Policy and Governance
Online Exam Policy and Procedure in Higher Education
Paper Presentation in a Themed Session Wei Ying Hsiao, Manfen W Chen, Hsing-Wen Hu
The online course are getting popular in the past decade. However, there have been concerns about the academic integrity in online education. The concerns are not only to ensure students who enrolled in an online course who are doing their assignments, but also who are taking the online examinations. Further, the challenges about online exams are students using technology for cheating on exams. Different institutions have different online exam taking requirements and procedures. The purpose of this study is to analyze different online exam policies and procedures in higher education. The recommendations of the paper will promote the academic integrated to online education.
Information Technology Governance in Decentralised Autonomous Organisations
Paper Presentation in a Themed Session Melina Mutambaie-Katende
This paper explores the implications of decentralized autonomous organisations by examining a blockchain operating system for collective intelligence called DAOStack. This technology may diminish the role of IT directors in the future because it provides ways to efficiently automate governance activities. The paper provides a comparative analysis to highlight the factors that affect decision-making in hierarchical organisations and decentralized autonomous organisations. The study suggests that DAOs facilitate collaboration and decision making from directors. Recommendations include promoting influence-oriented skills in governance as oppose to hard skills like reporting, auditing, budget management, and managing contractual agreements.
Institutional Policy and Distance Learning
Paper Presentation in a Themed Session Wei Ying Hsiao, Manfen W Chen
Traditionally, academic policies and procedures are formulated based on traditional classes. With the rapid changes of technology and the increasing popularity of online and/or hybrid offering, institutions experience the need for policy development with the aim of reciprocal adaptation not only for the distance education but also for the broader institutional policy (Wallace, 2007). The purpose of our study is to examine academic policies, procedures, and distance learning guidelines among accredited universities in the U.S. with four foci: regulatory policies (such as accreditation standards and demands, student privacy, intellectual property, copyrights), academic and administrative policies (such as online course or program development and approval, Learning Management System, course quality, student authentication), faculty guidelines (such as faculty credentialing, responsibilities, course evaluation and assessment, ownership of educational materials), student guidelines (such as student support, academic integrity, student orientation, appeal process). Summary findings are reported, disconnect between online teaching and university policy is identified, and suggestions to provide reciprocal adaptation to policy development are provided.
