CRITIQUE OF DISSERTATION

Critique of Dissertation

Critique of Dissertation

Although most of the powers that emerge have submitted at least until sometime in the two programs discussed in this paper, the research results of Wilcoxon and obscuring the detail to reveal important differences in competition at the time of graduation and at the time of the survey. These differences suggest that took advantage of the expertise at work. It is not proposed here that one must anticipate the doctoral program of higher learning management to arrange for scholars to be fully competent at the time of graduation. On the contrary, it is suggested that these curricula could and should offer more than the educational supervision they have, as stated by Levine (1990) are converted to date. Prestine (1995) would agree, saying later that is not intended to allow scholars to accept as fact that once you have mastered the material offered in a course of study, which magically have become managers experts. Prestine (1995) makes a case against to ensure the recognition of a rigid base for information management, in particular due to the alteration of the environment of education. Given the climate has changed in the funds that schools and universities are now, it is clear that increased management of learning is an ecological area of study with which the curriculum should be carefully think that if they maintain credibility.

Program Manager bases should not be limited to sending information to undergraduate, but must also help undergraduate professional account using your entered information, and providing opportunities to develop skills. Prestine (1995) supports a constructivist set out to discover in which academics are dynamically engaged in the design of their own knowledge. Griffith (1995) adds support to this outlook warning against the idea of building many programs high on the total cost to resolve the difficulty. Bigelow (1996) proposes a hybrid was made with three components: conceptual, descriptive, and connection. The conceptual part of the study presents the discovery and composition of others. The descriptive component encourages students to consider their own power and weaknesses and to mount a program of discovery of the companies themselves. The final component of the connection unifies the discovery of the other, the direction of the meanings of their own behaviors and recognize the behaviors ar establish an attractive p. 302). This process of reflection can easily fit into a curriculum in the pattern of firms in course of ...