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1.
Gary Shepherd 《Action Learning: Research and Practice》2016,13(1):69-78
In this account of practice I would like to share my experiences of facilitating a Critical Reflection Action Learning (CRAL) set with a small family run business, struggling to make change and expand their services due to the problems they encountered in separating their business lives from their family lives. The account I present here is based on a 12-session project I carried out with the organisation using a CRAL methodology as part of my Doctoral studies at the University of Hull Business School (Shepherd 2011). In this particular Action Learning project participants were invited to create hand drawn images which acted as representations of the problems they faced as a business. The images were used by set members in reflective conversations on the problems they were having. Each set member cycled through a process of drawing an image and reflecting upon its meaning using individual, group and critical reflection. The whole process enabled set members to gain new insights into their problems and provided them with the opportunity to devise new, more effective ways of tackling their problems and understanding the power dynamics underpinning them. 相似文献
2.
T. A. DEAN 《European Journal of Engineering Education》1988,13(4):391-397
This paper describes a 4-year undergraduate course which covers mechanical/manufacturing engineering and management functions. At the start of the course the emphasis is on technology but in later years management/business studies predominate. The factor which is common to both technology and management functions is problem-solving. This is practised within a variety of projects undertaken throughout the 4-years. Most of the projects deal with problems being experienced by local (usually small) companies. They range from product improvement, to new products, to marketing strategy and business plans for future developments. The exercises involve: problem identification and strategy formulation through techniques suck as brainstorming, information gathering and analysis, familiarisation with previously unknown technologies, design of ad hoc tests and analysis of results, report preparation and verbal submission of solutions to the problem owners (the company directors). Because they work close to company executives, students have yardsticks with which to measure their own capabilities. The excitement generated by problem-solving exercises and the confidence gained through working one-to-one with company managers leads the aspirations of many of the undergraduates towards careers with strong management functions. Currently the most popular job area is management consultancy, followed by manufacturing engineering. The path of true entrepreneurship, exemplified by setting up a business, is being taken by an increasing number of students. 相似文献
3.
反思学习:涵义、功能与过程 总被引：1，自引：0，他引：1
反思学习是指学习者以自身经验、活动或身心结构为对象,以反身性的自我观察、分析、评价、改造、修炼等方式进行的学习。反思学习的主要功能在于,通过反思提高学习者自我认识、自我评价、自我对待以及自我发展的能力。反思是建构性学习、自主学习、学生主体性发展等的核心环节。反思学习的过程实际上是行动(经验)与探究性的思考之间的关联与互动的过程。这一过程是由多个环节构成的。学生的反思学习可通过多种途径展开,并可利用多种手段对其进行促进。 相似文献
4.
Tebello Tlali 《Africa Education Review》2019,16(3):117-129
This article is based on a study which aimed to explore the use of reflective practices to develop professionalism among pre-service teachers at the National University of Lesotho. The study sought to contribute to the local and international debate on best practice in encouraging and scaffolding constructivism through reflective practice among teachers. Forty final year pre-service teachers participated in the study and were interviewed individually and in groups. They shared their conceptions and views about how they plan to engender professional growth in their own teaching. By engaging in this exercise, this group of future teachers was empowered to develop into reflective professionals. The findings are discussed against the Centric Reflection Model which posits the different stages and dimensions of the reflective exercise. The author argues that reinforcing reflective dispositions could promote professional growth, and decrease misconduct and lack of professionalism associated with some teachers in Lesotho. 相似文献
5.
Dennis Barker 《Assessment & Evaluation in Higher Education》1993,18(1):35-43
The origins and characteristics of Action Learning together with some of its uses in business/industry and education are described. Methods of assessment for Action Learning projects in education are suggested. The approach to Action Learning in courses at the Middlesex University Business School are used to illustrate the wealth creating aspects of the Action Learning process. 相似文献
6.
Clara Howitt 《Teachers and Teaching》2019,25(6):743-751
ABSTRACTThis paper focuses on the Reciprocal Learning Programmes between Western and Eastern educational systems through a Sister School project as well as, a Reciprocal Learning Programme through preservice programs between a Canadian university and a Chinese university. Benefits of the Reciprocal Learning Programs include reflective practice of content and pedagogical learning, cultural and societal learning, globalisation and emotional and social impact. Qualitative documentation demonstrates that educational, social and cultural dimensions are cultivated and nurtured through the Reciprocal Learning programs and have positively affected the students, educators and leaders involved in the project. Criteria for success in the programs included professional and personal commitment, educator inquiry, vulnerability, organisational commitment and multi-dimensional partnerships. 相似文献
7.
韩芳 《渭南师范学院学报》2012,(8):16-19
以哈佛商学院、斯坦福商学院、沃顿商学院和哈斯商学院为代表的美国商学院,它们的教师可能同时还是投资者、董事会成员或著名的研究者等,但他们最首要的身份是教师。教师们为教学投入热情和精力,将教学置于最优先的地位。同时,商学院通过促进教师的专业发展来支持教学优先地位的实现。 相似文献
8.
夏铮 《晋城职业技术学院学报》2009,2(3):27-29
在高职院校商务英语的教学实践中运用合作学习理论进行教学,采取以提高交际能力为中心的学生主体教学摸式,强调发挥学生的主动性和积极性,促使其认知结构转化与重组,达到完善语言认知结构和培养语言交际能力,不仅有助于学生获得商务专业知识,掌握实用语言技巧,也有助于他们分析问题并通过沟通与合作解决问题能力的提高,从而激发学生创新能力,培养学生成为合格的商务英语人才。 相似文献
9.
Teachers learning how to learn 总被引：1，自引：0，他引：1
School pupils learning how to learn (LHTL), aimed at helping them develop learning autonomy, requires teachers to develop new classroom practices. Hence teachers LHTL is equally important. The TLRP ‘Learning How to Learn in Classrooms, Schools and Networks’ project researched how practices were developed by teachers in 40 primary and secondary schools in England. Quantitative data were collected using teacher and pupil questionnaires, and qualitative data came from interviews with head teachers, school project co-ordinators and a sub-sample of classroom teachers. Some teachers were also observed and video-recorded. External constraints made it difficult for teachers to promote pupils' learning autonomy, unless they fundamentally changed the nature of classroom tasks and climate. A key factor was teachers' own engagement in collaborative classroom-focused inquiry. However, to be successful, this needed to be supported by school management and leadership. There were strong statistical relationships between school policy, teachers' professional learning and their capacity to promote learning autonomy in their pupils. Teacher learning through networking within their schools, and with other teachers in other schools, was also shown to be important. 相似文献
10.
Stanley Kiaer 《Pastoral Care in Education》1997,15(4):31-33
In the current climate of moral uncertainty, encouraging companies to have codes of business ethics is of considerable value. Young people considering seeking a job with a company can gain a better idea of the attitudes and approaches they would be expected to work with. Once employed, they will know what is expected of them and what they are entitled to expect from those they work for. The Institute of Business Ethics, described here, seeks to encourage companies to develop their own codes, in a variety of ways. The institute is also promoting a PSE programme which it believes supports its objectives. 相似文献
11.
12.
Lisa-Angelique Yuen Lie Lim 《Instructional Science》2011,39(2):171-188
Problem-based learning (PBL) is a constructivist approach to learning which is believed to promote reflective thinking in
students. This study investigated how students in one particular institution developed in their reflective thinking habits—Habitual
Action, Understanding, Reflection, and Critical Reflection—as they went through the daily practice of PBL. A 16-item questionnaire
measuring the four levels of reflective thinking habits was administered to four cohorts of students: an incoming cohort,
first-years, second-years, and third-years. First-year students rated themselves higher on Reflection and Critical Reflection,
while third-years reported the highest levels of Habitual Action. Discriminatory and scatterplot analysis on the third year
cohort revealed that while a proportion of students (47%) reported higher levels of Habitual Action with lower levels of Reflection,
there was a small subgroup who also reported higher levels of both Habitual Action and Reflection. Overall, the results showed
that PBL does promote the development of reflective thinking, particularly for first-year students, but that this development
is not sustained consistently after that. This pointed to other possible factors that could hinder students’ development of
reflective thinking in PBL. 相似文献
13.
John Rhodes 《Pastoral Care in Education》2013,31(4):31-36
In the current climate of moral uncertainty, encouraging companies to have codes of business ethics is of considerable value. Young people considering seeking a job with a company can gain a better idea of the attitudes and approaches they would be expected to work with. Once employed, they will know what is expected of them and what they are entitled to expect from those they work for. The Institute of Business Ethics, described here, seeks to encourage companies to develop their own codes, in a variety of ways. The institute is also promoting a PSE programme which it believes supports its objectives. 相似文献
14.
黄海涛 《云南师范大学学报(哲学社会科学版)》2007,39(2):18-23
明代松江府是江南著名的农业区，也是重要商品经济区，在思想上呈现出开放、兼容和多元的文化特色。在西学东渐的影响下，以江南松江地区徐光启、李雯、陈子龙为核心的一批开明学者，及其外围的宋应星、李之藻、方以智等实学家共同形成具有明显经济、地域、文化特征的松江学派。在经济上，他们主张农商并重、科技富民，以实现富国强兵；在科技上，他们主张会通中西，提倡“质测实学”，在科技哲学上有了重大突破，并由此揭开了中国近代科技的序幕，形成松江学派具有鲜明时代特点的开放式经济伦理。 相似文献
15.
Lyle Yorks Judy O'Neil Victoria J. Marsick Sharon Lamm Robert Kolodny Glenn Nilson 《Performance Improvement Quarterly》1998,11(1):59-73
Learning transfer from training and development programs to the workplace is a central issue of concern for human resource development specialists. Action Reflection Learning™ (ARL™) is a form of action learning that places emphasis on the development of targeted competencies while teams of participants work on real problems which have been given to them by a sponsor. This article examines the kinds of learning and learning transfer that took place in an international food company that was striving to become a global organization. Data were collected through both field observation and formal interviews and analyzed by a team of researchers. Conclusions about the degree of transfer and the mechanisms and process supporting it are presented. 相似文献
16.
Piera Biccard 《Africa Education Review》2018,15(2):49-64
This article contributes to the discussion on mathematics teacher reflection. Reflection was included in a study of the didactisation practices of primary school mathematics teachers as one of nine didactisation practices. The study involved five volunteer primary school mathematics teachers. A qualitative design-research approach was designed which employed model-eliciting tasks to create new experiences for teachers. This article reports on the nature and development of mathematics teacher reflection. Teacher reflection was gauged at various times during the programme through written responses to open-ended reflective questionnaires. Teachers were involved in three types of sessions for a period of one year: 1) modelling sessions whereby they collaboratively solved a mathematical modelling task; 2) observing primary school students/learners solve the same problems; and 3) sessions discussing traditional and problem-centred teaching and learning. It was found that modelling tasks provided reflective platforms and a window to teacher resources, orientations and goals. It is recommended that further research into mathematics teacher reflection be conducted where teachers specifically implement modelling in their own classrooms. 相似文献
17.
The development of corporate leadership skills is seen as a crucial ingredient of management education programmes in higher education. Moreover, with the increasing globalisation of business activity, the education of those who will ultimately occupy positions of authority within organizations must take into account cross-cultural differences in the interpretation and conceptualisation of leadership. A key task for educators in this respect is to design and deliver programmes that facilitate an understanding and enhanced competence in the exercise of relevant skills that are sensitive to the complexity of the notion of leadership in a cross-cultural environment. The manner in which such objectives have been pursued on the full-time MSc in International Business and Management course, jointly run by Sheffield Business School, United Kingdom, and the International Business School at Groningen in the Netherlands, is the theme of this article. Working within an action research paradigm, the tutor responsible for the International Management Competencies module has sought, through three cycles, to plan and hone an approach designed to help students develop a cross-cultural perspective on corporate leadership. The nature of the challenge is analysed – specifically the generic nature of the treatment of leadership skills in much of the literature and the difficulties students face in relating what they learn to their own experiences. The three cycles are described. Consideration is also given to the lessons learnt both in terms of the treatment of leadership as a concept and as an international management competence and of further potential refinements in the learning and teaching process. 相似文献
18.
陈月 《连云港职业技术学院学报》2014,(2):63-66
高职院校贫困女大学生作为一个特殊群体,不仅数量较多,而且很多贫困女大学生长期处于心理亚健康和不健康的状态,从而导致高职院校学生心理问题频发.她们不仅有普通高校贫困女大学生一样的心理困扰,还有着自己一些较为独特的“心理弱势”问题.文章从高职院校的角度入手,以连云港职业技术学院商学院为例,对贫困女大学生“心理弱势”的表现和特殊的心理特点进行分析,并重点介绍其对贫困女大学生进行“心理扶贫”的具体做法. 相似文献
19.
LI Xiao-hui 《海外英语》2012,(3):14-15
Business English is a specialized area that is largely attributed to non-native English learners who eager to enhance their chances of doing business with companies from English speaking countries. Learning business English has seen exponential growth in recent years and many universities or colleges in China have offered courses related to meet specific needs of the learners. Meanwhile, they make full use of underlying methodology and activities of the business English discipline to help inspire and remain learners’ interest. Self-empowerment originated from management is introduced to business English learning stages and then proved an effective device in learning practice. 相似文献
20.
南卡罗来纳大学摩尔商学院是全美顶级商学院之一,连续14年来在《美国新闻和世界报道》“全美最佳研究生院”国际商务领域的调查中稳居榜首。文章通过对南卡罗来纳大学摩尔商学院的国际经济与贸易（International Business）课程的设置思路、内容、目标和实施的经验进行研究,为改进国内大学国际经济与贸易的课程设置等方面提供切实可行的借鉴经验。 相似文献