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The Cheyenne and Arapaho Department of Education (CADOE) functions as a tribal education department (TED) in western rural Oklahoma, situated within a tribal government that has a total membership of 13,212; 3,160 of whom are ages 3-18 years. CADOE has supported and advocated for equal opportunity and access for Cheyenne and Arapaho families and students since its inception. The purpose of this article is to utilize the Liberating Sovereign Potential framework to illustrate how CADOE continues to employ tenets from the model to liberate their sovereign potential, often serving students and families in rural contexts. While significant literature addresses Indigenous education, a gap still exists when considering the unique perspectives of TEDs and how they serve their rural tribal communities. Our goal is not only to improve educational outcomes for Cheyenne and Arapaho families and students, but also to assert our sovereign rights in educational systems. Here we outline various programs and efforts we have undertaken as we work to liberate our sovereign potential as Cheyenne and Arapaho people.

The author, a consultant who has worked on projects in the education, training and professional regulation arena for more than three decades, reflects on factors that make for successful interventions and sustainable project outcomes. Seven key factors are identified: (1) intellectual credibility, both in a substantive and methodological sense; (2) a consistent and explicit ethical perspective; (3) developing a comprehensive rich picture of the practice context; (4) using a 'realisation' or 'co-creation' approach to ensure that the client community has ownership of the project; (5) the development of effective systems architecture; (6) being able to act as a constitutional arbiter to maintain consistency and constancy of purpose; and (7) treating the project as a research process, both internally to build in ongoing review and evolution and externally to provide critique and position it in relation to parallel developments in the field. The importance of methodological fluency is also emphasised to develop approaches that are contextually appropriate, while cautioning against the use of over-formalised methods and processes.

Contribution: The study characterizes aspects of cognitive and metacognitive dimensions of team cognition of software development teams in educational settings. Background: The software development industry requires software engineers and developers to work in teams; for this, there is substantial research on teamwork in the context of the organization. However, little is known about it in the context of educational settings, where there is scant research on teamwork in engineering and computing projects. Research Questions: How do students enact teamwork cognitive engagement and metacognitive regulation in the context of a systems analysis and design course? Methodology: The participants were 127 undergraduate students in a systems development course organized into 26 teams. Qualitative categories were derived from a content analysis based on recorded teamwork sessions, which were then quantized and visualized for pattern identification. Findings: Results provide each team's overall cognitive engagement coefficient and metacognitive regulation coefficient. The findings also describe three clusters, each with a description of a selected team to provide further insights into the identified patterns.

Aim/Purpose: This study aims to investigate the enabling technologies and applications of computer-assisted career guidance (CACG) tools in the career planning activities of students. Background: The choice of a career is an extremely significant lifetime decision for any individual. Students often struggle with their career choices mainly due to the lack of awareness in career planning and development. Therefore, students require the support of career counselors for proper career decision-making. Unfortunately, adequate career counseling resources are not readily available within educational institutes. CACG tools offer a workable solution for overcoming this challenge. Methodology: A systematic literature review was conducted based on a standard guideline for the period of 2011 through 2023. Initially, a comprehensive review protocol was defined and evaluated. In conducting the review, nine electronic databases: Scopus, Web of Science, IEEE Xplore, ACM Digital Library, Science Direct, SpringerLink, Wiley Online, Emerald Insight, and Sage Journals were queried. Then search results were narrowed down to 46 scholarly articles by applying predefined selection criteria. Contribution: This review study contributes to assessing the status of the existing body of knowledge on implementing and applying CACG tools for career path planning within the education domain. Significantly, this study identified a set of underlying technologies used in implementing modern CACG tools as well as a distinct set of parameters associated with users that can be used as input for offering personalized career decision support. Further, specific needs of applying CACG tools at distinct educational stages were assessed. Study outcomes support future research works by unraveling potential research directions based on identified research gaps. Findings: The key findings of this study revealed experimentation with a wide range of enabling technologies and techniques in the implementation of CACG tools for students' career path planning. Within these tools, a distinct set of parameters associated with students has been considered as input for offering personalized career decision support. Further, it was found that the use of CACG tools in career guidance differs across distinct educational stages. Recommendations for Practitioners: CACG has been extensively used within the education domain for providing career guidance services to different student populations. With technological advancements, CACG has evolved as a viable alternative to in-person career counseling, rather than primarily serving as a supplementary tool used by career counselors during in-person counseling. Therefore, it is recommended that educational institutes utilize CACG tools in situations where adequate in-person career counseling services are not possible. Recommendation for Researchers: Continuous technological advancements make it advisable for researchers to continue further experimentation employing emerging cutting-edge technologies for improving the functionalities of CACG tools used in education. Particularly significant are improvements in personalization capabilities and integrating user profiling techniques to enhance the effectiveness of the services offered by CACG tools. Impact on Society: Technology-assisted career counseling can play a vital role in fulfilling the career guidance requirements of various student populations. This study has affirmed the potential of using CACG as a viable alternative to in-person career counseling within educational institutes. Future Research: In future work, the scope of this study can be extended to other educational guidance domains such as academic advising, pedagogical resource recommendation, academic program and course recommendation, and college and university recommendation. Moreover, future research may investigate the application of CACG tools in the career guidance activities of vocational education.

The purposes of this study were to 1) develop of Smart Human Resource Planning System within Rajabhat Universities and 2) study the results of official performance evaluations of academic staff with Smart Human Resource Planning System within Rajabhat Universities. The samples included 8 system development experts via purposive sampling and 94 academic staff by multi-stage sampling. The research tools composed of 1) performance assessment form using 5-point Likert scale for Smart Human Resource Planning within Rajabhat Universities and 2) performance evaluation form for academic staff with Smart Human Resource Planning System within Rajabhat University. The research observations were concluded into 2 ways. First, the Smart Human Resource Planning System within Rajabhat Universities development has overall performance at the high level. For instance, the efficiency of all Modula test was displayed at the high level. In addition, both System test, Usability test and Security test were shown at high level as well. Second, the response of performance evaluation form through academic staff using Smart Human Resource Planning System was all exhibited at high level. However, "The people involved with the system" assessment list with in performance evaluation form was indicated at highest level.

There has been an excellent series of formative articles centring on Bernard Stiegler (1952-2020) as an inspiration to pedagogical thought; this is a summative article written from the perspective of after his death. Stiegler argued that education is ontologically crucial to human development, wherein "technics" or the 'not-experienced-condition(s)-necessary-for-experience' are crucial to humanity's ability to create its own existence. "Technics" make possible the "technologies" underpinning contemporary Anthropocentric existence. While entropy poses the cosmological threat of death to life, "technics" supports "negentropy" or the collecting and marshalling of energy opposed to entropy. Education is a crucial means of social negentropy, however all human agency is characterized by the "pharmakon" of more entropy or increased negentropy. The tension is inevitable in the "pharmakon" between on the one side, care and cure; and on the other, poison and death. In this article, we ask: 'Given his suicide, what sort of pharmakon was Stiegler for himself and for us?'1 The authorial "I," 'Bernard Stiegler' is no longer a living critic of social entropy or of "proletarization" and 'technoscience'; what do we now make of his oeuvre for education? We will point to his inversions and purposeful mis-interpretations of Heidegger and Derrida as crucial to his oeuvre. Stiegler's phenomenal being has ended; what technics have been strengthened and specifically: 'What now of education?'

Contribution: This is one of the first studies that evaluated the combination of an Agile framework (i.e., Scrum) along with the Service-Learning methodologies applied to education settlement. Another tool that would help improve educational delivery quality is the Service-Learning methodology that enables students to experience hands-on learning by working with real-life cases and firms. Background: The COVID-19 pandemic has become a significant challenge in many areas, and education has not been an exception. Most educational institutions have moved from traditional brick-and-mortar to online or hybrid modern settings. However, teachers and students were not prepared for that significant movement, uncertain about how to deliver and receive it, respectively. Educational institutions faced issues developing competencies with teachers into students effectively. Research Questions: The research question is whether the application of the Agile and Service-Learning methodologies in a software engineering-related course of the "Ingeniería en Información y Control de Gestión" major at the Universidad Catolica del Norte in Chile would make a positive impact in both students and partners. Methodology: A mixed-methods approach with quantitative and qualitative analysis was used to understand and evaluate the underlying situation and outcomes. Findings: Our findings show that this setup of Service-Learning and agile framework increased teamwork, time management, and overall work satisfaction through a case study conducted in the course. Students positively evaluated the setting of goal expectations with community partners (i.e., an SME) and other critical learning aspects. Also, the community partners were more satisfied with the product delivery.

Purpose: This study aims to examine the use of data visualization as a tool to support practitioner-led organizational learning within the emergency services. The authors investigate how data visualization can support visual communication and the analysis of emergency response data to promote system improvement. Design/methodology/approach: The authors investigate if communication data, presented as node-link diagrams, can be understood and evaluated by firefighters. Objective understanding of the communication network is measured quantitatively, while subject judgement of the emergency response system is measured qualitatively and compared to prior system evaluation outcomes. The authors compare different data visualization layouts and assess their value in supporting practitioner evaluation of emergency response systems. Findings: The authors find that while firefighters are largely unfamiliar with their use, data visualizations function as a tool for visual communication and analysis. The authors identify the importance of visualization design and the difficulty in representing characteristics of a dynamic network within static diagrams. The authors also find some correlation between layout design and how respondents interpret visual data. Originality/value: Results demonstrate the value of data visualization to support practitioner-led organizational learning and suggest future work to support the development of emergency response management.

Emerging Artificial Intelligence-enhanced technology platforms in education warrant attention to exploring new learning strategies and dynamics. Keeping up with the accelerating momentum to bring classic traditional learning activities to Artificial Intelligence-supported platforms may unbalance the interest in developing the participants' higher-order thinking. This article presents case study research of an Artificial Intelligence-based technological platform to measure complex thinking traits of higher education participants in an Ideathon learning scenario. The didactical strategy was grounded in the Transition Design approach, with Sharing Economy as the challenge. An overview of the process for developing Artificial Intelligence-supported activities, the challenges and risks identified in the development, and a classification model and enhancements for future implementation in a subsequent pilot are presented. The findings set a guideline for balancing Artificial Intelligence-powered educational activities and the development of the participants' complex thinking.

This study aimed to investigate the need for digital literacy for teachers in schools in the sub-districts of Nakhon Pathom Province; to design a model of teacher digital literacy development and create a model of a sustainable collaborative network for educating digital literacy in schools in the sub-districts of Nakhon Pathom Province, Thailand. The research was action research. The samples were teachers from schools in the sub-districts of Nakhon Pathom Province; by selecting schools from the Office of Nakhon Pathom Primary Education Service Area Office 2, 32 teachers from Phutthamonthon District, Bang Len District, Nakhon Chai Si District, and Sampran District. The findings indicated that the digital literacy needs assessment of teachers, based on the application of OCSC (2020) digital literacy framework, suggested that the highest PN[subscript modified] score was 0.492 for Using Digital Media Creation Software, whereas the lowest PNI[subscript modified] score was 0.205 for Using the Internet. The model of a sustainable collaborative network for educating digital literacy in schools in the sub-districts of Nakhon Pathom Province is developed based on the system theory and education philosophy as core principles. The model consists of 4 main components such as: 1) education philosophy; 2) input from external driving forces, organization factors, operation factors, and teachers' factors; 3) processing factor in developing digital learning management skills and building a sustainable collaborative network; and 4) output of students, teachers, school administrators and schools.

Studies have shown excessive teaching workloads of teachers and lecturers have become a contentious issue in the academic realm, making them physically and emotionally strained. Therefore, this study was carried out to develop a workload distribution management system called "e-WLOAD" to help the management of universities in distributing workloads that are fair and acceptable to all lecturers. In this study, the researchers used the Evolutionary Prototyping method for the development of "e-WLOAD." A series of interviews involving a head of a department, a faculty dean and an academic registrar as well as the analysis of the Academic Workload Guidance Document of the Malaysian Qualifications Agency (MQA) and the academic Annual Performance Assessment Report were carried out to reveal the relevant criteria for the distribution of lecturers' workloads, namely Status, Minimum and maximum credits, Lecturer classification, Current Teaching Status, and Teaching Load Requirements. After running the system, the results of the functionality test indicated that the prototype had fulfilled all system requirements successfully based on such distribution criteria.

This paper reviews the evolution of a senior level, live-client project development capstone class in the Analytics and Information Systems department of an AACSB accredited College of Business. The paper traces changes in methodologies and technologies leading to the current Scrum based approach, using ASP.NET Model-View-Controller, MVC, as the development platform. The paper discusses how Scrum is used in a class that only meets three times a week for 55 minutes each time and how the ASP.NET MVC approach to development fits nicely with the Scrum approach to project management.

This case study describes an alternative process-focused approach to a group project assignment in an undergraduate Systems Analysis and Design (SAD) course. This approach more closely reflects the incremental and iterative nature of Information Systems Development Projects (ISDP) through expanded scope, modified instructions, and reallocation of class time. This approach enables students to select their own real-world ISDP and apply a wider breadth of course concepts in that context, while gaining experience in critical thinking and decision making within a group setting.

Information systems (IS) curriculum review is a continuous process. Universities seek to offer content that they believe will be most beneficial to students as they begin their career. However, that content may or may not satisfy employer needs. This paper, which is part of a larger study, seeks to determine if required course content matches the desired skills from employers. Course descriptions from 221 IS curricula in AACSB accredited schools were content analyzed to determine knowledge areas and technical skills covered. The study finds that there are gaps between the current IS curriculum and the employer's desired skills. Among others, security and project management should be more prominent in the IS curriculum. A full discussion of findings is provided.

The case provides a realistic scenario that can be used in a systems analysis and design, accounting information systems or graduate level management information systems course. The case details the steps in the revenue and expense cycle processes of a health supply wholesale company providing students with the opportunity to map the business process data flows. Multiple assignment options are provided allowing instructors to select an assignment based upon course material coverage. Suggested assignments include the development of data flow diagrams, swimlane diagrams, a request for proposal and a response to the request for proposal, and database design and development artifacts. Instructor materials are available.

The purpose of the article is to develop a system programme "Health saving education" on the basis of creating a structural model and model of management and ensuring health and preventive activities and experimentally prove the effectiveness of its implementation in the educational process of the university. The solution of research problems was ensured by a set of complementary theoretical methods on the analysis of domestic and foreign pedagogical theory, practice and experience in the field of health of saving education and professional standards. And also general scientific methods such as classification, modeling, comparison, comparison and generalization; experimental methods with the involvement of diagnostic tools based on B. Bloom's classification in the author's modification and expert assessments. The research reveals and scientifically proves that the process of health of the saving education of future teachers in the aspect of implementing the author's system programme becomes more effective while ensuring the systemic nature of provision and management. The practical significance of the research is that using the author's programme will allow us to reach the highest quality level of professional training of teachers, which ensures health saving individual-differentiated development of the student. The proposed patterns, provisions and conclusions create the prerequisites for further study of the phenomenon of realization of the health of saving education in methodological, content and management aspects. The presented practical experience of realization of the programme "Health saving education" can be used at building of professional space, in other educational organizations.

"The Golden Age of Design may finally be upon us!" or so reported the New York Times in September of 2014. On the one hand everyday personal information appliances emphasized beauty and function. Apple™ took a lead by marketing the "feeling" of the iPod's design. The business world took notice and the cachet of designers soared both in terms of demand and compensation. Regrettably, the "golden age of design" has not swept the Information Systems (IS) discipline along with it. News stories weekly report huge project cost overruns, long delayed delivery dates, and complete project failures with irretrievable sunk costs. What explains the difference? Perhaps IS has not yet embraced the design mindset founded in professions prefixed by: architectural, fashion, industrial, graphic, product, urban, and interior. We examine the mindset of design professionals all but absent in IS education. This mindset fuels the enthusiasm for agile development methodologies. Appropriating it may be a relatively inexpensive re-centering of current IS pedagogy that can pay huge dividends for society down the road as information systems grow more and more essential throughout the commercial and private sectors. We explore this design mindset following Nigel Cross's retrospective on research in "Designerly Ways of Knowing." With that as a frame we name five core elements of that mindset to frame IS pedagogy for design--First Principles of a Designerly Way of Knowing and propose guidelines for situating them in IS education.

Educational data mining is used to discover significant phenomena and resolve educational issues occurring in the context of teaching and learning. This study provides a systematic literature review of educational data mining in mathematics and science education. A total of 64 articles were reviewed in terms of the research topics and data mining techniques used. This review revealed that data mining in mathematics and science education has been commonly used to understand students' behavior and thinking process, identify factors affecting student achievements, and provide automated assessment of students' written work. Recently, researchers have tended to use such data mining techniques as text mining to develop learning systems for supporting teachers' instruction and students' learning. We also found that classification, text mining, and clustering are major data mining techniques researchers have used. Studies using data mining were more likely to be conducted in the field of science education than in the field of mathematics education. We discuss the main results of our review in comparison with the previous reviews of educational data mining (EDM) literature and with EDM studies conducted in the context of science and mathematics education. Finally, we provide implications for research and teaching and learning of science and mathematics and suggest potential research directions.

Sensor systems have the potential to make abstract science phenomena concrete for K-12 students. Internet of Things (IoT) sensor systems provide a variety of benefits for modern classrooms, creating the opportunity for global data production, orienting learners to the opportunities and drawbacks of distributed sensor and control systems, and reducing classroom hardware burden by allowing many students to "listen" to the same data stream. To date, few robust IoT classroom systems have emerged, partially due to lack of appropriate curriculum and student-accessible interfaces, and partially due to lack of classroom-compliant server technology. In this article, we present an architecture and sensor kit system that addresses issues of sensor ubiquity, acquisition clarity, data transparency, reliability, and security. The system has a dataflow programming interface to support both science practices and computational data practices, exposing the movement of data through programs and data files. The IoT Dataflow System supports authentic uses of computational tools for data production through this distributed cloud-based system, overcoming a variety of implementation challenges specific to making programs run for arbitrary duration on a variety of sensors. In practice, this system provides a number of unique yet unexplored educational opportunities. Early results show promise for Dataflow as a valuable learning technology from research conducted in a high school classroom.

This article presents a case scenario that may be used in system analysis and design, database management, and business analytics classes. The case document includes realistic, detailed information on the operations at the American Guild of Musical Artists (AGMA). Examples of assignments for each class and suggested reading are presented. In each assignment, students should learn relevant concepts and skills before applying them to create the deliverables. The core application in the case is a membership accounting system (a variation of an accounts receivable system) with several custom features that require innovative reflection by the student analysts. Instructor's materials are available.

Systems analysis and design is a crucial task in system development and is included in a typical information systems programme as a core course. This paper presented a preliminary study on gender differences in studying a systems analysis and design course of an undergraduate programme. Results indicated that male students outperformed female students in general in this course. However, regarding the different study focuses of the course, female students performed better in information systems development methodologies and systems analysis, whereas male students worked better in systems design. Discussions have been raised to explain the findings and it was suggested longitudinal studies could be conducted for a more generalized conclusion.

Over the last few decades, not only organizations but also Higher Education Institutions should be more responsive to the demands of the changed global business environment and improve their effectiveness. Our motivation to write this paper is to assess the implementation of an Enterprise Resource Planning (ERP) system in higher education and their associated benefits, with a focus on students' performance when applying an SAP solution. This paper analyses the accuracy of undergraduate students, focusing primarily on the concept of self-assessment as they predict and evaluate their own performance relative to their externally assessed achievement. In the pre- and post-examination predictions the higher achieving students seem to predict and evaluate their examination results more accurately than their lower-achieving fellows. Although a gender gap cannot be found in self-estimation, we found substantial differences by comparing the selected language. Foreign students seem to overestimate their own examination performance to a greater degree than Hungarians do. Consequently, our results might allow decision makers to identify why self-assessment is important when implementing pilot ERP projects. The result of this study also provide evidence for groups of clients and other stakeholders in order to reduce failure in both higher education and business environment.

This purpose of this study was twofold. The researcher aimed to investigate the implementation results of the academic administration system in the Center for Education Quality Development Network under the jurisdiction of the Office of the Basic Education Commission of Thailand and to design the Actions Research which can be effectively utilized in academic administration. The system involved 5 steps including: 1) investigating the current situation, problems and development needs; 2) creating development guidelines; 3) identifying success indicators; 4) identifying development procedures; and 5) reflecting performance. When the system had been implemented in the 6th Center for Education Quality Development Network with 16 schools in Nahaew district, it was found that the result of key success indicator assessment had the overall average at the moderate level. When each aspect being considered individually, it was found that the part with respect to students had most of the success indicators followed by the part pertaining to the internal quality assurance. The part with fewest success indicators was the participatory administration. Regarding the assessment of user's satisfaction after the system implementation, it was rated, as a whole, at the high level.

Urban universities are uniquely positioned to make powerful and lasting contributions to the grand challenge of food security. To better understand the various dimensions related to the university's role in food systems, this case study explores intentional linkages, significant developments, natural tensions, and emerging impacts at the Ohio State University. Discoveries from this analysis can guide urban university decision makers as they confront complex food system challenges.

Mechatronics is a multidisciplinary that includes a combination of mechanics, electronics, control systems, and computer science. The main objective of mechatronics learning is to establish a comprehensive mindset in the development of mechatronic systems. Project Based Learning (PBL) is an appropriate method for use in the learning process of mechatronic. The use of PBL by following the V model in system development process is expected to encourage the achievement of the main goal of learning in mechatronics lab. Demonstration of knowledge during the practical work done by drafting product development procedures documents, presentations, and project demo. The test result of mechatronics lab course based on PBL in Electronics Engineering Bandung State Polytechnic led to the conclusion that the model is acceptable and desirable to be passed with a few improvements. In addition, learners also feel there is a new challenge in following the PBL-based practicum.

This teaching case presents a cross-team systems analysis and design case requiring integration of multiple, interdependent systems. Case deliverables are a mix of both traditional and agile methodologies. Students are introduced to methodology tools and techniques including data flow diagrams, use case diagrams, user stories, and entity-relationship diagrams as they complete the planning, analysis, and design steps for a new information system. Most Systems Analysis and Design textbooks include a standalone, independent system case to enhance learning for students. In the presented case, once the main steps are completed, student teams are then combined to integrate multiple interdependent systems for a company. This case emphasizes that most companies are moving toward a centralized data repository in systems development and that most systems within the company use the same data to accomplish different tasks. Teaching notes with student assignments and solutions are available through the JISE website.

We propose a crowdsourcing-based framework to iteratively and rapidly bootstrap a dialog system from scratch for a new domain. We leverage the open-source modular HALEF dialog system to deploy dialog applications. We illustrate the usefulness of this framework using four different prototype dialog items with applications in the educational domain and present initial results and insights from this endeavor.

This case study consists of a real database project for a charter school--Scholar's Academy--and provides background information on the school and its cafeteria processing system. Also included are functional requirements and some illustrative data. Students are tasked with the design and development of a database for the purpose of improving the current process of keeping track of students' meals. Skills to be learned include logical database modeling and design, physical design and implementation using both ACCESS (front end) and SQL Server (back end) Databases. Queries, forms and reports are to be developed in ACCESS while the tables will be created in SQL Server. This case study targets students with no prior programming or database experience. However, more advanced students can further explore the intricacies of an enterprise level database management system (e.g., SQL Server).

Education is essential for solving the complex water-related challenges facing society. The Learning Enhanced Watershed Assessment System (LEWAS) and the Online Watershed Learning System (OWLS) provide data creation and data sharing infrastructures, respectively, that combine to form an environmental learning tool. This system collects, integrates and stores real-time, high-frequency environmental monitoring data and imagery from a small urbanized watershed and makes it available to users at anytime from anywhere they have internet access. This paper discusses both the developmental and maintenance challenges associated with the LEWAS and the design details of the OWLS. A pilot test of the OWLS was implemented in a senior level hydrology course as a part of an NSF funded project. Results indicate that 80% of students (n = 30) valued the anywhere, anytime access to the data and 97% of students believed that access to the OWLS helped them to learn hydrologic concepts. A similar pilot test implemented in a community college freshman engineering course as part of the same project indicates that students (n = 27) who used the OWLS felt that the OWLS assignment was valuable and relevant to their coursework even when their academic performance was underwhelming (40% correct on multiple choice questions). Future plans to expand the scope of the LEWAS-OWLS to cover environmental data from other geographical regions are discussed.

The purpose of this study was to identify the specific competencies needed to apply social marketing, a promising approach to behavior change, to Extension programming. A modified Delphi study was used to achieve group consensus among a panel of experts on the skills, characteristics, and knowledge needed to successfully apply this behavior change approach within the context of Extension. Findings are comprised of thirty-seven competencies within eight categories: (a) Personal attributes; (b) Knowledge and understanding; (c) Research and analysis; (d) Communication; (e) Leadership; (f) Professionalism and ethics; (g) Program-planning, implementation, and evaluation; and (h) System thinking. Additional findings include identification of barriers and motivators related to the adoption of social marketing. The resulting competencies may be used for self-assessment, the identification of potential partnerships, and needs assessments to reveal educational opportunities and assist in the prioritization of future professional development.

Studies have shown that issues of privacy, control of data, and trust are essential to implementation of learning analytics systems. If these issues are not addressed appropriately, systems will tend to collapse due to a legitimacy crisis, or they will not be implemented in the first place due to resistance from learners, their parents, or their teachers. This paper asks what it means to give priority to privacy in terms of data exchange and application design and offers a conceptual tool, a Learning Analytics Design Space model, to ease the requirement solicitation and design for new learning analytics solutions. The paper argues the case for privacy-driven design as an essential part of learning analytics systems development. A simple model defining a solution as the intersection of an approach, a barrier, and a concern is extended with a process focusing on design justifications to allow for an incremental development of solutions. This research is exploratory in nature, and further validation is needed to prove the usefulness of the Learning Analytics Design Space model.

The urgency of the issue discussed in this article is caused by the need for development and assessment of new models and mechanisms of management of higher education institutions, which are connected with the development of the system of management of innovation projects and contribute to the development of educational institutions. The aim of the article is to give a theoretical justification and assessment of the system of innovation project management at a higher education institution as well as to assess its efficiency. The leading research methods are pedagogical modeling and project planning, theoretical analysis and compilation of the educational practice in innovation project management, and mathematical methods of statistics which help to make a comprehensive analysis of efficiency of the system of innovation project management. The article reveals the role of the system of innovation project management at a higher education institution as a complex of methodological approaches, principles, and mechanisms which provide for successful implementation of innovations in scientific, international, economic and other activities of an educational institution. The article also describes the peculiarities of innovation project management connected with the specific character of management entities, subjects to management, management processes. Efficiency of the model of development of the system of innovation project management is justified.

The development of the economic system is not a spontaneous but a programmed and controlled process. Economy is always a controlled system in which there is always an appropriate subject of management. The article considers principles of the organization of the global economic system. The characteristic of the principle of "hierarchy of dominants", types of economic systems in terms of "order -- chaos" (unstable, nonequilibrium order, soft, evolutionary chaos, rigid, deterministic chaos). It highlights the major institutions in the layered structure of the global economic system.

The relevance of this problem is primarily determined by a necessity of improving production efficiency in conditions of innovative development of the economy and implementation of Import Substitution Program. The purpose of the article is development of set of criteria and procedures for the comparative assessment of alternative volume production plans and choice of optimum alternative. The leading method of the study of the problem is economic-mathematical modeling, providing the variability of volume plan development on the basis of different factors and variables, which reflect actual operating standards of a particular study subject. The results of the study: In the article, economic-mathematical model for development of aggregate production plan was presented, on the basis of which alternatives was produced, estimated figures, characterizing efficiency of derived alternatives, were justified, the key factors, which determine a specific set of variables and constraints, were considered. The article materials can be useful for experts, which are specialized in planning of production and distribution of the production program in choosing optimum alternative of aggregate production plan.

The goal is to provide a robust and challenging problem statement for a capstone, advanced systems analysis and design course for CIS/MIS/CS majors. In addition to the problem narrative, a representative solution for much of the business modeling deliverables is presented using the UML paradigm. A structured analysis deliverable will be the topic of a second paper on this subject. The authors teach the systems analysis and design course(s) or the systems development course(s) at their university. The CIS senior capstone course that the primary author teaches requires that the student complete one or more business modeling case studies. The authors have used some cases/problem statements from various systems analysis and design texts; however, the authors wanted a problem statement that would challenge a systems team at the senior undergraduate level to produce a complete static, functional and behavioral business model that could be designed and implemented. The authors believe that the narrative should include enough detail to enable the team to use either Unified Modeling Language (UML) or Structured Analysis.

Negentropy is a construct drawn from physics that can be conceptualized as the opposite of energy losses associated with normal organizational life. Over time, physical systems tend to "wind down" or entropy, eventually into disintegration. The application of negentropy to social systems, metaphorically, is the primary purpose of this paper--to propose negentropy as a tool to fight energy loss and consequent organizational disintegration. The application of negentropy to organizations and the limitations of that application are explored. Four specific tools for energy-creation are briefly reviewed. The theoretical assertion in this paper is that negentropy can be a powerful tool for sustainable, progressive models of organizational advancement.

Background: Research shows that educators can identify half of future high school dropouts as early as Grade 6--and three quarters or more of future dropouts by Grade 9--by monitoring readily available data on attendance, behavior, and course performance. These data have come to be known as the ABCs of dropout prevention, and the measures are some of the more commonly used early warning indicators. Purpose: Developing and deploying an early warning indicator system (EWIS) is a complex endeavor for school districts, especially smaller districts without access to a large internal research team or experience implementing similar data-oriented initiatives at scale. In this chapter, we describe four key considerations that school districts and others should take account of when designing an EWIS: building broad consensus on the purpose of the system, planning around system design and data availability, validating indicators and setting thresholds, and implementing and monitoring the system. Research Design: This article is based on a review of the relevant literature on designing EWISs and our experiences. We have partnered with multiple districts and states in recent years and advised these organizations on early warning indicator selection, as well as system development. References to the literature are noted where applicable. The omission of references indicates that that portion of the text is based on our experiences working directly with districts and states. Conclusions/Recommendations: Developing early warning indicators--and an EWIS--is a complex technical and human undertaking, akin to implementing a large districtwide initiative at scale. Districts of any size are well served by thinking carefully about the process and going slowly, if needed, to ensure they get the details right. Planning the system and building consensus for implementation, choosing indicators that are right for the district context, and validating and setting the right thresholds for those indicators are essential for building widespread leadership, staff, and community support for the EWIS, as well as developing the conditions for effective implementation and use.

In this paper, the author reports the results of an empirical study on the relationship between a student's programming experience and their success in a traditional Systems Analysis and Design (SA&D) class where technical skills such as dataflow analysis and entity relationship data modeling are covered. While it is possible to teach these technical skills to students without programming experience, the results of the study strongly suggest that students with programming experience complete the course more successfully than those without.