Pülz, Michael
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Pülz, Michael
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- PublikationThe implementation of an asynchronous e-learning course in higher education – Lessons learned(The International Academic Forum (IAFOR), 2023) Schuler, Brido; Pülz, Michael; Berger, Fabia [in: The Paris Conference on Education. Official conference proceedings]The pandemic boosted the use and impact of electronic learning (e-learning) in many life areas including education (Monira et al., 2022). Based on that externally forced experience, the Business Information Technology Bachelor degree program (BIT) at the University of Applied Sciences and Arts, Northwestern Switzerland (FHNW) radically changed the learning-teaching set-up from traditional face-to-face (F2F) instruction to asynchronous e-learning in the mandatory course "Corporate Finance (CF)". Against initial expectations, the success of the students participating in the asynchronous e-learning course, measured by the mark achieved, was notably higher than compared to traditional F2F instruction. This outcome is even more surprising in light of the current research results. Varkey et al. (2022) addressed the problem with the current literature in their research on asynchronous learning with the lack of guidance in the creation of a high quality and high-fidelity asynchronous courses. The goal of this conference paper is to give insight into the learning design, setting, methods, instruments, concepts, etc. in the newly implemented asynchronous e-learning course CF and highlight lessons learned. The lessons learned might contribute to best practices for other asynchronous e-learning courses and can help to improve such learning settings.04B - Beitrag Konferenzschrift
- PublikationThe implementation of an asynchronous e-learning course in higher education – lessons learned(2023) Schuler, Brido; Pülz, Michael; Berger, FabiaThe pandemic boosted the use and impact of electronic learning (e-learning) in many life areas including education. Based on that externally forced experience, the Business Information Technology Bachelor degree program (BIT) at the University of Applied Sciences and Arts, Northwestern Switzerland (FHNW) radically changed the learning-teaching set-up from traditional face-to-face (F2F) instruction to asynchronous e-learning in the mandatory course "Corporate Finance (CF)". Against initial expectations, the success of the students participating in the asynchronous e-learning course, measured by the mark achieved, was notably higher than compared to traditional F2F instruction. This outcome is even more surprising in light of the current research results. Varkey et al. (2022) addressed the problem with the current literature in their research on asynchronous learning with the lack of guidance in the creation of a high quality and high-fidelity asynchronous courses. The goal of this conference paper is to give insight into the learning design, setting, methods, instruments, concepts, etc. in the newly implemented asynchronous e-learning course CF and highlight lessons learned. The lessons learned might contribute to best practices for other asynchronous e-learning courses and can help to improve such learning settings.06 - Präsentation
- PublikationImplementing the AoL standard for the WI and BIT curricula in AACSB – Lessons learned at the FHNW(The International Academic Forum (IAFOR), 2022) Telesko, Rainer; Ochsenbein, Guy; Röhm, Ruth; Reber, Andreas; Pülz, Michael; Loosli, Christina [in: ECE 2022. The 10th European Conference on Education. Official conference proceedings]Before 2014, the quality management process in all our programs has been rather informally and individually organized. In 2014, the management of the School of Business at the FHNW decided to set up a strategic project to achieve the AACSB accreditation to sustainably secure the role among the best business schools. Among other standards, AACSB deals with Assurance of Learning (AoL, standard 5 in the 2020 standards) with the clear goal formulated as "The school uses well-documented, systematic processes for determining and revising degree program learning goals; designing, delivering, and improving degree program curricula to achieve learning goals; and demonstrating that degree program learning goals have been met." The AoL process has been established step by step since 2015 and provided us with a guideline to check the mission-reference of our program goals and learning objectives and to continuously develop the program quality on a common database. This paper describes the implementation of AoL using the four steps "Determining Degree Program Learning Goals", "Measure", "Results" and "Closing the Loop" for the bachelor programs WI (in German "Wirtschaftsinformatik") and BIT (Business Information Technology). As examples, measurements and improvements for various modules (spanning from supply chain to the computer science domain) are discussed, underpinning the clear and significant progress in the management of curricula and in the monitoring of our study programs’ effectiveness regarding student learning. Finally, we outline selected AoL initiatives at other universities and show how we can benefit from them to successfully enhance our project.04B - Beitrag Konferenzschrift
- PublikationJava or Python: which programming language is more suitable for an introductory business IT course?(2021) Pülz, MichaelThis paper is about the question which programming language lends itself better to being the first programming language to learn: Java or Python. In Switzerland, the generation entering university usually has had no preceding contact to programming. This topic has only been introduced lately into the secondary education curriculum. The generation starting their Bachelor programs today (and for at least another five to ten years) usually had no training in programming (Ristic, 2017). From experience, we know that students of the “BSc in Business Information Technology” program struggle primarily with mathematics and programming. About 40-50 % of the students fail one or both of these subjects (even more in programming than in math). Thus, the question arises if the choice of the first programming language (Java for the time being) plays a role in this high failure rate. This paper tries to explore some of these questions. First, an analysis of the currently taught introductory programming languages at universities will be presented. Then, research about the suitability of certain languages as a first tool in undergraduate programs will be summarized (e.g. Alzahrani et al., 2018). Finally, conclusions are drawn, and implementation steps are outlined.06 - Präsentation
- PublikationJava or Python: which programming language is more suitable for an introductory business IT course?(2021) Pülz, MichaelThis paper is about the question which programming language lends itself better to being the first programming language to learn: Java or Python. In Switzerland, the generation entering university usually has had no preceding contact to programming. This topic has only been introduced lately into the secondary education curriculum. The generation starting their Bachelor programs today (and for at least another five to ten years) usually had no training in programming (Ristic, 2017). From experience, we know that students of the “BSc in Business Information Technology” program struggle primarily with mathematics and programming. About 40-50 % of the students fail one or both of these subjects (even more in programming than in math). Thus, the question arises if the choice of the first programming language (Java for the time being) plays a role in this high failure rate. This paper tries to explore some of these questions. First, an analysis of the currently taught introductory programming languages at universities will be presented. Then, research about the suitability of certain languages as a first tool in undergraduate programs will be summarized (e.g. Alzahrani et al., 2018). Finally, conclusions are drawn, and implementation steps are outlined.04B - Beitrag Konferenzschrift
- PublikationProgramming in an undergraduate business curriculum(2018) Pülz, MichaelThis paper is about teaching programming to business students on an undergraduate level. These students tend to consider information technology (IT) and information systems to be rather abstract and difficult subjects. Despite the fact that young business undergraduates have a good grasp of the use of modern information technology, their interest in how this technology actually works seems to be quite limited (Burns, Gao, Sherman, Vengerov, & Klein, 2014). The approach described in this paper is to use an information systems standard textbook such as Laudon and Laudon and the standard curriculum of a foundational information systems course (Topi et al., 2010) as a basis for designing the course curriculum, but to somewhat limit the time spent on these subjects. The time saved is then spent on teaching some computational thinking (Wing, 2006) and programming (coding, using Python). In the past two years, the author has taught this content to 127 undergraduate students in a trinational Bachelor program04B - Beitrag Konferenzschrift
- PublikationComputational thinking and programming - does it make sense in an undergraduate business curriculum(18.05.2017) Pülz, MichaelThis paper is about teaching programming to business students on an undergraduate level. Information technology and information systems are considered to be rather abstract and difficult subjects. Despite having quite a grasp on the usage of modern information technology, the interest in how technology actually works seems to be quite limited among young business undergraduates.06 - Präsentation
- PublikationMindfulness at the Workplace - A Lifeline for All of Us?(2014) Pülz, Michael [in: Twenty-First Annual Conference on International Business and Contemporary Issues in Business October 8th-October 11th, 2014]This paper describes training of mindfulness as a technique to increase stress resilience at the work place. The paper will briefly discuss what mindfulness is, what the effects of trainings in mindfulness are, and how to apply mindfulness training in our modern work environment.04B - Beitrag Konferenzschrift
- PublikationTraditional versus Agile Methods in Information Systems Projects - A Case of an Online-Travel Agency in Switzerland(2013) Pülz, Michael [in: Twentieth Annual Conference on International Business and Contemporary Issues in Business]The paper discusses some aspects of traditional versus agile methods in information systems projects.04B - Beitrag Konferenzschrift
- PublikationBachelor of Science in International Business Management - a tri-national program between Switzerland, France and Germany(2012) Pülz, Michael; Broucek, Willard; Hauck, Chris; Kendall, Patricia; Schacht, Hayley [in: Proceedings of the 19th Annual Conference on International Business and Contemporary Issues in Business]The paper describes a tri-national Bachelor of Science program called “International Business Management”. The program is an integrated cooperation between three European universities in France, Germany and Switzerland and has been successfully operating for more than ten years. Students come from all three countries and form an international learning group, moving between three universities in the three countries. The language of tuition changes from semester to semester: French in France, German in Germany, and English in Switzerland.04B - Beitrag Konferenzschrift