Decision-Makers at the Crossroads: Changing Quantitative and Technological Tools.

Autor/in	Hallett, Deborah Hughes
Titel	Decision-Makers at the Crossroads: Changing Quantitative and Technological Tools.
Quelle	(2000), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Learning; Business Administration Education; Computer Oriented Programs; Computer Uses in Education; Curriculum Development; Data Analysis; Decision Making; Decision Making Skills; Decision Support Systems; Higher Education; Internet; Lifelong Learning; Management Development; Policy Formation; Professional Continuing Education; Public Administration Education; Public Policy; Skill Development; Spreadsheets; Statistical Analysis; Statistical Data; Student Projects; Summer Programs; Technical Education; Technological Advancement; Thinking Skills; Workshops + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Computerprogramm; Computernutzung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Auswertung; Decision-making; Entscheidungsfindung; Entscheidungshilfe; Hochschulbildung; Hochschulsystem; Hochschulwesen; Life-long learning; Lebenslanges Lernen; Politische Betätigung; Berufsfeldbezogener Unterricht; Weiterbildung; Öffentliche Ordnung; Kompetenzentwicklung; Qualifikationsentwicklung; Spread sheet; Spredsheets; Spreadsheet; Tabellenkalkulation; Statistische Analyse; Schulprojekt; Sommerkurs; Technikunterricht; Technological development; Technologische Entwicklung; Denkfähigkeit; Lernwerkstatt; Schulung
Abstract	Decision makers have always relied on a mixture of qualitative and quantitative information. Recently, two technological tools--spreadsheets and the Internet--have dramatically altered how decision makers analyze quantitative information, thus necessitating curriculum changes in programs to prepare students to use these tools effectively. Harvard and the University of Arizona have each developed new courses to help the next generation of decision makers master the numerical methods and data interpretation techniques required to analyze the increasing amounts of quantitative information available to decision makers in government and elsewhere. Both courses share a common philosophy and use similar tools, and both courses are driven by projects that allow students to use these tools in the context of a realistic decision. However, each course serves very different students. The Harvard course is part of a summer program that is an introduction to the Kennedy School of Government's master's program in public administration. It is targeted toward mid-career students who have extensive practical experience but have not studied mathematics recently. In contrast, the Arizona program is offered to undergraduate business majors through the department of mathematics. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC