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Question: Discuss About The Management Development Institute Singapore? Answer: Introducation My previous institution name was Management development institute of Singapore where I had pursued my degree program in successful way. The main purpose of this institution was to spread human knowledge by providing learning for lifelong. Management development institute of Singapore is one of the oldest not-for-profit professional institutes in Singapore that was found in the year 1956. This institute operates to offer programs starting from Mass communications, Business Management, Health Life sciences, Psychology, Hospitality Management as well as Fashion Design and Information Technology ("Study in Singapore | MDIS", 2017). Management development institute of Singapore offers the courses in collaboration with universities in Australia, United Kingdom, United States and France. Management development institute of Singapore is registered under Committee for Private Education Singapore. The main purpose of setting up this university is to spread knowledge as widely as possible (Bow e, Ball Gold, 2017). Criteria used for evaluating the effectiveness of Management development institute of Singapore and justification of the criteria At Management development institute of Singapore, I had noted five key guiding performance criteria for evaluating the effectiveness in university education for the purpose of getting gratitude as well as guidance. These criteria are listed below with proper justification: The first performance criteria is approaches to teaching that influences, inspire as well as motivate students to learn at Management development institute of Singapore The second performance criteria is developing curriculum as well as resources that reveal a authority in the field at Management development institute of Singapore The third performance criteria is approaches to assessment as well as getting feedback that promote independent knowledge The fourth performance criteria is respecting and supporting for the expansion of students as individuals The fifth performance criteria is scholarly articles that in real influences and enhances learning as well as teaching at Management development institute of Singapore Considering the criteria when two stakeholder groups of Management development institute of Singapore might use for evaluating the effectiveness The stakeholder of Management development institute of Singapore is the individual department, faculty and institution who are responsible for taking care of the university that suffices the above listed performance criteria. The first listed performance criteria are taken into consideration by the stakeholders aspects such as learning and academic values, group interaction as well as lecturer enthusiasm and workload or difficulty (Williford et al., 2017). The second listed performance criteria are taken into consideration by the stakeholders of Management development institute of Singapore as it involves organization or clarity, assignments or reading and breadth of coverage. The third listed performance criteria are taken into consideration by the stakeholders of Management development institute of Singapore as it involves examinations or grading system as well as assignments or readings. The fourth listed performance criteria are taken into account by the stakeholders as it involves group interaction as well as individual report. The fifth listed performance criteria are taken into account by the stakeholders of Management development institute of Singapore as it mention about the features of scholarship that adds to toe soundness as well as validity of notion of effective teaching in the university (Sigalov Nachmias, 2016). Analysis of effectiveness from the perspective of different stakeholders and implications for developing a coherent approach From the perspective of stakeholder of Management development institute of Singapore, it needs particular set of skills as well as practices and coherent approach for effective teaching. According to them, effective learning may not be always possible or feasible just because of the fact that teaching effectiveness depends upon the features like type of subject, ability of the student as well as class size and assessment practices like any other contextual factors (Nilson, 2016). At Management development institute of Singapore, education takes place in a background that include a corrective framework that varies between faculties, departments as well as institutions that influences the factors to effective teaching. The stakeholders of Management development institute of Singapore have their detailed background impact on teachers, students as well as teaching that had wider and multifaceted technological, political, economic and demographic change forces. To explain in detail, these forces add to the difficulty of the context where the forces connect to higher education that comes from various sources (Darling-Hammond, 2016). As far as implications is concerned, important measurement of the situation of increased contribution that is paid work for managing the cost burden of higher education. it is because of paid work done by the students, there is decrease in student class attendance as well as less time given by the student for any of the study related activities. Effective teaching at Management development institute of Singapore directly links to the technological changes where the advances in the area had important impact on knowledge as well as teaching in present years that assist both teacher to reach a large number of students and manages with the multiplicity and added to the level of complexity of the tertiary education as well as learning surroundings at the same time (Devlin McKay, 2016). The staff members at Management development institute of Singapore should learn new skills as well as ways to interact and communicate with the students while teaching on-campus and off-campus in blended surroundings. Leadership in teaching as well as learning had been noted that is a central part of meeting the requirements in the present context (Kokkinos, Stavropoulos Davazoglou, 2016). In that case, teachers has formal and informal leadership positions within the instruction and knowledge in universities that is needed for contributing to the scholarship of education and knowledge by getting engaged with the existing information in the area like peer-sharing and mentoring. The study properly shared common understanding of effective teaching as it is essential for ensuring the quality of Management development institute of Singapore in teaching and learning activities. It needs proper understanding of incorporating skills as well as practices of effective teachers in a way where it need to be practiced within the multiple and overlapping contexts. Reference List Bowe, R., Ball, S. J., Gold, A. 2017.Reforming education and changing schools: Case studies in policy sociology(Vol. 10). Routledge. Darling-Hammond, L. 2016. Research on teaching and teacher education and its influences on policy and practice.Educational Researcher,45(2), 83-91. Devlin, M., McKay, J. 2016. Teaching students using technology: Facilitating success for students from low socio economic status backgrounds in Australian universities.Australasian Journal of Educational Technology,32(1). Kokkinos, C. M., Stavropoulos, G., Davazoglou, A. 2016. Development of an instrument measuring student teachers perceived stressors about the practicum.Teacher Development,20(2), 275-293. Nilson, L. B. 2016.Teaching at its best: A research-based resource for college instructors. John Wiley Sons. Sigalov, S. E., Nachmias, R. 2016. Wikipedia as a platform for impactful learning: A new course model in higher education.Education and Information Technologies, 1-21. Study in Singapore | MDIS. 2017.Mdis.edu.sg. https://www.mdis.edu.sg/, August 16, 2017. Williford, A. P., Carter, L. M., Maier, M. F., Hamre, B. K., Cash, A., Pianta, R. C., Downer, J. T. 2017. Teacher management in core components of an effective, early childhood professional development course: Links to changes in teacherchild interactions.Journal of Early Childhood Teacher Education,38(1), 102-118.