A Masters Programme in Telecommunications Management--Demand-Based Curriculum Design

Autor/inn/en	Gharaibeh, Khaled M.; Kaylani, Hazem; Murphy, Noel; Brennan, Conor; Itradat, Awni; Al-Bataineh, Mohammed; Aloqlah, Mohammed; Salhieh, Loay; Altarazi, Safwan; Rawashdeh, Nathir; del Carmen Bas Cerdá, María; Conchado Peiró, Andrea; Al-Zoubi, Asem; Harb, Bassam; Bany Salameh, Haythem
Titel	A Masters Programme in Telecommunications Management--Demand-Based Curriculum Design
Quelle	In: European Journal of Engineering Education, 40 (2015) 3, S.267-284 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2014.944104
Schlagwörter	Foreign Countries; Telecommunications; Administration; Masters Programs; Online Surveys; Curriculum Design; Educational Demand; Instructional Design; Course Organization; Graduate Students; Jordan + Suchen Sie Ihr Suchwort? Ausland; Telekommunikationstechnik; Verwaltung; Magister course; Magisterstudiengang; Lehrplangestaltung; Bildungsanforderung; Bildungsnachfrage; Lesson concept; Lessonplan; Unterrichtsentwurf; Course organisation; Kurskonzept; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin
Abstract	This paper presents a curriculum design approach for a Masters Programme in Telecommunications Management based on demand data obtained from surveying the needs of potential students of the proposed programme. Through online surveys disseminated at telecom companies in Jordan, it was possible to measure the demand for such a programme and to determine the required programme contents and specifications. The curriculum design is based on definition of programme outcomes and on using a house of quality approach (HOQ) to determine the list of courses required in the programme. Surveyed competencies are mapped to a long list of proposed courses in a HOQ in order to determine the importance of each of these courses. A final list of core and elective courses is then developed considering the contribution to programme outcomes and the academic standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01