Marketing Initiatives for Sustainable Educational Development

359 Pages·2018·14.865 MB·English

by  Purnendu Tripathi (editor), Siran Mukerji (editor)

Marketing Initiatives for
Sustainable Educational
Development
Purnendu Tripathi
Arab Open University, Saudi Arabia
Siran Mukerji
Arab Open University, Saudi Arabia
A volume in the Advances
in Educational Marketing,
Administration, and Leadership
(AEMAL) Book Series
Published in the United States of America by
IGI Global
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Library of Congress Cataloging-in-Publication Data
Names: Tripathi, Purnendu, 1975- editor. | Mukerji, Siran, editor.
Title: Marketing initiatives for sustainable educational development /
Purnendu Tripathi and Siran Mukerji, editors.
Description: Hershey, PA : Information Science Reference, 2018. | Includes
bibliographical references.
Identifiers: LCCN 2017050339| ISBN 9781522556732 (hardcover) | ISBN
9781522556749 (ebook)
Subjects: LCSH: Instructional systems--Social aspects. | Instructional
systems--Design. | Educational technology--Social aspects.
Classification: LCC LB1028.35 .M373 2018 | DDC 371.3--dc23 LC record available at https://lccn.
loc.gov/2017050339

This book is published in the IGI Global book series Advances in Educational Marketing,
Administration, and Leadership (AEMAL) (ISSN: 2326-9022; eISSN: 2326-9030)
British Cataloguing in Publication Data
A Cataloguing in Publication record for this book is available from the British Library.
All work contributed to this book is new, previously-unpublished material.
The views expressed in this book are those of the authors, but not necessarily of the publisher.
For electronic access to this publication, please contact: [email protected].
Advances in Educational
Marketing, Administration,
and Leadership (AEMAL)
Book Series
ISSN:2326-9022
EISSN:2326-9030
Editor-in-Chief: Siran Mukerji, IGNOU, India & Purnendu Tripathi,
IGNOU, India
Mission
With more educational institutions entering into public, higher, and professional
education, the educational environment has grown increasingly competitive. With
this increase in competitiveness has come the need for a greater focus on leadership
within the institutions, on administrative handling of educational matters, and on
the marketing of the services offered.
The Advances in Educational Marketing, Administration, & Leadership
(AEMAL) Book Series strives to provide publications that address all these areas
and present trending, current research to assist professionals, administrators, and
others involved in the education sector in making their decisions.
Coverage
• Academic Pricing
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• Students as Consumers
manuscripts for publication within this
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• Educational Marketing Campaigns this series, please contact our Acquisition
• Consumer Behavior Editors at [email protected] or
• Marketing Theories within Education visit: http://www.igi-global.com/publish/.
• Educational Management
• Educational Finance
• Faculty Administration and Management
• Technologies and Educational Marketing
The Advances in Educational Marketing, Administration, and Leadership (AEMAL) Book Series (ISSN 2326-9022)
is published by IGI Global, 701 E. Chocolate Avenue, Hershey, PA 17033-1240, USA, www.igi-global.com. This series
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701 East Chocolate Avenue, Hershey, PA 17033, USA
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Table of Contents
Preface.................................................................................................................xiii
Acknowledgment..............................................................................................xviii
Chapter 1
The.Turbo.Principle.in.Sustainable.and.Developmental.Learning.Design.............1
Gilbert Ahamer, Graz University, Austria
Chapter 2
Management.Training.Insights.Emerging.From.Spiritual.Concerns....................30
Matt Fairholm, The University of South Dakota, USA
Chapter 3
Innovative.Approaches.for.Realization.of.Electronic.Textbooks.and.Didactic.
Tests:.Drupal.CMS,.Google.Forms,.Learningapps...............................................59
Svetlana Vasileva, Varna University of Management, Bulgaria
Ivelina Yoveva, Varna University of Management, Bulgaria
Marinela Goranova, Dimitar Talev High School, Bulgaria
Chapter 4
Designing.and.Analyzing.Social.Dynamics.for.Sustainable.Educational.
Development.........................................................................................................92
Gilbert Ahamer, Graz University, Austria
Chapter 5
Interrelationship.Between.Pedagogy,.Theories,.Objectives,.and.Features:.
Mobile.Learning.Design.....................................................................................119
Mireilla Bikanga Ada, University of the West of Scotland, UK

Chapter 6
Conclusions.From.Social.Dynamics.for.Sustainable.Educational.
Development.......................................................................................................146
Gilbert Ahamer, Graz University, Austria
Chapter 7
Marketing.Micro-Credentials.in.Global.Higher.Education:.Innovative.
Disruption...........................................................................................................182
Pamela A. Lemoine, Columbus State University, USA
Wendy M. Wilson, Albany State University, USA
Michael D. Richardson, Columbus State University, USA
Chapter 8
Learning.Management.System.Under.Digital.India.Program:.Blended.
Learning.Platform.for.Digital.Governance.........................................................205
Shilohu Rao N. J. P., Digital India, India
Shveta Sahal, PMU NeGD, India
Chapter 9
Using.Social.Media.to.Facilitate.Instruction.and.Increase.Marketing.in.
Global.Higher.Education....................................................................................226
Michael D. Richardson, Columbus State University, USA
Sarah G. Brinson, Albany State University, USA
Pamela A. Lemoine, Columbus State University, USA
Chapter 10
Global.Governance.of.Science:.Wishful.Thinking.or.a.Life.Necessity.in.the.
Context.of.International.Relations.and.Their.Philosophy...................................246
Yury Sayamov, Moscow State University, Russia
Chapter 11
An.Educational.Tool.for.Digital.Electronic.System.Synthesis.and.
Optimization.......................................................................................................264
Hakduran Koc, University of Houston – Clear Lake, USA
Seyit Ozturk, University of Houston – Clear Lake, USA
Compilation of References...............................................................................290
About the Contributors....................................................................................334
Index...................................................................................................................338
Detailed Table of Contents
Preface.................................................................................................................xiii
Acknowledgment..............................................................................................xviii
Chapter 1
The.Turbo.Principle.in.Sustainable.and.Developmental.Learning.Design.............1
Gilbert Ahamer, Graz University, Austria
This.chapter.conveys.two.key.success.strategies.for.complex,.self-guided.
interdisciplinary.learning:.(1).rhythmizing.as.a.theatrical.tool.(regarding.organization.
along.time).and.(2).multi-perspectivism.as.a.tool.allowing.the.organization.
regarding.viewpoints.(in.the.space.of.perceptions)..While.the.first.can.be.achieved.
by.a.suitable.script.of.the.didactic.process,.the.second.can.be.supported.by.seating.
orders,.the.arrangement.of.tables,.and.allocation.of.roles.to.role-playing.learners..The.
meaning.of.“roles”.in.game-based.learning.is.analyzed,.based.on.both.literature.and.
interdisciplinary.teaching.experience..As.an.example.of.role-based.and.game-based.
learning,.this.chapter.analyzes.the.temporal.dynamics.of.several.social.dimensions.
of.learning.in.the.case.of.the.five-level.negotiation.game.“Surfing.Global.Change”.
(SGC,.©.G..Ahamer).
Chapter 2
Management.Training.Insights.Emerging.From.Spiritual.Concerns....................30
Matt Fairholm, The University of South Dakota, USA
Traditional.management.training.stresses.what.could.be.called.the.impersonal.aspects.
of.organizational.life..Managers.come.to.see.people.as.one.part.of.a.greater.overall.
organizational.system.that.they.can.create,.control,.and.change.as.needed..People.
become.assets.to.allocate.and.control..The.more.personal.aspects.of.peoples’.lives.
are.ignored.at.best.and.dismissed.at.worst..By.reshaping.or.rethinking.management.
training.to.include.the.more.personal,.even.spiritual,.side.of.workers,.today’s.managers.
will.see.both.productivity.improvements.as.well.as.more.engaged.employees..Insights.
emerging.from.spiritual.concerns.can.help.organizations.understand.the.content.and.
intent.of.their.current.training.programs.in.new.ways..Such.insights.even.suggest.

new.categories.of.issues.that.can.drive.management.training.efforts..With.this.new.
understanding,.managers.can.prepare.themselves.to.help.workers.be.productive.and.
useful.while.also.helping.them.find.meaning.and.personal.fulfillment.in.the.work.
Chapter 3
Innovative.Approaches.for.Realization.of.Electronic.Textbooks.and.Didactic.
Tests:.Drupal.CMS,.Google.Forms,.Learningapps...............................................59
Svetlana Vasileva, Varna University of Management, Bulgaria
Ivelina Yoveva, Varna University of Management, Bulgaria
Marinela Goranova, Dimitar Talev High School, Bulgaria
The.implementation.of.information.technology.(IT).in.the.process.of.studying.different.
subject.areas,.the.realization.of.the.possibilities.of.the.educational.information.
interaction,.and.the.potential.of.the.allocated.informative.resource.of.the.local.and.
global.networks.are.main.tasks.for.the.contemporary.lecturer..By.solving.these.tasks,.
the.intellectual.potential.of.the.learner.can.be.developed.and.not.only.habits.for.self-
acquisition.of.knowledge.can.be.attained.but.also.skills.for.obtaining,.processing,.
transmition,.and.production.of.the.necessary.information..The.authors’.purpose.
is.to.showcase.the.rich.capabilities.of.some.freely.available.web.applications.and.
platforms.such.as.the.content.management.system.(CMS),.in.particular.CMS.Drupal.
for.the.creation.of.educational.web.sites.and.electronic.learning.materials..Some.
of.the.newest.specialized.applications.such.as.Google.Forms.and.LearningApps.
for.creating.electronic.tests.and.integrating.the.educational.game.approach.to.IT.
training.have.also.been.explored.
Chapter 4
Designing.and.Analyzing.Social.Dynamics.for.Sustainable.Educational.
Development.........................................................................................................92
Gilbert Ahamer, Graz University, Austria
This.chapter.details.the.basic.design.of.the.social.processes.involved.in.the.five-level.
negotiation.game.“Surfing.Global.Change”.(SGC)..Through.its.communicational.
design,.this.web-based.game.elicits.characteristic.collaborative.behavior.in.student.
groups,.which.is.then.statistically.analyzed.by.using.several.sets.of.university.
students..The.architecture.of.SGC.has.already.been.explained.in.other.articles.and.
gives.a.framework.for.“game-based.learning”.along.five.interactive.game.levels..
The.web-based.arena.of.interaction.induces.student.collaboration;.the.quality.of.
which.is.assessed.here..The.statistical.analyses.suggest.that.the.SGC.game.rules.
didactically.enhance.anticipated.processes.of.social.self-organization..Motivation.
for.a.good.grade.(function.of.collected.rewards).in.this.sense.impacts.team.size,.
attitude.towards.work,.and.individual.affinity.for.sticking.to.personal.convictions..
The.rules.trigger.two.distinct.processes:.social.dynamics.in.the.class.and.the.striving.
for.course.grades;.these.targets.do.not.necessarily.match.

Chapter 5
Interrelationship.Between.Pedagogy,.Theories,.Objectives,.and.Features:.
Mobile.Learning.Design.....................................................................................119
Mireilla Bikanga Ada, University of the West of Scotland, UK
As.students.bring.their.own.devices,.there.is.a.growing.demand.to.leverage.the.
benefits.of.these.devices.and.foster.the.use.my.own.device.attitude..The.effective.
inclusion.and.the.widespread.use.of.mobile.learning.practices.have.not.yet.been.
realized..Educational.institutions.still.find.it.difficult.to.shift.their.pedagogical.culture.
to.a.mobile.one..Few.studies.have.clearly.shown.how.they.underpin.their.mobile.
learning.app.design.with.learning.theories..This.chapter.aims.to.provide.the.details.
of.the.pedagogical.aspects.of.designing.a.mobile.learning.environment,.shifting.
the.culture.to.a.mobile.format,.through.the.design,.development,.and.evaluation.of.
MyFeedBack,.a.mobile.app.for.enhancing.formative.and.summative.assessment.
feedback..It.presents.the.interrelationship.between.pedagogy,.learning.theories,.the.
objectives,.and.features.of.the.mobile.learning.platform.
Chapter 6
Conclusions.From.Social.Dynamics.for.Sustainable.Educational.
Development.......................................................................................................146
Gilbert Ahamer, Graz University, Austria
The.social.and.didactic.dynamics.produced.by.the.negotiation-oriented.and.partly.
web-based.game.“Surfing.Global.Change”.(SGC).were.analyzed.by.independent.
experts.after.their.observations.in.advanced.interdisciplinary.university.courses..It.
could.be.empirically.demonstrated.that.the.intended.didactics.of.SGC.were.successful,.
namely.that.they.were.grounded.on.“active,.self-organized.learning,”.training.of.
“competence.to.act,”.and.on.responsibility.for.both.practicable.and.sustainable.
solutions.for.the.society.of.the.future..The.design.of.SGC.succeeds.in.equilibrating.
competition.vs..consensus,.self-study.vs..team.work,.sharpening.the.self-interest.vs..
readiness.to.compromise,.reductionism.vs..holism,.and.hence,.mirrors.professional.
realities..The.conclusion.is.made.that.the.game’s.rules.act.as.a.boundary.condition.
for.expected.processes.of.social.self-organization..The.independent.expert’s.opinions.
express.the.importance.of.self-responsibility..Hence,.self-organization.in.SGC.allows.
for.self-responsibility.
Chapter 7
Marketing.Micro-Credentials.in.Global.Higher.Education:.Innovative.
Disruption...........................................................................................................182
Pamela A. Lemoine, Columbus State University, USA
Wendy M. Wilson, Albany State University, USA
Michael D. Richardson, Columbus State University, USA