Dr Arif Sikander

Academics and researchers have developed and put together various learning models that describe the teaching-learning process. To this effect blended learning, flipped learning and reverse learning are models under discussion and development at various universities. The model proposed in this presentation is named as an “integrated model”, not aligning with any of these models, but integrating the core aspects of each to suit a diverse population of students. Especially in the context of Australian higher education, predominantly multinational with students from many cultures and countries, no one approach will suffice. Each student brings along an experience of learning with a unique model relevant to his/her country. A blended or flipped model is not a “one fit” solution for all. I had designed and developed a new blended version of an existing course last year and had the opportunity to teach as well. Having taught across various countries and being aware of the cultural sensitivities, I felt that the blended approach alone would not work for my style of teaching. I needed to infuse innovation and develop an alternate teaching strategy. I realised the online portion of the course, though suitable for local students, would not be appreciated by most international students, who have chosen to study in Australia - not to do an online course. They prefer and are comfortable with more face to face contact and a lesser use of online. My adopted model represents an integrated approach, relying on online material presented on Murdoch's LMS, but most of the learning is done by the students themselves in workshop settings. The workshop component included a short review of theories and concepts. Each theme was followed by activities and in groups with students doing their own “search and rescue”. I tried to avoid “feeding” videos and journal articles, asking students to explore for themselves, assisted by material available on the LMS. The students took control of their own learning and constant feedback was sought. The concept worked for the unit's offshore delivery as well.

Strategic technology management (STM) approach, which places technology in a strategic context, emerged in the late eighties in response to failure of more traditional techniques for exploiting technology. STM in this study included aspects of both technology strategy (content) and technology management (process). Many studies in strategic management research have investigated the relationship between technology strategy, technology management and firm performance, but largely from a western viewpoint. The dramatic increase in cost of producing goods and services in the midst of ever increasing cost of oil and other raw materials places huge pressure on the economies of newly developing countries. Unless there is a shift in the mind set of the senior executives whereby technology management is alleviated at the business level, performance enhancements can not be achieved. This study analyses the gap in literature where there is paucity of studies in analysing STM application in the countries in the East. A conceptual framework has been proposed for both the manufacturing and services sectors in Bahrain. The framework is based on the results achieved by a similar study by the author in a developing country in SE Asia. The paper proposes certain hypotheses, which need to be tested. The survey instrument comprises of unique new variables developed by the author which need to be explored and determine which of these could contribute to performance. The conceptual model would then be modified to develop a STM model for Bahrain. The results of the research could then be used by the National Policy Planners to develop specific technology policies for the manufacturing and services sector. This would be one of the first attempts in Bahrain to manage change using STM based on the research carried out in a global context.