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首页> 外文期刊>Informing science >Building an Informing Business School: A Case Study of USF's Muma College of Business
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Building an Informing Business School: A Case Study of USF's Muma College of Business

机译：建立一所信息灵通的商学院：以南佛罗里达大学穆马商学院为例

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As the complexity of a system grows, the challenge of informing the stakeholders of that system grows correspondingly. Nowhere is that challenge more daunting than in business education, where globalization, technological innovation, and increasingly complicated regulations continuously transform the business environment facing graduates and practitioners. Informing science theory proposes that different levels of complexity require different channels if effective informing is to be achieved. The paper first examines how two important sources of complexity-the diversity of clients and the ruggedness of the business landscape-are changing, and how these changes demand vastly more interactive informing channels if impact is to be achieved. Using an exploratory case study methodology, it then takes a detailed look at how one institution-the University of South Florida's Muma College of Business-has introduced a variety of new channels, many of which enable informing flows without necessarily directing them, to adapt to these environmental changes. It then considers both outcomes related to these individual informing channels and college-wide outcomes related to a broad and deep mosaic of informing flows. Finally, it considers the question of the resources required to support these new channels and the relationship between resource acquisition and channel introduction. The proposed framework for looking at business school informing channels can be applied by administrators, faculty members, and key stakeholders in understanding, evaluating, and planning programs and activities supporting informing in a complex environment. Ultimately, the informing business school framework may also provide a means for communicating impact to business school accrediting agencies (such as AACSB).
机译：随着系统复杂性的增加，向该系统的利益相关者告知该系统的挑战也相应增加。在全球化，全球化，技术创新和日益复杂的法规不断改变着毕业生和从业者所面临的商业环境的商业教育中，挑战无比艰巨。通知科学理论提出，要实现有效的通知，不同层次的复杂性需要不同的渠道。本文首先研究了两个重要的复杂性源如何变化：客户的多样性和业务环境的坚固性；以及如果要实现影响，这些变化如何需要大量更多的交互式通知渠道。然后，使用探索性案例研究方法，详细研究一下南佛罗里达大学穆马商学院一所机构如何引入了多种新渠道，其中许多渠道可以告知流程而不必指导流程，以适应这些环境变化。然后，它既考虑了与这些个人通知渠道有关的结果，又考虑了与广泛而深入的通知流程相联系的大学范围的结果。最后，它考虑了支持这些新渠道所需的资源问题以及资源获取与渠道引入之间的关系。管理员，教职员工和主要利益相关者可以在管理，计划和规划计划和活动中使用建议的框架，以了解商学院的通知渠道，以支持在复杂环境中进行通知。最终，通知商学院的框架还可以提供一种将影响传达给商学院认证机构（例如AACSB）的方法。

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