Industrial or vocational training Books

Book SynopsisPreface.- How to Use The Grants Register.- The Grants Register.- Subject and Eligibility Guide to Awards.- Index of Awards.- Index of Discounted Awards.- Index of Awarding Organizations.

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Book SynopsisThis guide is designed to assist all those who are responsible for providing or overseeing the development of professional accountants. It is particularly relevant to professional accountancy organizations, as well as policy makers and regulators who have a role in overseeing the training and certification of accountants and auditors.

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Book SynopsisEducation is increasingly being involved with technological resources in order to meet the needs of emerging generations, consequently changing the way people teach and learn. Game-based learning is a growing aspect of pedagogical practice, and it is important to disseminate research trends and innovations in this field.The Handbook of Research on Immersive Digital Games in Educational Environments provides emerging research exploring the theoretical and practical aspects of digital games and technological resources and applications within contemporary education. Featuring coverage on a broad range of topics such as digital integration, educational simulation, and learning theories, this book is ideally designed for teachers, pre-service teachers, students, educational researchers, and education software developers seeking current research on diverse immersive platforms and three-dimensional environments that support the creation of digital games and other applications to improve teaching and learning processes.

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Book SynopsisIn addition to the content prescribed by the official curriculum of any given educational establishment, students learn other information and skills outside of the intended and taught information (such as sharing, communication, and conflict-resolution). These learned skills, otherwise unaccounted for in the education process, can be considered as a part of a hidden or unwritten curriculum.Implicit Pedagogy for Optimized Learning in Contemporary Education is a pivotal reference source that provides vital research on the application of assessment methods for the evaluation of indirect and direct educational methods. While highlighting topics such as language development, teacher agency, and learning process, this publication explores hidden curricula as well as the methods of learning outside of the prescribed school curriculum. It is ideally designed for educators, administrators, students, and researchers seeking current research on the effect of hidden curricula on the education process.

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Book SynopsisDeveloping motivated, competent employees is critical to the success of every organisation. Employee Development on a Shoestring provides time-bound and budget-strapped managers with the implementation tools and techniques to develop their team members cost-effectively using organic opportunities found all around their workplace. With real-life examples, case studies, and hands-on worksheets and exercises, Employee Development on a Shoestring is a tremendous asset for everyone interested in developing highly competent, engaged, and skilled workers in a variety of creative and immediately available ways outside the training classroom and `outside the box’. Trade ReviewIn this book, Halelly Azulay drills down into the details of how to set employee training goals and follow through. Better still, she gets the importance of keeping employees up to speed in a constantly changing workplace, and doing so in ways that are respectful of their individuality and your company's values.--Daniel H. Pink

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Book SynopsisAt the heart of any discussion about the future of libraries is the future of librarians—and how well our instructional programs, especially the Master of Library Science (MLS) degree, prepare them for their careers. Building on the Re-envisioning the MLS initiative from the University of Maryland’s iSchool and the Information Policy & Access Center (iPAC), this book continues the critical conversations around preparing future librarians. Library and information science (LIS) programs are the foundation of librarianship, and their design requires input from everyone in the field—from academics designing programs and courses, to practitioners reflecting on how prepared (or unprepared) they are to serve their communities, to hiring authorities considering qualifications of candidates. The second installment of this two-part volume explores many of the challenges and opportunities inherent in the future of the MLS degree, including the changing nature of the communities that libraries serve and how LIS education should address these changes, how archival training must accommodate big data, the specialized skill sets librarians need on the job, and how best to prepare librarians for their role as educators. These conversations will never be fully resolved, as LIS education must continue to evolve to ensure the efficacy of libraries and the librarians at the heart of the work.Trade ReviewIn this second volume of a two volume-set, library professionals, administrators, researchers, and educators from North America and the UK present 12 chapters on innovative approaches to library and information science (LIS) education, focusing on issues of diversity, inclusion, and equity; the education roles of library and information science professionals; the incorporation of new technologies and related pedagogical approaches into the curriculum; the opportunities presented by social work to expand LIS education; and the new relevance of traditional elements of the Master of Library Science. They address how the library profession can develop and deliver library services that target the opportunity gap in the US, opportunities for diversity-related content and the integration of critical race theory in the curriculum, the role of the MLIS program in preparing culturally competent school librarians who can provide services and programs that include LGBT students, how social work can contribute to the education of LIS practitioners, how graduate programs can integrate the interests of educators with those of the profession and public using an apprenticeship model, moving beyond tech-savvy librarians to those embedded in and helping create content and technology, creating a new paradigm in archival practice called computational archive science, cataloging in the curriculum, and issues around MLIS graduates as educators. -- Annotation ©2018 * (protoview.com) *Table of ContentsChapter 1. Introduction: Re-envisioning the MLS; Johnna Percell, Lindsay Sarin, Paul Jaeger, and John Bertot Chapter 2. Creating a New Era of Expanded Opportunity for All: How Librarians Can Lead Us There; Denise Davis, Morgan Miller, and Erica Jesonis Chapter 3. Creating Mirrors and Doors in the Curriculum: Diversifying and Re-envisioning the MLS; Nicole A. Cooke Chapter 4. Critical Race Theory in the LIS Curriculum; Amelia Gibson, Sandra Hughes-Hassell, and Megan Threats Chapter 5. Why is the Conversation about LGBT Students’ Information Needs Still in the Closet? The Role of the MLIS Program in Preparing Culturally Competent School Librarians; Renee F. Hill and Meagan M. McGrath Chapter 6. Integrating Social Work Perspectives into LIS Education: Blended Professionals as Change Agents; Keren Dali Chapter 7. Educating Librarians: Applying the Carnegie Foundation for the Advancement of Teaching Apprenticeship Model to the Education of Librarians; Karl Pettitt Chapter 8. Tech-Savvy Librarian versus (Library) Technologist: Understanding the Future Role of Librarians in Technology Practice; Monica Maceli Chapter 9. Archival Records and Training in the Age of Big Data; Richard Marciano, Victoria Lemieux, Mark Hedges, Maria Esteva, William Underwood, Michael Kurtz, and Mark Conrad Chapter 10. Teaching in Libraries: Not an Elective Part of the Job; Michael Carlozzi Chapter 11. Making the Grade: Should MLIS Programs Prepare Information Professionals for Success as Educators?; Courtney L. Douglass Chapter 12. Phoenix or Dodo? Re-envisioning Cataloging Education; Karen Snow, Gretchen L. Hoffman, Maurine McCourry, and Heather Moulaison Sandy

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Book SynopsisUnequal distribution of wealth, poverty, pollution, and gender inequality are just a few of the problems we face and struggle to eliminate. Sustainable development offers a long-term holistic solution to these problems through meeting the needs of the current generation without endangering the capability of future generations in meeting their own needs. Sustainable education or education for sustainability is a transformative learning paradigm that prepares learners and provides them with knowledge, ethical awareness, skills, values, and attitudes to achieve sustainable goals.Global Approaches to Sustainability Through Learning and Education is a comprehensive academic publication that facilitates a greater understanding of sustainable development and fosters a culture of sustainability through learning and education. Highlighting a range of topics such as ethics, game-based learning, and knowledge management, this book is ideal for teachers, environmentalists, higher education faculty, activists, curriculum developers, academicians, researchers, professionals, administrators, and policymakers.

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Book SynopsisThis open access book illustrates a new type of formative intervention for in-service teacher training in entrepreneurship education. The book describes a Change Laboratory and shows how teachers and workshop assistants develop the idea of a multidisciplinary project entailing the design of a self-service and parking lot in a dismissed area close to the city centre. The multidisciplinary project is taken as example of how an idea is debated and turned into collective action and change, the very essence of initiative and entrepreneurship. The Change Laboratory thus increases the participation of students, teachers and stakeholders in the school towards a new curriculum through the implementation of a multidisciplinary project connecting school with the world outside and working life.The book features a foreword by Luke Pittaway, USASBE Entrepreneurship Educator of 2018. The manuscript discusses key concepts of Cultural Historical Activity Theory’s Change Laboratory as a formative intervention in a coherent and accessible manner. Beyond that it carefully illustrates how the Change Laboratory and its principles of double stimulation and ascending from the abstract to the concrete can be used as a theory of change to address one of the difficult and new demands of the European Union’s New Skills Agenda. The author takes the reader through the expansive learning journey and uses strong evidence to show how a new object can be developed, and how associated tensions and contradictions can be surfaced and tackled by actors with a partially shared object, and how a new concept can be formed and enriched through implementation and reflection in a manner that generates collective transformative agency. (Reviewer)This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie Grant Agreement No. 654101.Table of ContentsChapter 1. The research hypothesis.- Chapter 2. The assessment of entrepreneurial education.- Chapter 3. The Change Laboratory in theory.- Chapter 4. The Change Laboratory in practice.- Chapter 5. Participants’ view on the multidisciplinary project.- Chapter 6. Reflecting on the expansive learning process.- Chapter 7. Conclusions. Towards entrepreneurial education through the Change Laboratory.

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Book SynopsisThis book presents a systematic literature review focusing on studies examining teachers’ participation in professional development (PD) within Germany, Austria, and Switzerland since 1990. It has identified 81 relevant studies and summarizes the results while answering the following research questions: What are teachers’ self-reported reasons participate in formal PD? What barriers do teachers report that prevent them to participate in formal PD? What individual and context characteristics are associated with teachers’ PD behavior? Teachers’ PD is considered to be an important part of the teaching profession. It is seen as a tool for constant further development for teachers to adapt to changing standards in schools and classrooms, requirements for students, and personal challenges associated with the daily work in school. However, it is repeatedly claimed that there is no sufficient research with regard to teachers’ participation in formal PD, as well as of aspects that may influence their PD behavior. In spite of a large number of studies that contribute to this question within Germany, Austria, and Switzerland, only a few of them are cited regularly. Since much of this research is published in German, the results are not accessible for international researchers and comparisons between different countries. This comprehensive review makes these result accessible.Table of Contents1. Relevance and Scope of the Literature Review.- 1.1 Motivation for the Literature Review.- 1.2 Research Questions for the Literature Review. 1.3 Theoretical Approaches to Teachers’ Participation in Professional Development.- 1.4 Teacher Professional Development in Germany, Austria, and Switzerland.- 2. Methods of the Systematic Literature Review.- 2.1 Search Procedure.- 2.2 Description of Included Studies.- 3. Reasons for Participation in Professional Development.- 4. Barriers to Participation in Professional Development.- 5. Individual and Context Characteristics Related to Teachers’ Professional Development Behavior.- 5.1 Characteristics of Teacher.- 5.2 Characteristics of Professional Development Program.- 5.3 Context Conditions.- 6. Conclusions from the Literature Review.- 6.1 Summary of Results and Discussion.- 6.2 Limitations of Included Studies and Conclusions for Further Research.- 6.3 Limitations of the Literature Review.- References.

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Book SynopsisThis book invites readers to explore how fourteen different experts in their respective fields create deeper meaning in their profession and work with students through thinking, in multiple ways, about the self who teaches, the self who learns, and the ways in which these selves interact within the academy. Essays in this book explore the “inside” of academia through three themes: Pursuing Authenticity, Creating Creative Community, and Humanizing Education. Contributors reflect on their own lived experiences in the academy and on pedagogies that they have created for their students. Embodied education, the theoretical framework of this book, draws on ideas of educators Parker Palmer from the West and Dr. Chinmay Pandya from the East, emerging through contributors’ collaborative work. In embodied education, teachers and learners share experiences that lead to self-understanding and together find ways to humanize spaces in academia.Table of ContentsPart I: Reflections on the Self Who Teaches1. Live Divided No More: Humanizing Education through Self-Care and Community-Building2. A “World in Between”: A Reflection on Teaching and Learning3. Risking Being Yourself: Owning Your Identity Within the Academic Framework4. Embracing Otherness in the Self that Teaches5. Cultivating Humanity in All Too Human Institutions6. Law Professor and Law Student: An Exploration of Being a Whole LawyerPart II: Pedagogies for the Self Who Learns7. “‘Going Out Into the World to Find Wonders’: Nature as a Source of Regeneration’”8. Holding the Space: Being Curious as a Teacher Educator with Pre-service about Self-Care9. Who Am I?: Relational Pedagogies for Fostering Creativity and Reflective Practice10. Dancing with the Other: Aesthetic Experience and Ethical Responsiveness11. An Interview with Dr. Chinmay Pandya: Uncovering the Science of Mantra for Self-Knowledge and Healing

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Book SynopsisThis textbook evolves from the intersection between ‘Research’, ‘Educational Information Technologies’ and recent ‘Best Practices’. It offers diplomacy and erudite rhetoric in order to harvest from innovation projects and see how new professional needs for teachers are emerging day by day. The volume launches the compact background for the 21st century education that every teacher faces after being in charge for 3 or 6 years after pre-service training. ‘Sources for a better education’ refers to the deep understanding and to the incentives for encouraging teachers to leave the comfort zone and experiment the next steps into a further sophisticated professionalism, without the threat of feeling in a ‘Dilemma’.The first candidate for extending one’s teaching effectiveness is to tailor one’s teaching to the test to be expected. ‘Teaching to the Test’ is an understandable tactic, however it endangers the students’ full understanding of underlying concepts and analogies. The second candidate for professionalism is the deeper layer of knowledge on how curricular domains are related. In simpler terms: better teachers know how to ‘bridge’ topics and subjects so that students develop a deeper understanding on the patterns and structure in knowledge. The 21st century education prioritizes higher degrees of flexible-, divergent and abstract thinking, so that creative problem solving comes into reach. ICT tools for making prior knowledge explicit is a major example on how learners harvest upon prior knowledge, thinking and intuition. The third source for a better education is the courage to envisage one’s meta knowledge in order to see patterns in learning and understanding. The more conscious prior knowledge gets decompiled into genetic metaphors; the better future learning can be anticipated. The fourth asset for meta-cognitive skills is the wide spectrum of tools that the web offers for building knowledge infra-structures so that knowledge becomes transformed into problem solving skills; the availability of knowledge is no longer sufficient for finding creative and authentic solutions in future situations. This is the case for both students and teachers. By tradition, the bottom-up strategy from reproductive factual learning up to the levels of problem solving and creative thinking has been favoured. The ‘one-click away’ access to information on the web asks a more strategic attitude from learners and practitioners to cope with the periphery between known and unknown, so that a more effective meta-cognition develops. The fifth stimulus for more effective learning is the expanding impact of social media. Social media tend to intimidate learners with incomplete understanding to jump on biases as delivered through political and conspiracy agendas. This books aims at the challenge to build upon learners’ existential needs and developing interest for a longer-term learning perspective.“Renaissance man and philosopher Piet Kommers presents us with an interesting question: What makes education exciting? His book covers a range of lessons learnt through research and practice, covering philosophies and paradoxes, ranging from learning to learn to machine learning for learning. In 35 chapters he takes us on an exciting, comprehensive journey of just about every conceivable aspect of technology and education. This is a must-have for every 21st Century bookshelf!” By: Johannes Cronjé, professor of Digital Teaching and Learning in the Department of Information Technology at the Cape Peninsula University of Technology, South Africa.“Piet Kommers has in 400 pages provided an overview of teaching based on practical experience. It is not a summary of pedagogic models, but a guide to important factors in how to motivate students and thus improve their learning. New technologies changes teaching, and we need to understand how application of such technologies can improve the learning. This book provides such knowledge and I wish I had it when I started teaching at university many years ago.” By: Jan Frick, Professor Business School, University of Stavanger, Norway."Piet Kommers delivers a very thorough book with a holistic perspective on Learning Technologies. This book is a result of many years of experience that the author has in Higher Education. It comprises lessons learned from the author´s professional career, including inputs from European Union research projects, as well as diversified interactions with a wide range of Peoples and Cultures. The result is a unique perspective that is a must-read for anyone interested in Learning Technologies, past, present, and future!" By: Pedro Isaias, associate professor at the Information Systems & Technology Management School of The University of New South Wales (UNSW – Sydney), Australia. “Distinguished Professor and Thinker Dr. Piet Kommers presents the academic community with a new horizon on education that reflects the current and future technology trends in the e-Learning and Fast Internet ubiquity. The Book discusses the current and most recent advances in research and application of most effective learning methods in conjunction with the future directions in machine learning in support of learning. The Book's 35 chapters present cutting-edge technologies and state-of-the-art learning methods in support of best educational practices and the student's best learning experience. The Book is most valuable asset to educator's community pursuing the mission of excellence in the Third Millennium!” By: Eduard Babulak, Professor, Computational Sciences, Liberty University, Lynchburg, USA."Well-known scientist, (e-)learning expert and philosopher Piet Kommers presents us with an interesting question: What makes education exciting? His book covers a range of lessons learnt through research and practice, covering philosophies and paradoxes, ranging from ‘learning to learn’ to ‘machine learning for learning’. In 35 chapters he takes us on an exciting, comprehensive journey of just about every conceivable aspect of technology and education. This is an interesting and useful publication for all educators as well as learners and must-have for every 21st Century bookshelf!" By: Eugenia Smyrnova-Trybulska, Dr. hab., associate professor, Institute of Pedagogy, Faculty of Art and Sciences of Education, University of Silesia in Katowice, Poland.“The book presents a mosaic of assets reflecting the vast international experience in research and realization of learning technologies of the author, honourable professor of the UNESCO Chair in New information technologies in education for all, Piet Kommers. Describing various aspects of learning strategies, approaches, techniques and technologies in a concise way, he engages the readers into the mental construction of a "big picture" and makes them reconsider routine processes of teaching and learning. Exciting and thought-provoking reading for educators, researchers, and devoted learners.” By: professor Volodymyr Gritsenko, Director of the International Research and Training Centre for Information Technologies and Systems, National Academy of Sciences and Ministry of Education and Science of Ukraine, Head of the UNESCO Chair. Table of Contents1. Tempting paradoxes.- 2. Learning: A Diverse process.- 3. Philosophical Pillars.- 4. Nature and Culture.- 5. Smart Education.- 6. The entrance of Technology.- 7. Cognitive Learning Tools.- 8. Concept Mapping.- 9. Mapping and Memory Load.- 10. Conceptual Entailments.- 11. Navigation in Hypertext.- 12. Mapping for Hypertext.- 13. Conceptual Awareness.- 14. Explicit Representations.- 15. Trailectics for conscience.- 16. Learning, playing, working.- 17. Media as Catalyst.- 18. The Information Age.- 19. ICT in Secondary Education.- 20. Twenty-First Century.- 21. The Use of Web Tools.- 22. Teacher Training.- 23. Searching for Search Engines.- 24. Visual Imagination.- 25. Virtual Reality for Learning.- 26. Virtual Surgical Training.- 27. Educational Design.- 28. Vocational Education.- 29. Construals.- 30. Open Educational Resources.- 31. Steam During Covid-19.- 32. Programming Skills.- 33. Communities of Practice.- 34. Professional Development.- 35. International Exchange.

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Book SynopsisThis book includes a range of empirical-based international contributions by the global community of teacher educators and related researchers on the Further Education/post-compulsory, vocational/occupational and lifelong learning sector.It offers theoretical frameworks and empirical data to delineate issues relating to teacher educators and training in areas regarding policy, programmes, and pedagogic activities. Some of these areas include the education of teachers in vocational education, the professionalization of teacher educators in a neoliberal education system, and teacher educators' perspectives of a training programme for vocational education and training. Additionally, the areas cover the relevance of coherence in vocational teacher education for teacher educators, the use of questioning strategies for teacher educators, teacher educators and their initial disciplines, journeys and job titles, the relevance of craft and reflectivity of teacher educators, and the importance of teacher education and mentoring scheme. The rationale for this book is that there is a comparative lack of research and related publications on teacher educators and the delivery and design of teacher education facilitation in the sector internationally. Also, the FE sector is viewed as a backwater of educational research compared to the other sectors.Trade Review“This collection of eight contributions … on challenges facing teacher educators is unquestionably well timed, reflecting struggles over the future of VET. … Loo’s own contribution to the eight core chapters revisits an earlier UK-based study to explore the relationship between its participants’ initial disciplines, pathways to becoming teachers and current roles. Such a study has interest in a landscape that many educators enter by accident and travel in unexpected directions … .” (Bill Esmond, Journal of Vocational Education & Training, June 13, 2022)Table of ContentsSweetest taboo? Further Education and research.- VET teachers and teacher trainers in India.- Is it us or them? Teacher education as act of resistance to a neo-liberal age.- A foundation for practitioner based research in TVET: the new Postgraduate Diploma: TVET.- Stakeholder perspectives on vocational teacher education and teacher educators role in supporting coherence.- A teacher education framework for fostering Further Education teachers’ culturally responsive questioning strategies.- Further Education teacher educators’ initial disciplines, journeys and titles: From their perspectives in higher education institutions, further education colleges and private providers.- Reflexivity for whom? The ethics of a craft identity and the know-how of supporting reflexivity on teacher education programmes.- Towards a more radical, meaningful and dynamic teacher training and mentoring scheme for teachers and learners of the future: a personalised approach to pedagogy and curriculum design.- Future development of teacher educators in the FE sector: Challenges and opportunities.

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Book SynopsisThis book presents thinking about and through transdisciplinary and professional development as an educative process. Rather than focusing on the delineation of the approaches offered, an analysis of these contributions points to commonality in those problems that benefit from a transdisciplinary perspective. The core elements of transdisciplinarity can lead to what might be called metanoia - another way of knowing; a knowing which is ‘beyond that which is creative and transformative. This poses challenges for the practice of all professionals and is the core issue that this book addresses. The book brings together the constituting views of transdisciplinarity, or metanoia, and focus them on current professional practice.​ The book is structured in two parts and five sections. The first part deals with key issues in Transdisciplinarity; its actuality and how it creates knowledge. Section 1 has three original papers which look at Transdisciplinarity from a different lens. Especially, the Islamic voice has not been heard in this context before. Section 2 considers the knowledge aspect of Transdisciplinarity and how this might be confronted with existing disciplinary knowledge. Part 2 of the book is directly focused on professionals and their education. The third section considers research pedagogy and graduate education for the professional. This is followed in section 4 which offers a discussion on team work. In the final section six chapters present the transdisciplinary practitioner in different contexts. Table of ContentsForeword.- About the Authors.- Introduction, Paul Gibbs, Middlesex University, UK.- SECTION ONE.- Transdisciplinary Knowledge Creation, Sue McGregor, Mount Saint Vincent University, Halifax, Nova Scotia.- Changing and sustaining transdisciplinary practice through research partnerships.- Tamara Cumming and Sandie Wong Research Institute for Professional Practice, Learning and Education, Charles Sturt University, Australia.- Transdisciplinary Problems: the Teams addressing them and their support through Team Coaching, Ron Collins, IBM Global Business Services and Annette Fillery-Travis, Middlesex University.- Transdisciplinarity and Nursing Education: Expanding Nursing’s Professional Identity and Potential, Sarah Wall University of Alberta, Canada.- Interprofessional education and collaborative practice in health and social care: The need for transdisciplinary mindsets, instruments and mechanisms, Andre Vyt, University College Arteveldehogeschool, Ghent University, Belgium.- Transdisciplinarity Learning in Professional Practice , Raymond Yeung Hong Kong.- SECTION TWO.- Integrating Transdisciplinarity and Translational Concepts and Methods into Graduate Education, Linda Neuhauser, University of California, Berkeley, USA and Christian Pohl, Swiss Academies of Arts and Sciences.- Transdisciplinarity and Educational Knowledge in ‘Work Based Learning’ , Carol Costley, Middlesex University, UK.- What's actually new about transdisciplinarity? Or how scholars from applied studies can benefit from cross-disciplinary learning processes on transdisciplinarity, Marianne Penker and Andreas Muhar, University of Natural Resources and Life Sciences, Vienna, Austria.- SECTION THREE.- Transdisciplinarity as epistemology, ontology or principles of practical judgement, Paul Gibbs Middlesex University, UK.- Transdisciplinarity as Translation, Kate Maguire, Middlesex University, UK.- The emergence of the collective mind, Valerie A. Brown and John A. Harris Fenner School of Environment and Society, Australian National University.- Coda locating the book in time and complexity , Paul Gibbs, Middlesex University.

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Book SynopsisThis study aims to assess the skills and training needs of rural youth in Cambodia and to develop recommendations on how to foster their access to decent employment. The needs assessment was conducted in the provinces of Kampong Chhnang, Battambang and Kampong Cham. The study highlights the limited decent employment opportunities that currently exist along various agricultural value chains in rural Cambodia. Poverty and the structural problems of the agricultural sector are the main barriers for youth in accessing decent rural employment. A substantial enhancement of the education system, combined with the provision of appropriate training services to ensure successful school-to-work transition, is seen as necessary to tackle these challenges. A well-balanced policy mix reflecting national and local circumstances can boost employment opportunities and create an environment that enables rural youth. Building on previous research on agriculture in Cambodia, this study argues that agricultural transformation requires promotion of agribusiness enterprises, support to community-managed farmer organizations and promotion of agropreneurs, as well as investment in agricultural and rural development, particularly in infrastructure, energy, water, education and health. Moreover, as most young people entering agriculture are self-employed and work as small-scale farmers, training in rural areas should focus on the skills required to be self-employed.

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Book SynopsisThis book discusses what constitutes vocational education as well as its key purposes, objects, formation and practices. In short, it seeks to outline and elaborate the nature of the project of vocational education. It addresses a significant gap in the available literature by providing a single text that elaborates the scope and diversity of the sector, its key objectives (i.e. vocations and occupations), its formation and development as an education sector, and the scope of its purposes and considerations in the curriculum. The volume achieves these objectives by discussing and defining the concept of vocational education as being that form of education that seeks to advise individuals about, prepare them for, and further develop their capacities to perform the kinds of occupations that societies require and individuals need to participate in—and through which they often come to define themselves. In particular, it discusses the distinctions between occupations as a largely social fact and vocations as being a socially shaped outcome assented to by individuals. As people identify closely with the kinds of occupations they engage in, the standing of, and the effectiveness of vocational education is central to individuals’ well-being, competence and progress. Ultimately, this book argues that the provision of vocational education needs to realise important personal and social goals.Table of ContentsDedication.- Contents.- Preface.- Chapter One: Vocational Education: A field and sector of education.- Chapter Two: Positioning vocational education.- Chapter Three: Vocations.- Chapter Four: Occupations.- Chapter Five: Development of vocational education systems and fields.- Chapter Six: Purposes of Vocational Education.- Chapter Seven: Curriculum and Vocational Education.- Chapter Eight: The provision of vocational education.- Chapter Nine: Vocational education in prospect.

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Book SynopsisThis book illustrates how to design and implement co-creation, a powerful form of collective creativity that harnesses the potential of teams and can generate breakthrough insights. Skilled leaders and facilitators can utilize this approach to unleash the creative potential of their organizations. Drawing from years of applied research, the authors bring together insights from the fields of design and organizational development into an evocative and pragmatic “how-to” guidebook. Taking a human-centred rather than process oriented perspective, the book argues that experience design separates true co-creation from other forms of collective efforts and design thinking. Collective moments of creative insight emerge from the space between, an experience of flow and synchronicity from which new ideas spring forth. How to create and hold this space is the secret to the art of co-creation. Collective breakthroughs require stakeholders to undergo a journey from the world of their existing expertise into spaces of new potential. It requires leaders moving from a position of dominating space to holding the space for others, and developing core capacities such as empathy and awareness so that teams can engage each other co-creatively. This book uncovers the secrets of this journey, enabling process designers to develop more effective programs. Table of ContentsWHY CO-CREATION?.- UNDERSTANDING CO-CREATION.- PART I: PREPARING THE CONDITIONS.- WORKING WITH PEOPLE.- STAGING THE ENVIRONMENT.- PROCESS DESIGN I: BUILDING CONTAINERS.- PROCESS DESIGN II: DESIGNING FOR BREAKTHROUGHS.- PART II: PERFORMING CO-CREATION.- PREPARING FOR THE JOURNEY.- ACT I: THE CLIMB.- ACT II: THE DIVE.- ACT III: THE RISE.- FOLLOW-UP.- PART III: THE PERFECT PLAY.- STRIVING FOR RESONANCE.- EPILOGUE.

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Book SynopsisThis book provides a single source of reference for educators interested in understanding how industry-based ideas have been adapted into different educational contexts, and supports their utilisation in practice. The link between industry-based ideas and their application in education has enabled educators to develop engaging, collaborative, and creative learning environments, as well as better preparing their students for an increasingly complex and dynamic global environment. This book includes contributions from educators, researchers, and practitioners, who have integrated industry-based ideas into their teaching, and explores how these concepts and practices support the creation of effective learning environments. Through these diverse, international contributions, this book enables wider engagement with, and critical analysis of, the application of industry practices, processes and techniques in the development of collaborative and creative learning environments.Table of ContentsTBD

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Book SynopsisThis volume provokes conversations and reflections on the most appropriate methodologies to pursue Career Development Learning (CDL) research within the framework of the Sustainable Development Goals (SDG)s. Drawing on studies with Australian students from diverse backgrounds, including low socioeconomic status, regional, rural and remote, with disability, etc., this volume uniquely highlights considerations for contextual and inclusive CDL research which advances multiple SDGs and quality futures across the globe. Although situated in Australian contexts, the case studies have international applicability. This volume provides support to researchers who intend to investigate the effectiveness of career development strategies which further sustainable development objectives. Specifically, the book highlights the importance of partnership and innovative methods in socially-just research methodologies as well as practical ways that these can be undertaken. It encourages readers to consider how they might frame their work in relation to the SDGs and create impactful research which furthers the agenda for sustainable development in localised ways.Table of ContentsIntroduction.- Partnerships and collaborations in career research.- Partners in Career Education: Exploring collaboration between universities, schools, industry, communities and vocational education providers in developing best practice career approaches.- Co-creating and co-evaluating end-to-end student experiences in careers education.- Career development in a rural setting.- Rural industries, school subjects and community knowledges – Towards a common language for rural careers.- Community based participatory research approach in career education research: A case study report from the key influencers project.

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Book SynopsisTransforming Medical Education compiles twenty-one historical case studies that critically foreground processes of learning, teaching, and defining medical communities in educational contexts. As a collection, this book makes a powerful argument about the contextual diversity of instruction and identity formation in medicine.Trade Review“Presenting several original perspectives based in archival research, Transforming Medical Education reaches beyond medical education to treat themes such as the structure of modern universities, intellectual and cultural history, the history of nursing, Canadian and American history, and post-secondary education studies. In particular, the inclusion of an interview with Professor Jacalyn Duffin is a significant historical contribution.” Frank Stahnisch, University of Calgary and author of A New Field in Mind: A History of Interdisciplinarity in the Early Brain Sciences

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Book SynopsisThe Way We Do School: The Making of Oakland's Full-Service Community School District offers an in-depth profile of the nation's most ambitious community school initiative. The book focuses on a nearly ten-year effort to transform all eighty-six district schools in Oakland, California into community schools in order to better meet the academic and personal needs of all students. Based on six years of research, the authors detail the implementation of the effort at both the district and school levels, including the detailed, community-wide planning process, the policy 'levers' for system change as well as the organizational shifts and other tools that were employed. Under extraordinarily difficult conditions, Oakland's Community Schools, Thriving Students initiative spurred system change at both central office and school levels. Though still a work-in-progress, the initiative's 'whole-child approach' has resulted in positive outcomes for students and for the district. In addition, several elements of Oakland's full-service community schools (FSCS) work have been recognized nationally including the African American Male Achievement program, its district partnership model, and its restorative justice and social-emotional learning practices.The Way We Do School illustrates how the implementation of Oakland's full-service community school initiative and its remarkable stability over time provide many lessons for the community school field and most especially for policy makers and practitioners interested in launching a district-led FSCS system.

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Book SynopsisOn My Own: The Challenge and Promise of Building Equitable STEM Transfer Pathways is the first book of its kind to provide a detailed, on-the-ground examination of the difficult paths-curricular, interpersonal, and institutional-that students must chart through community college. The book follows 1,670 two-year college students over four years as they begin STEM programs in the Midwest and documents their educational and life experiences as they moved toward, or away, from the prospect of transfer to a four-year institution. Their stories reveal that they were on their own, left to navigate the pathways to transfer without meaningful institutional support. The students pursued one of four pathways, or momentum trajectories: linear upward, detoured, deferred, or taking a break. The preexisting and lasting disparities in their access to education and financial resources, their experiences with teaching and advising, and the conundrum between support from and for family, among others, propelled them onto different trajectories in their quest for transfer. As this book makes painfully clear, the current state of transfer acts as a mechanism that perpetuates and worsens inequities in educational outcomes. As Xueli Wang argues, to cultivate an equitable STEM transfer pathway, culturally relevant and responsive supports that are accessible, welcoming, and validating must be put in place at the institutional level and appeal to the talent, motivation, and unique needs of historically marginalized students. In doing so, two-year colleges will be better positioned to fulfill their promise as an equitable pathway to bachelor's degrees and beyond.

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Book SynopsisWritten by two leading experts in education research and policy, Common-Sense Evidence is a concise, accessible guide that helps education leaders find and interpret data and research, and then put that knowledge into action. In the book, Nora Gordon and Carrie Conaway empower educators to address the federal Every Student Succeeds Act mandate that schools use evidence-based improvement strategies. Recommendations include utilizing existing research; generating evidence on the success of their own improvement efforts; and building an organizational culture of evidence use. The authors walk readers through the processes for determining whether research is relevant and convincing; explain useful statistical concepts; and show how to quickly search for and scan research studies for the necessary information. The book directs readers through case studies of typical scenarios including a superintendent trying to reduce chronic absenteeism; a middle school math department chair trying to improve student performance on exams; and a chief state school officer attempting to recruit teachers for rural schools.Common-Sense Evidence helps education leaders build capacity for evidence-based practice in their schools and districts.Table of Contents Introduction 1 Turn Problems of Practice into Research Questions 2 Know Where to Find Useful Research Fast 3 Determine How Relevant and Convincing the Research Is 4 Understand What ESSA Says About Evidence (and What It Leaves Out) 5 Build Evidence by Learning from Your Own Data 6 Interpret and Share Your Evidence 7 Build and Sustain Evidence Use in Your Organization Conclusion Further Readings Notes Acknowledgments About the Authors Index

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Book SynopsisIn Creating Inclusive Learning Opportunities in Higher Education, Sheryl Burgstahler provides a practical, step-by-step guide for putting the principles of universal design into action. The book offers multiple ways to access, engage with, and transform the higher education environment: making physical spaces welcoming to students of all abilities; creating digital learning and assistive technology programs that meet the needs of all users; developing universal design in higher education (UDHE) syllabi, assessments and teaching practices that minimize the need for academic accommodations; and institutionalizing universal design supports and services. A follow-up to Universal Design in Higher Education, Burgstahler's new book will be a valuable resource for leaders, faculty, and administrators who are interested in acquiring the tools needed to create barrier-free learning environments. Filled with applications, examples, recommendations, and above all, a framework in which to conceptualize UDHE, this volume will help educators meet the design needs of all students and honor the principles of diversity and inclusivity.

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Book SynopsisIn this book, Carrie B. Kisker illustrates how community colleges can utilize design thinking to identify and evaluate entrepreneurial opportunities, and experiment with the internal changes necessary to optimize outcomes for stakeholders. Kisker outlines a process whereby college leaders can empower faculty and staff to think creatively about how to reduce their institution's dependence on state allocations in ways that are not only consistent with the college's mission and values, but also provide the greatest likelihood for institutional and student success. The book presents evidence drawn from case studies at four community colleges along with in-depth qualitative interviews with leaders, faculty, and staff who have been involved in their institution's entrepreneurial efforts. The featured colleges-Maricopa County Community Colleges (AZ), Tarrant County College (TX), North Iowa Community College, and Valencia College (FL)-all have long histories of engaging in entrepreneurial initiatives. By telling the stories of several influential community college leaders' experiences with entrepreneurialism-using design thinking as a framework for understanding their successes and failures-Kisker provides a roadmap for colleges to move beyond their historical pattern of incremental responses to external pressures, and instead begin to innovate in a creative, mission-oriented approach.

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Book SynopsisBeyond Standards highlights the structural conditions that have undermined the success of the standards movement and challenges us to confront them. The book offers an impassioned argument about the ways that our decentralized educational systems undermine the pursuit of educational equity and excellence. Morgan Polikoff applies a wide array of quantitative and qualitative data to provide a pointed critique of the US educational system. He addresses why standards have failed, whether standards-based reform can be salvaged, and what we can do to improve teaching and learning at scale across America’s 13,000 school districts. Polikoff argues that no amount of tinkering can fix standards. Rather, we need to tackle the big, structural issues, such as decentralization. The author identifies curriculum reform as a high-leverage strategy for making meaningful progress at scale and emphasizes that states need to play a greater role in evaluating and recommending high-quality curriculum materials.Beyond Standards proposes a new, progressive vision that emphasizes the central role of states in challenging the antiquated, segregating structures that have thwarted educational improvement.

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Book SynopsisWith a visionary approach to school improvement, Equity-Based Leadership proposes a framework to support system leaders seeking to organize change and achieve more equitable education.In this ambitious yet pragmatic work, Joshua P. Starr makes the case that intentional and attentive district leadership can bring about continuous improvement in schools. When district reforms are conceived with social justice in mind, Starr explains, schools move toward fulfilling the longstanding promise of equitable education in America.Starr asserts that the essential goal of good system leadership lies in designing, implementing, and sustaining comprehensive strategies for school reform, in collaboration with school leaders, educators, and community shareholders. Drawing on his own experiences and those of other distinguished superintendents, he offers core practices that system leaders can use to ensure that the mission of their district is upheld throughout any change process and that precious time and funding are used judiciously.Recognizing that there is no single path to transformation, Starr sets forth a flexible, customizable agenda for district reform that concentrates on six elements, or entry points. Starr's first entry point is curriculum content, as teaching and learning are the fundamental goals of a school system. But he goes further to advocate for a deep dive into the organization and alignment of the system itself, via deliberate support of shared values; explicit and transparent decision-making; resource allocation in line with vision and need; talent management to achieve new levels of educator performance; and nourishment of school culture.Additionally, Starr brings together a wide range of real-world examples, evidence-based practices, and sensible advice to guide district leaders in aligning their systems around a coherent equity strategy.This bold new approach to transforming educational systems confidently guides the higher-level decision-making of leaders—not only superintendents but also school board members, cabinet members, and central office administrators—within the context of district-wide efforts to make education better for all students.

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Book SynopsisLooking to pursue an MBA? The journey can be daunting, but fear not - this book is here to guide you every step of the way.With so many business schools and programs to choose from, it's important to know what you're looking for. That's where this book comes in. The authors help you understand the differences between full-time, modular, online, and executive MBAs, and provide expert advice on selecting the right program for your unique needs. But that's not all – the book also shows you how to make the most of your MBA experience, helping you to develop knowledge, skills, and personal growth. It explores the benefits of alumni associations and shows you how an MBA can be a game-changer for your career.And here's the best part - you don't need to spend a fortune on a Harvard or Stanford MBA to achieve your goals. The book introduces you to a range of high-quality MBA programs across the globe, from Europe to China, India to Latin America, that offer top-notch alternatives that won't break the bank.Whether you're a senior manager, entrepreneur, or fresh out of college, this book is the ultimate resource for anyone seeking to unlock their full potential with an MBA.Table of ContentsForeword by Professor John A. Quelch.- Finding and Applying for th Right MBA: Why Would You Want an MBA.- How to Choose a Business School and an MBA Program.- How Accreditations and Rankings Can Guide Your MBA Choice.- What a Business School Looks for in an MBA Applicant.- How Do You Apply for Your Ideal MBA Program.- Making the Most of Your MBA Studies: How to Extract Most Academic Value from Your Business School and MBA Program.- How to Benefit Beyond the Academic Value of Your Business School and MBA Program.- Benefiting from the Long-Term Value of Your MBA: How an MBA Can Boost Your Career.- How to Get Value from Your MBA Alumni Network.- Why You Should Already Think About the Long-Term Impact of Your MBA Degree.- Appendices.

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Book SynopsisInterprofessional Education and Collaboration offers a comprehensive guide to interprofessional education (IPE) and interprofessional collaborative practice (IPCP). Written by a team of health care experts, this text is shaped by research and provides tools for interdisciplinary collaboration.Trade Review"This book is highly recommended for anyone seeking a truly effective health care team to improve patient outcomes and minimize patient care errors. Well done!" © Doody’s Review Service, 2020, Steven K Hamick, AAS, BIS, William Beaumont Hospitals, (5-star review)Table of ContentsChapter 1. Interprofessional Health CareCindy Mathena, PhD, OTR/L Communication and Teamwork Uniform Terminology Importance of Collaboration Enablers and Barriers of IPCP and IPE History of IPCP History of IPE Key Organizations and Resources SummaryChapter 2. Models of DeliveryJoy Doll, OTD, OTR/L; Anthony Breitbach, PhD, ATC, FASAHP; and Kathrin Eliot, PhD, RD, FAND Theoretical Approaches Foundation of IPE Teaching and Learning Learning Strategies Modes of Instruction Models of Delivery Clinically Integrated IPE SummaryChapter 3. Interprofessional Development for Clinicians, Preceptors, and FacultyJordan Hamson-Utley, PhD, LAT, ATC Faculty KSAs and Behavioral Change Development Models and Interprofessional Competencies Organizational Models and Initiatives Assessing Continuing Professional Education Professional Development of the Clinical Preceptor SummaryChapter 4. Essential EvidenceJudi Schack-Dugré, PT, DPT, MBA, EdD; and Jordan Hamson-Utley, PhD, LAT, ATC Influence of Faculty Shaping IPE Taking Aim Learner’s Reaction (Level 1) Evidence Change in Attitudes, Perceptions, Knowledge, and Skills (Level 2) Evidence Behavioral Change (Level 3) Evidence Organizational Change and Benefits to Patients (Level 4) Evidence Influence of Online Delivery Models on Attitudes and IPCP Effectiveness of Simulation Assessment Tools SummaryChapter 5. Building or Rebuilding Interprofessional RelationshipsK. Michelle Knewstep-Watkins, OTD, OTR/L; C. Michelle Longley, MSN, RN, NP-C; and Meghan Scanlon, BSIE Evidence and Current Practice Interprofessional Team Composition Collaboration Tools and Team Activities SummaryChapter 6. Teaming to Achieve Patient and Organizational OutcomesRobin Dennison, DNP, APRN, CCNS, NEA-BC; Amy Herrington, DNP, RN, CEN, CNE; and Melanie Logue, PhD, DNP, APRN, CFNP, FAANP Health Care Teaming Teams Team Collaboration Teaming and Outcomes Organizational Systems and Team Practice Strategies to Facilitate Teaming SummaryChapter 7. Interprofessional Communication StrategiesDee M. Lance, PhD, CCC-SLP/L; and Kim C. McCullough, PhD, CCC-SLP/L Overview of Team Communication General Communication Strategies Specific Communication Strategies SummaryChapter 8. Building SustainabilityTina Patel Gunaldo, PhD, DPT, MHS; and Pamela Waynick-Rogers, DNP, APRN-BC Sustainability Factors Adaptability (Environment) Acceptability (Social) Affordability (Economic) Emerging Research and Opportunities for Interprofessional Growth Summary Appendix: Additional Resources

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Book SynopsisFOUNDATIONS OF EDUCATION examines and analyzes the key educational issues and policies affecting American education. The book prepares you for your future professional career as an educator through an array of applied features that tie the book's themes to your future practice. The chapters on the history and philosophy of education encourage you to construct your own personal philosophy of education, building a strong foundation for a professional career. Completely up-to-date throughout, this edition also provides the latest information on the common core curriculum, accountability, technology in education, school reform, diversity, legal rulings, recent trends in school funding and teacher compensation, new instructional practices, the outlook for careers, and many other important topics.Table of ContentsPart I: UNDERSTANDING THE TEACHING PROFESSION. 1. Motivation, Preparation, and Conditions for the Entering Teacher. 2. The Teaching Profession. Part II: HISTORICAL AND PHILOSOPHICAL FOUNDATIONS. 3. The World Global Origins of American Education. 4. Pioneers of Teaching and Learning. 5. Historical Development of American Education. 6. Philosophical Roots of Education. Part III: POLITICAL, ECONOMIC, AND LEGAL FOUNDATIONS. 7. Governing and Administering Public Education. 8. Financing Public Education. 9. Legal Aspects of Education. Part IV: SOCIAL FOUNDATIONS. 10. Culture, Socialization, and Education. 11. Social Class, Race, and School Achievement. 12. Providing Equal Educational Opportunity. Part V: CURRICULAR FOUNDATIONS. 13. The Changing Purposes of American Education. 14. Curriculum and Instruction. Part VI: EFFECTIVE EDUCATION: INTERNATIONAL AND AMERICAN PERSPECTIVES. 15. International Education. 16. School Effectiveness and Reform in the United States.

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Book SynopsisTrade Review"One of Tyler Cowen's Best Non-Fiction Books of 2018""One of Bloomberg Opinion's Favorite Nonfiction Books of 2018 (Stephen L. Carter)""Bryan Caplan raises an important question in [his] controversial new book, The Case Against Education. How much of the benefits of a degree comes from the skills you acquire in studying for it? And how much from the piece of paper at the end – what your degree certificate signals to employers about the skills and attributes you might have had long before you filled in a unviersity application form?"---Sonia Sodha, The Guardian"Would-be students and their parents are rethinking the assumption that a good life is impossible without an expensive degree--not to mention the chase for college admission that begins at kindergarten if not before. [This new book] may help to let out a little more air."---Naomi Schaefer Riley, Wall Street Journal"You probably won’t agree with everything he says . . . but his broadside is worth considering carefully given that the U.S. spends $1 trillion or so a year on education at all levels, more than the budget for defense."---Peter Coy, Bloomberg Businessweek"It is an excellent book, on an important topic. Beyond such cheap talk, I offer the costly signal of having based an entire chapter of our new book on his book. That’s how good and important I think it is. . . . Caplan offers plausible evidence that school functions to let students show employers that they are smart, conscientious, and conformist. And surely this is in fact a big part of what is going on."---Robin Hanson, Overcoming Bias"A book that America has needed for a long time. If we ever reach a turning point where most of us reject the idea that government should mandate and subsidize certain kinds of education, Bryan Caplan will have a lot to do with it."---George Leef, Forbes"Economist Bryan Caplan of George Mason University has crunched the data for years from every angle and argues devastatingly . . . that college is, for many of those who go there, a boondoggle."---Kyle Smith, National Review Online"Excellent argument by Bryan Caplan, but missed something central: convexity of trial-and-error & heuristic learning."---Nassim Nicholas Taleb"It's like the case against parenting's role in shaping children: I don't want to believe it, but the data force you take it seriously. Good book."---Charles Murray"Like most fascinating authors, Caplan, too, has scrumptious contradictions. . . . Whatever the truth is, this book is recommended to parents, high school teachers, and college professors for gaining valuable insights into the dynamics of ‘useless’ education."---L. Ali Khan, NY Journal of Books"[Caplan] is also frequently infuriating. But when he is right, he is very right. The Case Against Education, a book 10 years in the making, is a case of Caplan being right."---Charles Fain Lehman, Washington Free Beacon"The Case Against Education lays the groundwork for readers to think anew about education, what it does and ought to do, what place it holds and ought to hold in American society. It ought to be a wake-up call for all Americans, especially those who seek to champion ‘education’ without explaining why it’s a worthy cause."---Ian Lindquis, The Weekly Standard"Caplan delivers a tightly knit, compelling indictment of the vastly inflated, scandalously over-priced and often socially deleterious Ponzi scheme that American higher education has become."---Aram Bakshian Jr., Washington Times"His words might be hard to digest. But with dismal school performance and achievement year after year, it’s worth challenging the assumptions we make about the education systems that now envelop childhood."---Kaitlyn Buss, Detroit News"The Case Against Education is a brilliant book that you should read, though you’ll probably reject its conclusions without really considering them."---Jake Seliger"[Caplan’s] evidence, trends and intuition suggest he has an important point."---Ryan Bourne, The Telegraph"Bryan Caplan is perhaps the most natural ‘social science book writer’ I have met, besides myself of course. Not only does he want people to agree with him, he insists that they agree with him for the right reasons."---Tyler Cowen, Marginal Revolution"The Case Against Education is powerfully argued, provocative but not polemical, marrying a wealth of evidence with an engaging writing style. . . . After 300 pages, Caplan's outlandish proposals seem not just plausible but natural conclusions, whether or not you share his ideological commitments."---Aveek Bhattacharya, London School of Economics Review of Books"Cogently argued."---Megan McArdle, Washington Post"A persuasive indictment of his own industry."---Gene Epstein, City Journal"I’m not sure he’s right, especially about education being almost entirely for the purpose of signaling, but goodness does he make a strong case. Agree with him or not, you’ll never look at the schools and colleges in quite the same way."---Stephen L. Carter, Bloomberg Opinion

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Book SynopsisâœIt is rare for a book to tackle the range of problems and difficulties counsellor training involves in such a comprehensive manner, it is rarer still for the style of writing to engage the reader as this book manages to do... I wish this book had been available when I was a student.â Counselling and Psychotherapy JournalâœHow do I get through this?â is one of the questions that counselling and psychotherapy students most often ask themselves: John Karter has answered this and many other fundamental questions in his book.Undoubtedly there are many pressures upon students but the process can and should be an enjoyable. Written from a âœstudentâs-eye viewâ this book explores the professional and personal difficulties that may be encountered and offers practical advice on how to avoid problems where possible and overcome them when necessary. From start to finish, the pitfalls are highlighted in order that students can seek help when and where it is needed. The Trade Review"As course director of the Diploma in Counseling at Birkbeck College, I am frequently fielding enquiries from prospective students eager to embark on a career in counseling and often recommend this book so that they are better prepared for the harsh realities of training, then working, as a counselor. I wish this book had been available when I was a student." - Clive CarswellTable of ContentsForeword by Michael JacobsIntroductionFacing up to mission impossibleA change for the better?The art of survival on the long and winding roadThe dangers in playing it by the bookSuper-vision syndrome and how to avoid itCautionslow go area aheadUp close and personalThe bitter-sweet taste of freedomBibliographyIndex.

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Book SynopsisPreface.- How to Use The Grants Register.- The Grants Register.- Subject and Eligibility Guide to Awards.- Index of Awards.- Index of Discounted Awards.- Index of Awarding Organizations.

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Book SynopsisThe world of business education is large and profitable - with over 150,000 students enrolled in graduate business education programs alone each year. This book traces the historical roots of business education, covering seven important time periods which have each contributed key insights into business effectiveness. Despite the apparent tremendous successes suggested by the substantial growth in educating business students, a strong case could be made for the need to make important changes in the curriculum of business programs and the process by which business education is delivered. This book identifies opportunities for business faculties, administrators, deans, and department chairs to reassess their roles in delivering a better product to the students that they teach. We suggest that in today's "transformative era," business education must materially change to increase the quality of teaching for tomorrow's business students. Throughout the world business leaders have been called into account for their ineffectiveness in earning and retaining the trust of employees and customers. Unfortunately, business schools are often out of focus in their emphasis on achieving bottom line corporate profits without acknowledging the accompanying responsibility of companies to become full partners in serving society and in resolving the long-term issues for which business must become increasingly committed. The world of tomorrow desperately needs business leaders who combine character and competence as they guide their employees in the pursuit of excellence. Business education and those who provide it to those employees who will work for major corporations and small businesses can contribute substantially to the credibility of the business community and in the development of solutions that will fully serve future generations. The current path of business education can benefit mightily from a thoughtful reanalysis of today's business education model. The challenge to those who work in business education is to carefully assess how they can make the delivery of their product, its accompanying values, and its commitment to tomorrow's quality of life more meaningful and effective.Table of ContentsFor more information, please visit our website at:https://novapublishers.com/shop/business-educations-future-a-transformative-approach/

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Book SynopsisAn ageing workforce and skilled labour shortage has created the need for workplace learning well beyond middle adulthood. With only a minority of older workers participating in training and development programmes, participation rates of older employees clearly need to increase. This book presents a competence perspective that treats workplace learning as a trainable skill, rather than as a cognitive function. Consistent with this view, competence should be accessible to interventions from human resource development professionals. By the same token, successful workplace learning across the lifespan depends on appropriate incentive structures and work conditions that in turn require specific institutional support and a policy context that fosters lifelong learning.

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