Doing Business Around the World: Trends & Challenges
Hosted by Dr. Bonnie J. Covelli, Professor
Join the Session via this Zoom link: International Virtual Business Symposium
Friday, 16 January 2026
08:00 CST Chicago, United States
15:00 CET Brno, Czech Republic
21:00 ICT Hanoi, Vietnam
After the Session, please provide feedback via this link: Feedback form
This post is provided by guest blogger, Darryl Barrios, graduate student University of St. Francis, MS Training and Development program
Despite the growth of eLearning, for most, education continues to mean classroom sessions with teachers. As the world continues to evolve, so does education. While most organizations are onboard with eLearning, it takes time to learn to skills and techniques to make it successful. Implementing eLearning requires three basic steps: Planning, implementation itself, and evaluation. During implementation, it is important to keep common challenges, such as lack of student engagement and technological hurdles, at the forefront. Assessing your needs, planning your courses and goals, and communicating with all parties throughout the process are all key to a successful launch.
Sergi Movchan’s (2025) article How to Implement eLearning In an Effective Manner? provides a straightforward explanation of the process of identifying the process for implementing an eLearning system. He begins by identifying the common challenges that organizations face during this process. This is followed by outlining basic tips that any organization can follow to ensure a successful launch. Throughout the article, he links to other articles that help expand on many of the steps that are required. This article is a great primer for anyone who is looking to begin the process of implementing an eLearning program.
Reference: Movchan, S. (2025, February 28). How to implement eLearning in an effective manner? Racoon Gang. Retrieved from https://raccoongang.com/blog/how-implement-elearning-effective-manner/
This post is provided by guest blogger, Hailey Kaddatz, graduate student at the University of St. Francis in Joliet, MS in Talent Development program.
Trif-Boia (2022) introduces techniques for concept design that increase success on training. We emphasize understanding the learner’s needs. Setting clear goals is essential. Finally, we suggest using a variety of teaching methods. The resource also stresses the importance of facilitating feedback and assessment in learning processes. In this way, teaching will not only be enjoyable to the learner, but right on target too.
Trif-Boia (2022) is on target, adopting recognized instructional design and teaching strategies. It is helpful not only for educators but also for those involved in the development of curriculum. In particular, it is important for those who want to adjust their teaching approaches. They want their learners to reach a better self.
Reference:
Trif-Boia, A. E. (2022, December). Instructional design in education. IJAEDU- International E-Journal of Advances in Education, (VIII) 24. http://ijaedu.ocerintjournals.org/en/download/article-file/2770833
This post is provided by guest blogger, Lynn Urban, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
Efficient, fast, accurate, streamlined – these are some of the many words used to describe communication technology. While business and education are keeping up with digital trends, they can manage and impart information through eLearning. Before eLearning can be implemented, a strong foundation should be built through strategic planning, organizational mission, and cultural vision. Author Rommel Benedick Lim (2021) discusses the importance of preparation before implementation. Through change management and strong leadership, businesses can create the perfect setting for knowledge management to be effective. ”The combination of business goals with learning programs will make eLearning sustainable in the workplace” (Lim, 2021).
I recommend this article for anyone interested in setting the stage for an eLearning program in their workplace. The information speaks volumes of the importance to prepare first, implement next, and sustain going forward. The article does not go into detail about eLearning itself, but instead focuses on the activity that should take place before eLearning is brought onboard. The author recommends understanding the “learning culture” and “communication channels”, when preparing to implement eLearning. Overall, the article is insightful of the steps to truly understand organizational needs, so that knowledge management of an eLearning program can be effective and successful.
Reference
Lim, R.B. (2021, April). How to Implement and Sustain eLearning in the Workplace. eLearning Industry.com. https://elearningindustry.com/how-implement-and-sustain-elearning-in-workplaceLinks to an external site
The University of St. Francis recently launched a new program in the area of talent development and training. The M.S. in Talent Development is an online program – 10 courses – to earn a Master’s degree.
Contact Dr. Bonnie J. Covelli for more information. bcovelli@stfrancis.edu or 815-740-5071
M.S. in Talent Development – Things Have Changed and So Have We
Embrace the future with a M.S. in Talent Development from University of St. Francis, Joliet, Illinois. The new curriculum aligns with the Association for Talent Development (ATD) Talent Development Capability Model™. If you have earned the distinguished Certified Professional in Talent Development (CPTD®) or Certified Professional in Learning and Performance (CPLP®), then you only need nine courses to earn the degree because you can earn credit for prior learning. #ATDmember
The Talent Development program offers employment possibilities such as a talent development manager or director, human resources manager or director, learning and development manager or director, training or education manager or director, manager of organizational learning, employee relations manager, HR administration director, human resources operations manager, development manager, education director, learning manager, staff training and development manager, training and development coordinator, training and development director, training director, training manager, director or dean of continuing education, higher education administration, director of adult or community education, human performance consultant, trainer, consultant, instructional designer.
Students will find both personal and professional growth in the study of talent development. In this program, students have the opportunity to complete assignments they can apply to their organization, institution, or place of employment. They will gain hands-on experience with effective ways of building organizational capability practices including the design, delivery, management, assessment of talent development initiatives uniquely suited to adults. The Talent Development program supports students if they want to move up in their current organization, secure a position in another organization, or make a career change.
The talent development program provides employers with professionals who have expertise in the areas of human resources and learning and development. Students will understand how developing a learning organization leads to improved performance in the workplace, and they will have an awareness of internal and external environments that will enable them to position talent effectively within their organizations.
Program Mission
The Master of Science in Talent Development program provides quality educational experiences in an applied curriculum for professionals in the fields of talent development, human resources, and the delivery of programs for adults.
Program Outcomes
Upon completion of the program, students will be able to:
Learn more at:
This post is provided by guest blogger, Tricia Padgurskis, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
Are medical schools using quality assurance guidelines to develop their online curriculum? If you were tasked to setup a new online medical education program, would you know how to start?
In the peer-reviewed, BMC Medical Education Journal, Wasfy et. al. (2021) felt there are gaps in the quality standards of online curriculum among medical schools. They set out to create a list of criteria for best practice in online learning in medical education. The criteria was based on the data collected from focus groups of novice and expert faculty in online higher medical education. In this article, the authors list important guided questions to consider when developing online education, including: governance, administration, academic council, faculty and student online training needs, organizational capacity, resources, bylaws, course delivery, course design, learning assessment and human resource needs. The list provides a nice overview of eLearning management considerations for most curriculum in higher education. However, future application of this tool still need to be studied.
If you need to take a closer look at your college’s online curriculum quality, I highly recommend reading this guide for evaluation of online learning in medical education.
Reference:
Wasfy, N. F., Abouzeid, E., Nasser, A. A., Ahmed, S. A., Youssry, I., Hegazy, N. N., Shehata, M. H. K., Kamal, D., Atwa, H. (2021, June 10). A guide for evaluation of online learning in medical education: A qualitative reflective analysis. BMC Medical Education. BioMed Central. https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02752-2
This post is provided by guest blogger, Sejdije Fejza, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
In this article, researchers from the University of Queensland in Australia analyzed whether LMS data is useful in understanding learners and their needs. Video based learning management systems were assessed by monitoring how many times a student clicked on a video and the amount of time that video played. Exam results were also reviewed to determine whether LMS data can assist student learning. First, it revealed students’ preferences for learning. Additionally, students can reference back information or work on their own time. They also revealed that shorter videos and content receive the best results when instructing through this LMS.
This source is helpful for organizations who are deciding what factors to assess in their LMS to support student learning. If individuals adopt this form of analysis to support learning, it is important that they carefully choose the best LMS features to assess. This will avoid limitations in data. For instance, it’s important to consider how engaged students are when watching a video. Therefore, the number of times clicked on a video may not necessarily correlate to whether the viewer is actively paying attention to the video to assist in their learning.
Reference
Maloney, S., Axelsen, M., Galligan, L., Turner, J., Redmond, P., Brown, A., Basson, M., & Lawrence, J. (2022). Using LMS log data to explore student engagement with coursework videos. Online Learning, 26(4), 399–423.
Wondering how to determine if your e-learning course is effective? Assessments, such as tests and quizzes, can provide valuable data. However, if you’re new to e-learning, you may be unsure of what constitutes a good assessment and what metrics are essential to measure. In this article, Bianca Woods (2022) addresses the most commonly asked questions about creating a practical e-learning quiz. Woods explains what e-learning assessments are, if assessments are always necessary, when learners should be assessed, what types of questions to include, and how to design effective assessment questions.
If you’re new to online training and want to evaluate whether your course is well-designed, I highly recommend checking out this article. Woods (2022) recommends incorporating assessments at multiple points throughout the course if it aligns with the instructor’s goals. This article offers tips for beginners, and I plan to implement them in my work.
Woods, B. (2022). The beginner’s guide to effective e-learning assessments. E-Learning Heroes. Retrieved June 8, 2023, from https://community.articulate.com/articles/overview-of-e-learning-assessments
This post is provided by guest blogger, Sejdije Fejza, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.
In this article from The Organization Management Journal, researchers Praveen Kulkarni, Prayag Gokhale, Y.M. Satish, and Basavaraj Tigadi (2022) evaluated the effectiveness of gamification and employee motivation or productivity in the workplace. They found that the technology is effective only if the trainer applies relevant elements. These elements include examples such as trainees earning badges, placements on leader boards, or advancing to higher levels of training digitally. Additionally, for participants’ productivity to increase in the workplace, the game and elements must resemble the qualities and tasks that consist in the workplace itself.
This resource would be useful for trainers that are considering implementing games in their sessions. This article is an asset in creating a method of training that will help workers recognize progress in their learning and achievement. This will also allow companies to better align their training curriculum due to the need for the games to simulate the workplace. Thus, organizations can track the correlation between employee motivation in the game-based training and productivity in the job setting. Although this research is exclusive to software-based companies, the concept can be implemented in most settings to enhance organizational development.
Reference:
Kulkarni, P., Tigadi, B., Satish, Y. M., & Gokhale, P. (2022, March 31). An empirical study on the impact of learning theory on gamification-based training programs. Organization Management Journal, 19(5). https://www.emerald.com/insight/content/doi/10.1108/OMJ-04-2021-1232/full/html
In a previous post, I spoke about the art and practice of strategic planning and how various models exist for helping organizations plan.
The Business Model Canvas is one such model that is available for use under the Creative Commons license. The original source of the tool can be found at Strategyzer.com.
The Business Model Canvas was originally developed by Alexander Osterwalker. He then collaborated with Professor Pigneur and 470 other entrepreneurial thinkers in 45 different countries to innovate and refine the model using shared vision and insight.
The tool is called a “canvas” because the user builds their model on one piece of paper (or often one piece of large poster board or a large white board).
The Business Model Canvas is used today in organizations all around the world. The model helps organize all of the various aspects of an organization. As you build the model, you can also use it to brainstorm ways to change, innovate, or grow your organization.
How do you use the Business Model Canvas?
The nine steps are listed below in a step-by-step guide, but these steps can actually be completed in any order.
Step-by-Step Guide to the Business Model Canvas
I like to think of these activities as a series of questions to ask. I have provided some sample questions for you to consider at each step. As you build your canvas, ask other questions within each category that might expand, explore, or help you think differently about the category.
Step 1: Activities
The key activities are the “most important things a company must do to make its business model work” (Osterwalder & Pigneur, 2010). I suggest starting with activities because they are often the simplest items to list.
Ask these types of questions as you build the canvas:
What are the key activities that the organization is involved in?
What types of new activities or opportunities might we consider?
Step 2: Resources
The key resources are the “most important assets required to make a business model work” (Osterwalder & Pigneur, 2010). Think of resources as both tangible and intangible; human and technological; internal and external.
What are the key resources that are involved in creating value?
Do we need to seek new resources?
Step 3: Partnerships
The key partnerships are “the network of suppliers and partners that make the business model work” (Osterwalder & Pigneur, 2010). Consider partnerships that may be internal as well as external.
What are the key partnerships involved in helping the organization run, grow, provide products or services?
What new partnerships might we consider to expand or improve?
Step 4: Customer Segments
The Customer Segment “defines the different groups of people or organizations an enterprise aims to reach and serve” (Osterwalder & Pigneur, 2010). In their book, Osterwalder & Pigneur (2010) list several types of customers such as: mass market, niche market, segmented, and diversified.
Who benefits from our organization’s products or services?
Who might benefit?
What additional segments might we consider?
Step 5: Customer Relationships
The customer relationship “describes the types of relationships a company establishes with specific customer segments” (Osterwalder & Pigneur, 2010). As you think about relationships, also consider whether or not these relationships are personal, automated, or could be fostered in different ways.
What type of relationship do we have with each of our users?
How can we create sustainable relationships?
Step 6: Channels
Channels are “how a company communicates with and reaches its customer segments to deliver a value proposition” (Osterwalder & Pigneur, 2010). These channels could be how you are advertising or reaching your market of customers.
What channels are used to deliver the value?
Are there new ways to reach our users?
Step 7: Costs
“The cost structure describes all costs incurred to operate a business model” (Osterwalder & Pigneur, 2010).
What are the cost structures?
How can we reduce cost?
Step 8: Revenues
A revenue stream “represents the cash a company generates from each customer segment” (Osterwalder & Pigneur, 2010).
What are the revenue streams?
Do we need to build new revenue streams?
Step 9: Value Proposition(s)
The value propositions are “the bundle of products and services that create value for a specific customer segment” (Osterwalder & Pigneur, 2010). I suggest reviewing value propositions at the end of the process, but it might also be useful as step one.
What is it about our organization that sets it apart from other initiatives?
Where might we expand?
Remember, the steps presented here can be completed in any order.
As you build your canvas, consider posting it on the wall so that a team of individuals can work on the canvas together. Osterwalder & Pigneur (2010) suggest using sticky note paper or white board markers. The canvases often include both words and pictures within each step of the model. It can be useful to draw arrows or connections where applicable.
Happy planning!
References:
Osterwalder, A. & Pigneur, Y. (2010). Business model generation. Hoboken, NJ: Wiley.
USF Training 