11 0

32 https://ijhem.com/details&cid=32 2016-03-18 The goal of the current study is to investigate elementary school students domain identification and their representations of scientists compared to other professions (e.g., teacher, veterinarian). Research shows that students stereotypes about scientists may affect their science self-efficacy and interest in science (Losh et al., 2008). Studies investigating children's representations of scientists using the Draw a Scientist methods (DAST) indicates that most students hold stereotypes about the role of the scientist and about the identity of a scientist. Findings from such research show that there is a bias regarding the demographics and gender variations in children representations of scientists (Finson, 2002). A large number of scientists are depicted as white males; Hispanics and Asian scientists are underrepresented and women are depicted mostly as œsuperwomen. The sources of these misconceptions are various, including media, children's literature, and lack of students experiences with the work of a scientist. This proposal is a work in progress; data collection will be completed in October 2015 and data analysis will follow up shortly after all data will be cleaned and organized. Participants (approximate N=200) will be elementary students from Romania enrolled in public and private schools, in both rural and urban areas ranging in age and grade level (i.e., grades 1 to 5). Study findings will be discussed in relationship with research related Barman, C. (1999). Students’ views about scientists and school science: Engaging K-8 teachers in a national study. Journal of Science Teacher Education, 10, 43-54. Bryan, L. A. (2003). Nestedness of Beliefs: Examining a prospective elementary teacher’s belief system about science teaching and learning. Journal of Research in Science and Teaching, 40(9), 835-868. Dixon P. &Wilke, R. (2007).The influence of a teacher research experience on elementary teachers’ thinking and instruction.Journal of Elementary Science Education, 19, 25-43. Finson, K.D. (2002). Drawing a scientist: What we do and do not know after fifty years of drawings. School Science & Mathematics, 107, 335-345. Flicker, E. (2003). Between brains and breasts—women scientists in fiction film: On the marginalization and sexualization of scientific competence. Public Understanding of Science, 12, 307-318. Funk, C. (2003). VCU life sciences survey: Public values science but concerned about biotechnology. http://www.vcu.edu/lifesci/images2/PublicValues.pdf. Retrieved from source. Hayes, M. T. (2002).Elementary preservice teachers’ struggles to define inquiry-based science teaching.Journal of Science Teacher Education, 13(2), 147-165. Lee, O., Hart, J. Cuevas, J., & Enders, C. (2004). Professional development in inquiry-based science for elementary teachers of diverse student groups. Journal of         Research in Science Teaching, 41(10), 1021-1043. Losh, S.C., Wilke, R.A., & Pop, M. (2008). Some methodological issues with ‘Draw a Scientist Tests’ among young children. International Journal of Science Education, 30 (6), 773-792. Lumpe, A., Czerniak, C., Haney, C., &Beltyukova, S. (2012). Beliefs about teaching science: The relationship between elementary teachers’ participation in professional development and student achievement. International Journal of Science Education, 34(2), 153-166. National Science Board (2006).Science & engineering indicators—2006.Arlington, VA: National Science Foundation (NSB-06-1). Pop, M.M., Dixon, P., & Grove C. (2010). Research experiences for Teachers (RET): Motivation, expectations, and changes to teaching practices due to professional development program involvement. Journal of Science Teacher Education, 22 (2), 127-147. Richardson, G. M., & Liang, L.L. (2008). The use of inquiry in the development of preservice teacher efficacy in mathematics and science. Journal of Elementary Science Education, 20(1), 1-16. Sharp, J., Hopkin, R., James, S., Peacock, G., Kelly, L., Davies, D., &Bowker, R. (2009). Teacher preparation and the national primary science curriculum: A twentieth-anniversary perspective. Research Papers in Education, 24(3), 247-263. Sharp, J. G., Hopkin, R., & Lewthwaite, B. (2011).Teacher perceptions of science in the National Curriculum. International Journal of Science Education, 33(17), 2407-2436. Smith, L. K. & Southerland, S. A. (2007).Reforming practice or modifying reforms? Elementary teachers’ response to the tools of reform. Journal of research in science teaching, 44(3), 396-423 https://ijhem.com/cdn/article_file/i-4_c-32.pdf MARGARETA MARIA THOMSON Scientists Representations DAST elementary students beliefs misconceptions 5691 8 0

33 https://ijhem.com/details&cid=33 2016-03-18 Management education accreditation is an industry in need of restructuring. Highly concentrated accreditation organizations in the United States and Europe are preserving decades old criteria. Those decades old criteria reflect the state of the industry in different times. Things have changed and with them the very nature of management education and, in no less measure, the monitoring and accreditation norms. . The industry suffers from conceptual and operational flaws. The need for restructuring is evident. The article provides a review of the structure of the industry today. This is followed by an analysis of the conceptual and operational weakness of the existing frameworks. A possible substitute based on systems and metrics analysis is then explored. Multiple metric-rooted performance parameters provide an overall assessment and lead to an Accreditation Score Card. Accreditation Score Cards could have tangible impact on the practice of management program, and institution, accreditation process and the assessment of scope, content, approach and effectiveness of management education efforts. AACSB, Business School Data guide, 2014. ACBSP Value of accreditation, 2013. Boulding k, General Systems Theory, Management Science, 2, 3 (Apr. 1956) pp.197-208. Donald R. Andrews, Charles W. Roe, Uday S. Tate, Rammohan Yallapragada, (1994) "Perception of Business School Deans: An analysis of AACSB Accreditation Guidelines", American Journal of Business, Vol. 9 Iss: 1, pp.25 – 30. EFMD, EQUIS standards and criteria, 2014 Geoffrey Kabat G., The crisis of peer review, Fortune, Nov 23, 2015. Inside Higher Education, Rubio Wants to Take on Higher Education 'Cartel', WSJ July 8, 2015. Kaplan R  , Norton D,  “the balanced scorecard as a strategic management system”, HBR 1992,  pp. 61-66. The Problem Some Business Schools Hide from Students, The Fiscal Times, November 2, 2011. Warren Bennis and James O’Toole, How Business Schools Lost Their Way, MAY 2005 https://ijhem.com/cdn/article_file/i-4_c-33.pdf M. S. S. EL NAMAKI Management education accreditation innovation score cards 5454 9 0

34 https://ijhem.com/details&cid=34 2016-03-18 The purpose of this paper is to provide a conceptual account on the applicability of Competency-Based Training as a model for capacity building in the South African local government. The South African Local government has since the transition into democracy in 1994, invested on workforce development, aimed at improving municipalities’ capacity to deliver their mandates as described by the Constitution of the Republic of South Africa, 1996. These efforts are shadowed by the ever increasing levels of service delivery protests, supplemented by unpleasing audit outcomes over the past two decades of democracy. The paper argues therefore that among other challenges of local government in South Africa, is the lack of conceptuality of capacity building as critical aspect of local government strategy. This challenge of the context of local government capacity therefore result in local government being unable to measure the account of capacity interventions in the municipalities. The paper in its purpose will use literature to back-up a hypotheses that using Competency-Based Training as a model in capacity building can be fruitful in the South African local government. On the basis of such a conceptual account the paper concludes that Competency-Based Training can be a driving force behind a professional, competent and self-driven local government workforce, where capacity intervention can be clearly measured. Abedian, I. & Biggs, M., 1998. Economic Globalization and Fiscal Policy. Cape Town, South Africa: Oxford University Press. African Training and Research Centre in Administration for Development (CAFRAD), 2004. Program for Public Sector Leadership Capacity Building for Good Governance in Africa. Meeting held in South Africa, Stellenbosch 29-30 September, 2004. Aucoin, B. M., 2002. From engineer to manager: Mastering the transition. Artech House. Benhabid, S., 2006.  Another Cosmopolitanism. Oxford University Press, UK: Oxford. Bergin, T., 2013. Learning and Development in the Public Sector: The Care for Maintaining Investment in Tough Times. Australian Institute of Management, Canberra.  Billett, S., 2001.  Critiquing Workplace Learning Discourses: participation and Continuity at Work. Infed.  Available at:  http://www.infed.org/archives/e-texts/bellett_workplace_learning.htm[Accessed May 2014]. Boone, C., 2003. Political topographies of the African state: Territorial authority and institutional choice. Cambridge University Press, UK:  Cambridge. Bowman, A. O. M., & Kearney, R. C., 2012. Are US cities losing power and authority? Perceptions of local government actors. Urban Affairs Review, XX(X), 1–19. Cheng, B., Wang, M., Yang, S. J., & Peng, J. (2011). Acceptance of competency-based workplace e-learning systems: Effects of individual and peer learning support. Computers & Education, 57(1), 1317-1333. CoGTA, 2009.  State of Local Government in South Africa. Government Printers: Pretoria Craig, G. (2007). Community capacity-building: Something old, something new? Critical Social Policy, 27(3), 335-359. Dollery, B.E., & Robbotti, L., 2008. The theory and practice of local government. Cheltenham, UK:Edward Edgar. Faguet, J.P., 2005. Governance from below: a theory of local government with two empirical tests. LSE Research online. Holland, J.H., 2006.  Studying Complex Adaptive Systems. Journal of Systems Science & Complexity, 19 (1), 1-19. Holton, E. F., Coco, M. L., Lowe, J. L., & Dutsch, J. V., 2006. Blended delivery strategies for competency-based training. Advances in Developing Human Resources, 8(2), 210-228. Lankard, B.A., 1996.  New Ways of Learning in the Workplace.  Eric Digest. Available at: http://www.ericdigests.org/1996-2/work.html  [Accessed May 2014]. Le Deist, F. D., & Winterton, J., 2005. What is competence? Human resource development international, 8(1), 27-46. Ledwith, M., 2005. Community Development. A Critical Approach. The Policy Press: Bristol.  Makobe, D.H., 2002.  The Role of Organised local Government in Local transformation.  Paper Presented at the Australia-South Africa Local Government Partnership, Mangaung, 07-Novermber 2002. Ministry of Provincial Affairs and Constitutional Development, South Africa, 1997.  The Green Paper on Local Government. Government Printers: Pretoria. Morgan, R., 2014.  Small Business. Retrieved for Demand Media.  Available at: http://smallbusiness.chron.com/address-learning-styles-workplace-training-10222.html [Acessed June 2014]. Naidoo, R. (2003). Repositioning higher education as a global commodity: Opportunities and challenges for future sociology of education work. British Journal of Sociology of Education, 24(2), 249-259. Naquin, S.S., & Holton, E.F. (2003). Redefining State Governmental Leadership and Management Development: A Process for Competency-Based Development. Public Personnel Management, 33(1), 88-102. Ndletyana, M. (2007).  Municipal Elections 2006: Protests, independent candidate and cross-border municipalities. In J.D.S. Buhlungu, (Eds.). State of the Nation: South Africa 2007.  Human Science Research Council Press: Cape Town. Ndletyana, M., & Mozondidya, J. (2009).  Reviewing Municipal Capacity in the Context of Local Government Reform. South African Government in Review. Vol 1(1): 23-38. Nyalunga, D. (2006). The revitalisation of local government in South Africa. International NGO Journal, 1(2), 15-20. Peters, E., & van Donk, M.(2013). Local Government and Poverty Reduction. Pillay, U., Hagg, G., & Nyamnjoh (ed). State of the Nation: South Africa 2012-2013. Human Science Research Council Press: Cape Town. 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35 https://ijhem.com/details&cid=35 2016-03-18 This paper outlines a course in business analytics that provides a rigorous, logical, analytical, yet intuitive and practical approach to business problem solving using Microsoft Excel. The course concept, methodology and pedagogy are illustrated through a variety of business applications. The course primarily addresses problems involving optimal resource allocation (how to best utilize given resources) and risk analysis (how to analyze decisions involving uncertainty), although some Excel tools for data analysis (how to estimate model parameters) and forecasting (how to extrapolate past observations into the future) are also covered. In each area, we consider specific problems in operations, finance and marketing, build models to set them up on Excel spreadsheets, analyze and solve them using the available Excel commands, tools and add-ins, and study their economic interpretations. In this sense, the course also integrates various functional areas of business management on a common Excel platform. This practical approach to problem solving in Excel has proved to be readily accessible to managers, who usually find spreadsheets natural, intuitive, and user friendly medium for organizing information and performing “what if’ analyses, which has made them indispensable tools of modern business analysis. https://ijhem.com/cdn/article_file/i-4_c-35.pdf SUDHAKAR D. DESHMUKH Analytical Decision Modeling Excel Optimization Simulation Decision trees Data Analysis 5231 10 37

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