When it comes to taking the top management posts in leading multinational corporations, particularly in the USA, there are hardly any CEOs of Chinese origin. Obviously, China lags far behind its neighbor and competitor, India, whose CEOs in US organizations have rapidly increased. So, to catch up, China must focus more on nurturing homegrown talent. In this article I discuss the design of a Business English course for the first year MBA students at Shenzhen University in southern China, which included a series of mobile learning missions through Blackboard (a learning management system). With more computer-mediated communication into the curriculum for English for Specific Purposes, it is expected to help learners to develop the skills they will need in the workplace.
The present study aimed to identify the requirements and criteria of instructional design of e-courses in addition to what degree faculty members are familiar with such skills and requirements. It also sought to identify the most important visions for the development and design of e-courses from the perspectives of experts and faculty members besides the main obstacles that face them during the design process. The descriptive approach was used to carry out the study. The questionnaire is a main study tool used for data gathering. A sample of (101) was randomly selected out of the faculty members at the College of Education and the College of Science and Arts was randomly selected. Findings indicated that there were certain criteria and requirements for the instructional design of the e-courses that faculty members should refer to in order to obtain a suitable e-content. There were significant differences between the faculty members’ degree of knowledge and degree of use in favor of their knowledge degree of the instructional design skills. Furthermore, their knowledge degree was moderate and their use degree was low. Results also showed that there were certain obstacles facing faculty members while developing their e-courses. The most prominent obstacles were the lack of enough training workshops for the basics of e-courses design and development in addition to the lack of e-laboratories for training on the primary development of e-courses. The most important visions provided by faculty members were the development of faculty members’ skills of the e-courses design via specific straining workshops besides following quality international criteria when they design and develop e-courses.
Methodological approaches and efforts towards attainment of excellence in higher education, as the most powerful instrument for social and economic advancement, are undergoing major changes technologically and otherwise. For the university to play a leading role in the ever-changing world of globalization, internationalization, and digitalization; the university curriculum must necessarily be adapted to suit the Revolutionary Information Age that we live in. Learning Management Systems (LMSs) are used all over Higher Education Institutions (HEI) in Europe, North America, South America, Asia, Oceania, and most countries in Africa for the purpose. The need to acquire, know, understand, and actually use LMS in the Third World countries as in the Developed World has arisen and is rapidly increasing aggressively in today’s ever-changing globalized digital knowledge economy. Unfortunately however, LMS is not yet in use in any of the universities in Nigeria as a function of lack of information about how LMSs are being used, where and how to acquire LMSs, and which LMSs are the most adopted elsewhere in the world. This research aimed at, and provided the requisite information for universities to easily acquire, develop and use LMSs for effective delivery of higher education to meet the internationalization and globalization needs of the Revolutionary Information Age
Keywords: Adaptation, Changing world, Excellence in higher education, Globalization, Internationalization, LMS, LMSs, Learning Management System, List of top LMSs, Revolutionary Information Age, University curriculum