Industrial or vocational training Books

Book SynopsisPreparing and Sustaining Social Justice Educators spotlights the challenging and necessary work of fostering social justice in schools. Integral to this work are the teachers and school leaders who enact the principles of social justice—racial equity, cultural inclusivity, and identity acceptance—daily in their classrooms. This volume makes the case that high-quality public education relies on the recruitment, professional development, and retention of educators ready to navigate complex systemic and structural inequities to best serve vulnerable student populations. Annamarie Francois and Karen Hunter Quartz, along with contributing scholars and practitioners, present an intersectional approach to educational justice that is grounded in research about deeper learning, community development, and school reform. Throughout the book, the contributors detail professional activities proven to sustain social justice educators. They show how effective teacher coaching, for example, encourages educators to confront their explicit and implicit biases, to engage in critical conversations and self-reflection, and to assess teacher performance through a social justice lens. The book illustrates how professional learning collaborations promote diverse, antiracist, and socially responsible learning communities. Case studies at three university-partnered K–12 schools in Los Angeles, demonstrate the benefits of these professional alliances and practices. Francois and Quartz acknowledge the difficulty of the social justice educator’s task, a challenge heightened by a K–12 teacher shortage, an undersupplied teacher pipeline, and school closures. Yet they keep their sights set on a just and equitable future, and in this work they give educators the tools to build such a future.

Read more less

Book SynopsisPaul LeBlanc has re-imagined higher education, with a focus on the most fundamental of functions: student learning. In Students First, he advocates for an entire higher education ecosystem in which students have the flexibility to gain, assess, and certify their knowledge on their own terms and timelines. In a perceptive analysis, LeBlanc provides a clear-eyed view of how and why higher education is failing to reach and serve a great many potential students. He then deftly explores how reform can address systemic inequities, improve college affordability, and broaden accessibility. Through case studies, he highlights alternative delivery models such as online, distance, and just-in-time learning, and envisions a learning environment that values competencies rather than credit hours. LeBlanc describes how these innovations and others will allow colleges and universities to help close the skills gap and respond to a rapidly evolving, technology-driven job market. Although a college education remains one of the great drivers of socioeconomic mobility, today's higher education industry has built financial, logistical, and practical barriers that keep out the very students who are most in need of opportunity. Students First makes a persuasive case that realigning US educational priorities will enable larger populations of graduates to enjoy return on investment in the form of good pay, meaningful work, and a stable future. As the book emphasizes, such change is imperative, for in better serving its students, higher education will better serve society.

Read more less

Book SynopsisThis inspiring account of bipartisan political success delivers an expert breakdown of how and why Kansas—a politically conservative state—was able to craft a stable, balanced, and equitable system of funding for its public schools. Beyond a chronicle of one state’s achievements, School Finance and Education Equity provides invaluable policy guidance and lays out a blueprint that other states can use to strengthen their own public education systems. Readers are given an insider’s tour of the Kansas story by Bruce D. Baker, an academic researcher and expert witness in school finance litigation who has more than two decades of involvement with the state. Baker combines historical background, legal analysis, and political and economic contextual data—along with a gleaming wit—to present a thorough, enlightening narrative of Kansas’s K–12 funding journey. As Baker points out, other states can find much to learn here. He shows that, when it comes to school finance, Kansas serves as an exemplar in aligning resources to meet the promises of its constitution. State leaders rejected the pervasive notion that “money doesn’t matter” in education, and they gathered the data to prove that it does. Baker emphasizes that this kind of slow and steady success hinges on the ability of stakeholders to remain involved over time. Continuity is vitally important. Baker’s account highlights how persistence can overcome opposition, continuity can aid reform, and incremental gains can lead to big change. In an era of national ideological polarization and political and economic volatility, the lessons from Kansas are especially illuminating.

Read more less

Book SynopsisContinuous Improvement in High Schools gives educators and policymakers an accessible, actionable framework to address one of the nation's most important educational priorities: improving high school graduation and postsecondary preparedness rates. Martha Abele Mac Iver and Robert Balfanz, national experts in dropout prevention, apply the Carnegie Foundation’s continuous improvement framework to the issue of student success in high school, starting with the critical ninth-grade year. A proven tool for organizational change, the continuous improvement framework provides a systematic structure for examining the root causes of problems and testing possible solutions. Mac Iver and Balfanz draw on their decades of experience working with educators and their deep knowledge of challenges faced by high schools to customize the framework to the high school context. They model the use of improvement science principles such as establishing practical measures, conducting disciplined inquiry, and accelerating learning through networked communities. With real-world examples and ideas for change, the authors show how attention to five key areas can enrich student educational experience and improve high school outcomes. These areas include: early warning and intervention systems; family engagement; students’ sense of connectedness to school; social, emotional, and academic development; and teacher instructional practices. The guidance offered in this useful work will enable educators and their collaborating partners to create their own powerful solutions for student success.

Read more less

Book SynopsisIn Confessions of a School Reformer, eminent historian of education Larry Cuban reflects on nearly a century of education reforms and his experiences with them as a student, educator, and administrator. Cuban begins his own story in the 1930s, when he entered first grade at a Pittsburgh public school, the youngest son of Russian immigrants who placed great stock in the promises of education. With a keen historian's eye, Cuban expands his personal narrative to analyze the overlapping social, political, and economic movements that have attempted to influence public schooling in the United States since the beginning of the twentieth century. He documents how education both has and has not been altered by the efforts of the Progressive movement of the first half of the twentieth century, the Civil Rights Movement of the fifties through the seventies, and the standards-based school reform movement of the eighties through today. Cuban points out how these dissimilar movements nevertheless shared a belief that school change could promote student success and also forge a path toward a stronger economy and a more equitable society. He relates the triumphs of these school reform efforts as well as more modest successes and unintended outcomes. Interwoven with Cuban's evaluations and remembrances are his "confessions," in which he accounts for the beliefs he held and later rejected, as well as mistakes and areas of weakness that he has found in his own ideology. Ultimately, Cuban remarks with a tempered optimism on what schools can and cannot do in American democracy.

Read more less

Book SynopsisIn this thought-provoking volume, editors Rebecca M. Taylor and Ashley Floyd Kuntz invite readers to explore the many facets of on-campus ethical dilemmas and the careful, nuanced decision-making processes required to address them. Taylor and Kuntz demonstrate how to apply collaborative, multidisciplinary, philosophical inquiry to deeply complex issues. They present seven normative case studies focusing on a variety of campus quandaries, from urgent matters such as Title IX violations and free speech in social media policy, to long-simmering concerns such as admissions and access and the future of historically Black colleges and universities. The editors then bring together a diverse group of scholars and practitioners with a broad array of disciplinary and personal backgrounds to offer their commentary and insight on the cases. Leaders in higher education are under immense pressure to respond to campus crises quickly, to quell controversy, and to avoid the backlash of public scrutiny in an ever-shifting sociopolitical terrain. Yet, in tension with such pressures, adequate responses to these dilemmas require leaders to make ethical, contextual choices that effectively foster inclusion, respect individual and institutional freedoms, and promote equity. Expanding the scope of inquiry, the contributors challenge underlying assumptions, raise points that had been omitted from the original cases, and imagine alternative solutions. Ethics in Higher Education appeals to readers to do the same, in the interest of advancing ethical decision-making on campuses.

Read more less

Book SynopsisClinical Simulations as Signature Pedagogy explores the use of live-actor simulations as an engaging training tool to better prepare educational professionals for school-wide challenges. In this volume, editors Benjamin H. Dotger and Kelly Chandler-Olcott present a persuasive overview of this effective method of professional development and show how it resonates with other practice-based initiatives.Through original case studies, the book’s contributors demonstrate how live-actor simulations serve as valuable assets in the training of teachers, school counselors, and school leaders. They show how simulations provide a safe shared-learning environment that closely approximates authentic problems of practice while reducing the complexity of the instructional context in manageable ways. The contributors point out how the method standardizes training, ensuring that all candidates have comparable opportunities to practice and master key skills and habits of mind, among other advantages.Each case study showcases a distinct way in which educational simulations have been used to address common issues confronting educators, such as educational equity, community building, and cultural responsiveness. In addition, the cases highlight subject-specific concerns, from fostering inclusivity in physical education to presenting differing approaches to mathematical problems, for which live-actor simulations provide a dynamic learning context.Ultimately, this book illustrates why clinical simulations have emerged as a powerful pedagogical tool that holds promise for the professional preparation and continuing education of educators, counselors, and school leaders.

Read more less

Book Synopsis“This volume combines specific recommendations, observations, and takeaways filled with candor, humor, and uplifting stories for one of education’s most challenging roles.”—FROM THE FOREWORDAn indispensable manual for the most demanding position in higher education, The College President Handbook supports campus leaders in becoming powerful and effective stewards of their institutions.This comprehensive guidebook offers clear counsel in the form of candid essays by highly regarded current and former college and university presidents from across the nation. It pairs their expert appraisals with research and data to examine the critical issues that define the role today.The book's contributors acknowledge the broad skill set that presidents, and their executive teams, must cultivate in order to achieve success. Beginning with a macro view, the contributors address the universal questions of vision that each higher education leader must consider critically and understand strategically: Why be a president? How should campus leadership engage with our board of trustees? What tone should our actions communicate to stakeholders?The book's chapters offer concrete tactical advice in a range of key leadership areas and emphasize essential career skills such as managing financial resources and strategic planning. The contributors speak to student-facing concerns as well as institutional interests, and discuss personal issues specific to the office, such as weathering controversy, attaining work–life balance, and planning for post-presidential life.Drawing on the unique expertise of peers and predecessors, this work will prove to be a core resource for anyone who is or aspires to become a president or chancellor in higher education.

Read more less

Book SynopsisCivil Rights and Federal Higher Education offers a renewed vision for higher education policy making, presenting an incisive analysis of the connections between educational politics and educational inequality. With a view toward the future, the editors assert that the thoughtful application of evidence-based solutions to complex policy problems can help establish a more just and equitable system of higher education.Edited by Nicholas Hillman and Gary Orfield, the volume focuses on federal policy debates that have significant racial and socioeconomic implications, linking civil rights reforms to contemporary higher education policy issues. Through a mix of history and current events, the chapters highlight how policy has strayed from the Higher Education Act’s intended trajectory of promoting and protecting civil rights. This drift, the editors show, has created far-reaching consequences for students of color, low-income students, and incarcerated students, in addition to the colleges that serve them.Deftly identifying the social justice dimensions of today’s federal policies, the editors reveal how certain political influences have preserved the interests of powerful and historically advantaged stakeholders—often at the expense of those who are less powerful and most disadvantaged. With great insight, the book’s contributors explore higher education issues such as enrollment at Minority Serving Institutions, for-profit college outcomes, and legal and academic perspectives on affirmative action.Perhaps more importantly, Civil Rights and Federal Higher Education provides guidance on what can be done to course correct. The book offers short- and long-term policy prescriptions and policy alternatives to help legislative staffers, policy analysts, and researchers plot a way forward.

Read more less

Book SynopsisSister Resisters advances a robust model of mentorship in support of young Black women on campus. The book offers a multifaceted approach to cross-racial mentoring in higher education that promises growth and change for both mentees and their mentors.Janie Victoria Ward and Tracy L. Robinson-Wood, experts in the developmental and identity challenges of young people of color, provide guidance for the faculty, advisors, and administrators (typically white women) who invest in the success of this historically underserved student group. Through case studies, student narratives, and research findings, the authors document the specific deterrents young Black women face daily on campus, from cultural pressures and class bias to racist and misogynistic microaggressions.Ward and Robinson-Wood call on campus mentors to increase their own cultural competencies so that they may better support, work with, and advocate for their student mentees. This Sister Resister mentorship model emphasizes the acquisition of cultural knowledge, the power of intersectionality, and the critical role of resistance in the lives of Black (and white) women as they navigate interpersonal and institutional bias and discrimination.Sister Resisters highlights the dual and interactive developmental processes that transpire in both halves of the mentor–mentee relationship. The book provides anti-racist, consciousness-raising self-assessments, and other growth-enhancing recommendations for women who endeavor to mentor as staunch supporters.Suggesting evidence-based strategies that promote healthy resistance to negative social and political experiences, Sister Resisters equips both mentors and mentees with thoughtfully designed, culturally informed skills that can further educational, racial, and gender equality on campus.

Read more less

Book SynopsisAssessing the Nation’s Report Card examines the history of the National Assessment of Educational Progress (NAEP) and outlines plans for improving and modernizing the organization.Educational policy analyst Chester E. Finn, Jr. imparts a rare inside analysis of the evolution of the NAEP program at key moments in its history, and provides a firsthand perspective of crucial decisions and core goals that have helped shape it. The result is a revealing survey of the US’s most influential source of data on K–12 achievement.Assessing the Nation’s Report Card offers readers an in-depth understanding and appreciation of NAEP as well as an examination of its shortcomings, its controversies, and its current issues. The book explores why NAEP is considered the gold standard of educational assessments yet is much lesser known than other types of standardized testing.Finn underscores the promise of applying the results in addressing achievement gaps, boosting federal accountability, and driving education reform and policy. He also discloses how the data are collected and what the results can and cannot tell us.For more than 50 years, this ambitious federal testing program has informed the decisions of policy makers and educational leaders as they advocate for educational improvements in the US. Acknowledging the nation’s evolving need for actionable information about students and schools, Finn provides an assured and rare overview of the existing program and proposes possibilities for the future.

Read more less

Book SynopsisTrauma-Responsive Schooling outlines a novel approach to transforming American schools through student-centered, trauma-informed practices.The book chronicles the use of an innovative educational model, Trauma-Responsive Equitable Education (TREE), as part of a multiyear research project in two elementary schools in rural Maine. In this model, Lyn Mikel Brown, Catharine Biddle, and Mark Tappan endorse whole-school change, encouraging educators to upend traditional classroom power dynamics by listening foremost to student voices, validating student experiences, and promoting student agency.The authors provide complex real-life examples of student involvement in the creation and implementation of trauma-responsive and equitable practices. Their work offers readers concrete, actionable examples of such practices, which include supporting the whole child by promoting social and emotional learning (SEL) as well as academic achievement; providing access to basic needs such as food, clothing, and health care; and meeting the instructional requirements of dual-language learners.Many rural schools in the United States experience low student achievement and high absenteeism rates as their geographically isolated communities struggle with poverty, substance abuse, and other significant stressors. Yet, as the authors demonstrate, supportive learning environments, even in under-resourced rural schools, are able to mitigate adversity, stress, and trauma—and thus promote healing.This heartening work illustrates that, when educators and school leaders put student needs and interests at the core of school life, long-lasting change for all students is possible.

Read more less

Book SynopsisNot Paved for Us chronicles a fifty-year period in Philadelphia education, and offers a critical look at how school reform efforts do and do not transform outcomes for Black students and educators.This illuminating book offers an extensive, expert analysis of a school system that bears the legacy, hallmarks, and consequences that lie at the intersection of race and education. Urban education scholar Camika Royal deftly analyzes decades of efforts aimed at improving school performance within the School District of Philadelphia (SDP), in a brisk survey spanning every SDP superintendency from the 1960s through 2017.Royal interrogates the history of education and educational reforms, recounting city, state, and federal interventions. She covers SDP's connections with the Common School Movement and the advent of the Philadelphia Freedom Schools, and she addresses federal policy shifts, from school desegregation to the No Child Left Behind and Every Student Succeeds Acts. Her survey provides sociopolitical context and rich groundwork for a nuanced examination of why many large urban districts struggle to implement reforms with fidelity and in ways that advance Black students academically and holistically.In a bracing critique, Royal bears witness to the ways in which positive public school reform has been obstructed: through racism and racial capitalism, but also via liberal ideals, neoliberal practices, and austerity tactics. Royal shows how, despite the well-intended actions of larger entities, the weight of school reform, here as in other large urban districts, has been borne by educators striving to meet the extensive needs of their students, families, and communities with only the slightest material, financial, and human resources. She draws on the experiences of Black educators and community members and documents their contributions.Not Paved for Us highlights the experiences of Black educators as they navigate the racial and cultural politics of urban school reform. Ultimately, Royal names, dissects, and challenges the presence of racism in school reform policies and practices while calling for an antiracist future.

Read more less

Book SynopsisThe Instructional Leadership Cycle introduces a multifaceted model for continuous school and system improvement, founded on an adaptable set of professional practices for K–12 leaders.Daniel Allen draws on a breadth of education system experience, spanning from classroom to top office, to outline a flexible framework—the Instructional Leadership Cycle—that supports school leaders in advancing equitable, high-quality instruction. In this comprehensive and deeply practical work, Allen mentors leaders through the framework’s cycles of implementation, analysis, reflection, and improvement, which are anchored in the rhythms of the annual school calendar.As Allen counsels readers on the application of the Instructional Leadership Cycle, he also explains the genesis of the framework, which has been successfully implemented in more than sixty California schools, resulting in dramatic annual student achievement gains. With ample real-world examples, Allen demonstrates how leaders can move beyond strategic planning to fulfill the promise of organizational change. Incorporating elements of universal design for learning, multi-tiered systems of support, and key performance indicators, Allen’s approach encourages leaders to develop an instructional vision for their institution and then set it in motion. The work shows how the process circles back to a few key tenets: ensure that all educators have access to a common set of tools to use in support of instructional improvement, effectively measure progress with school data analysis, and leverage organizational learning.This clear-sighted work guides equity-focused school leaders to reliably bring about instructional transformation, moving toward positive learning outcomes for all students.

Read more less

Book SynopsisCo-Creating Equitable Teaching and Learning invites readers to help forge a more inclusive and accessible college education by incorporating student voices via pedagogical partnerships.Alison Cook-Sather, a pioneer of this co-creative approach, draws on more than twenty years of experience developing student–teacher partnerships in higher education to offer a wise and generous work that speaks to both students and educators. As her research underscores, a co-creative learning environment, in which relationships and communication between students and teachers are prioritized, benefits the educational experience on many levels.Cook-Sather demonstrates how pedagogical partnerships give students the tools to advocate for their own learning while giving educators the feedback they need to improve classroom experiences. She shows how the co-creative model helps to bring about inclusive spaces and equitable teaching practices that better foster student success, especially among underrepresented and minority student populations.Offering actionable guidance, Cook-Sather advocates enacting the following four principles to structure student voice into higher education: embracing a commitment to equity and justice; providing structure rather than prescriptions for engagement; making rather than taking up space; and developing a partnership mindset. She grounds these principles in examples of practices drawn from an undergraduate education course; a faculty development program; and cross-disciplinary, cross-constituency institutional dialogues.This work calls for readers to reimagine the higher education structure and to cultivate an environment in which all stakeholders can work together to advance inclusivity, accessibility, and equity. As the author argues, co-creation can be a catalyst for change throughout the system.Trade Review“This book is a must-read for educators ready for the next big step in their teaching and curriculum design.”—Carol A. Hurney, Associate Provost, Faculty Development & Diversity, Colby College “Cook-Sather’s research has been both radically innovative and universally accessible. This new work offers a compelling argument for engaging practices of co-creation to implement a practice of equity and justice in higher education. It is essential reading for instructors, institutional leaders, and staff, as well as students.”—Steven S. Volk, Co-director, Consortium for Teaching and Learning, Great Lakes Colleges Association “In this important book, Cook-Sather uses deep research and personal stories to show that students can—and should—be positioned as partners with faculty, staff, and administrators in co-constructing inclusive teaching and learning. As she demonstrates, student voice is essential to co-creating equity and justice in higher education.”—Peter Felten, Center for Engaged Learning, Elon University, Co-author, Relationship-Rich Education: How Human Connections Drive Success in College “To move the needle in higher education towards more equitable learning environments, we need to use strategies that demonstrate impact. This book highlights the critical importance of integrating student voices, a powerful approach that can lead to transformation at the course through the institutional level.”—Tracie Marcella Addy, Associate Dean of Teaching & Learning, Lafayette College

Read more less

Book SynopsisRethinking College Admissions probes the many facets of higher education admissions and translates research-backed insights into actionable strategies for innovative, equitable admissions practices.Edited by scholars OiYan A. Poon and Michael N. Bastedo, this collection gives readers an evidence-based understanding of postsecondary admissions practices and structures, exploring many factors that affect college access and educational equity in the United States. These collected essays from leading experts present boundary-pushing applied research on admissions, with implications for policy, practice, and leadership.The volume considers admissions issues from three angles. In the opening essays, contributors offer critical analyses of current admissions approaches in higher education, delineating the delicate balance of equity-building efforts and legal pressures. The contributors offer reflections on whether and how admissions systems further inclusion or inequality. They examine topics such as race-conscious admissions, holistic review without standardized test scores, and student test preparation. The volume’s next part discusses the many different ways in which admissions work can be done, outlines ethical hazards, and considers potential areas for organizational change. The final essays provide inroads and examples for developing reciprocal relationships in research and practice for the future. They discuss promising approaches for advancing campus diversity, such as admissions lotteries, direct enrollment, and institutional promise programs for high-achieving students from low-income communities.A must-read for practitioners, policy makers, and anyone interested in gaining a better understanding of postsecondary admissions structures, including K–12 educators and counselors, advocacy groups, and students, this work supports data-informed approaches to higher education admissions.

Read more less

Book SynopsisPhysical Education And Development informs the readers about the various ways in which the physical education helps the people to develop themselves and their personalities in good ways and relates the importance of physical education in their lives. This book also discusses about the meaning of physical education, the history of physical education, the relation of physical education to the development of people, the issues in physical education, the use of digital technology in physical education and future of physical education. It give the readers all the necessary reasons that they need to promote physical education and explain them the importance and significance of physical education for the development.

Read more less

Book SynopsisEvidence-based Teaching is a book that takes the readers through the relevance of evidence based teaching and relates the importance and significance of such a kind of teaching in the primary as well as secondary and higher education. It points out the ease with which the students understand the topics when they are associated with certain evidences and proofs and how these methods can have a very profound impact on the memorizing and retaining capacity of the students. The book also states how evidence based teaching removes any doubts that may occur in a student's mind and prepares them well for any further education or its application.

Read more less

Book SynopsisThis book celebrates the practicality and relevance of vocational education, exploring themes such as skills development, career pathways, industry integration, and the role of vocational education in driving economic growth. Undergraduate students considering vocational paths gain insight into the benefits of vocational education in preparing for meaningful careers. Practitioners in vocational training appreciate the value of their work in equipping individuals with practical skills, making it highly relevant for educators in this field. Policymakers gain a deeper understanding of how vocational education bridges the gap between classroom learning and industry needs, and the general public becomes aware of the pivotal role vocational education plays in individual success and economic development.

Read more less

Book SynopsisApprenticeships can offer apprentices, their teacher-tutors and business apprenticeship supervisors experiences that are rich in knowledge. The Success of Apprenticeships presents the observations and opinions of 48 actors regarding apprenticeships. These testimonies recount how apprenticeships allowed them to improve their expertise, their professional practices and their organization skills. This book also examines how their interactions in the work/study process allowed them not only to develop the skills of apprentices, but also the skills of those who accompanied them – the teacher-tutors and the business apprenticeships supervisors. The creation of an authentic community of apprentices subscribes to the formation of an ecosystem of learning, in which each individual harvests fruits in terms of the development of their personal abilities.Table of ContentsForeword – ESSEC Business School: The Pioneering Spirit xv Foreword – Learning by Doing xix Introduction xxiiiJean-Luc CERDIN and Jean-Marie PERETTI Part 1. The Challenges of Apprenticeships in the Training System 1 Chapter 1. Apprenticeship Training: A Dedicated Educational Engineering 3Florence LE FIBLEC and Michel GORDIN 1.1. Introduction 3 1.2. Why propose an apprenticeship? Evidence, an ambition, a reasoned choice or an opportunistic behavior? 4 1.2.1. The approach, the creative process, the pillar: the change in power 4 1.2.2. The choice of pace of work-linked training and duration: tailor-made 5 1.2.3. International experience 5 1.2.4. The individualization of courses 6 1.3. Validation of the apprentice’s acquisition of skills: know-how, soft skills and practical knowledge 6 1.4. The French model: economic balances and their complexity 8 1.5. The governance of an apprenticeship program: power issues? 9 Chapter 2. Apprenticeships: The First Learning Experience 11Soufyane FRIMOUSSE and Jean-Marie PERETTI 2.1. Introduction 11 2.2. The apprentice in the 70/20/10 apprenticeship model 11 2.3. Towards a permanent learning dynamic 13 2.4. From learning to the ability to act 14 2.5. Conclusion 16 2.6. References 16 Chapter 3. Innovation at the Heart of the Company and Apprenticeship Methods 19Véronique BILLAT and Mireille BLAESS 3.1. Introduction 19 3.2. An apprentice entrepreneur 19 3.3. A new product in a present but immature market 20 3.4. As a result, an innovative approach 21 3.5. Conclusion 25 3.6. References 25 Chapter 4. The Leader-Entrepreneur in an Apprenticeship Position 27Pierre-Yves SANSÉAU and Christian DEFÉLIX 4.1. Introduction 27 4.2. Realities of competence approaches in SMEs and VSEs 27 4.3. In SMEs and VSEs, apprenticeship along the way 28 4.4. Learning to manage competences by leaders-entrepreneurs: beyond individual skills 29 4.5. Conclusion 31 4.6. References 31 Chapter 5. Reinventing the Promise of Work-linked Training... Or an Initiatory Journey Towards Agile Professionalism and Postural Learning 33Maria-Giuseppina BRUNA and Béchir BEN LAHOUEL 5.1. A study of the efficiency of French post-baccalaureate business schools 33 5.1.1. Introduction 33 5.1.2. Student satisfaction through apprenticeship training 38 5.2. Methodology 39 5.2.1. Using the DEA method in measuring the efficiency of higher education institutions 39 5.2.2. Presentation of the DEA method 40 5.2.3. Application of the DEA method to business schools in France 42 5.2.4. Result of the DEA method 43 5.3. Conclusion 45 5.4. References 46 Chapter 6. Apprenticeships, a “Springboard” to Professional Integration? 51Sana HENDA 6.1. Introduction 51 6.2. Work-linked training 52 6.3. Follow-up and role of the tutor or apprenticeship manager 53 6.4. Autonomy and confidence building? 54 6.5. Better professional integration 55 6.6. Managing the pace of the work-linked training 56 6.7. Conclusion 57 6.8. References 57 Chapter 7. Reflexivity and Management Apprenticeships 59Sandrine ANSART and Pierre-Yves SANSÉAU 7.1. Introduction 59 7.2. From reflexivity to reflexive manager? 59 7.3. Initial training: from a “classical” learning posture to a reflective posture 61 7.4. In continuous training: a pre-existing professional activity to facilitate the reflective process 62 7.5. APEL: strong reflexivity in the “being” dimension 64 7.6. References 65 Part 2. Perspectives of Apprenticeship Actors 67 Chapter 8. The Birth of Apprenticeships: A Marker of the Pioneering Spirit of ESSEC 69Alain BERNARD 8.1. Introduction 69 8.2. A favorable educational context 73 8.3. The genesis of the idea of apprenticeships and the results observed three months later 74 8.4. Monitoring and controlling the progress of apprentices 76 8.5. Conclusion 77 8.6. References 77 Chapter 9. Cross-fertilization of Stakeholders’ Views on the Key Factors for the Success of an Apprenticeship Pathway 79Nathalie MONTARGOT and Dominic DRILLON 9.1. Introduction 79 9.2. Context 79 9.3. Conclusion 84 9.4. References 85 Chapter 10. Beneficiaries of the Apprenticeship Process 87Fernando CUEVAS, Catherine COLL and Arnaud GIMENEZ 10.1. Introduction 87 10.2. Benefits for the apprentice 88 10.3. Benefits for the company 92 10.4. Benefits for the CFA 95 10.5. Other beneficiaries 96 10.6. Conclusion 97 Chapter 11. The Value of an Apprenticeship in Business School Training: The Apprentice’s Perspective 99Mirella BLAISE and Sophie RIVIÈRE 11.1. Introduction 99 11.2. Apprenticeship, an increasingly conscious and deliberate choice 99 11.3. The benefits of choosing an apprenticeship for Business School students 101 11.3.1. Mirella’s testimony: getting to know each other better 101 11.3.2. Sophie’s testimony: easier access to employment 103 11.3.3. Financing your training and student life 104 11.4. References 105 Chapter 12. Reflections on “Apprenticeships” 107Bruno BOUNIOL 12.1. Introduction 107 12.2. Apprenticeships: multiple realities 107 12.3. Apprenticeships in the higher education system 109 Chapter 13. Apprenticeships at ESSEC: Practice 111Wolfgang DICK 13.1. Introduction 111 13.2. Presentation of the apprenticeship system in the curriculum (MiM) of the ESSEC Business School 111 13.3. Students’ motivations for getting involved in the scheme 112 13.4. Organization over time 112 13.4.1. Apprenticeships in two distinct periods 113 13.4.2. Continuous learning 113 13.5. The geographical and intercultural dimension 114 13.6. The experience of trust in the professional environment 115 13.7. Challenges to consider 115 13.8. Conclusion 116 Chapter 14. Sandwich Course Training in Higher Education in an Island Territory 117Soufyane FRIMOUSSE and Christophe STORAÏ 14.1. Introduction 117 14.2. The system of sandwich course training at the University of Corsica, adapted to the context of an island economy 117 14.3. The conception of ministerial surveys on the follow-up of the professional integration of work-based students enrolled at the University of Corsica 118 14.3.1. A specific methodology 119 14.4. Conclusion 122 Chapter 15. Entrepreneurship Master’s Degrees in a Business School: What Added Value for the Company? 125Gilles LAMBERT, Dominique SIEGEL and Lovanirina RAMBOARISON-LALAO 15.1. Introduction 125 15.2. Entrepreneurial culture in Business Schools: the case of EM Strasbourg 125 15.3. The apprentice in post-graduate entrepreneurship as a “strategic relay” within the company 126 15.4. Apprenticeships, a lever for developing the company’s dynamic capabilities 128 15.5. Conclusion 130 15.6. References 131 Part 3. Elsewhere in the World 133 Chapter 16. German Dual Training through Apprenticeships: An Exportable Model? 135Éric DAVOINE and Ludger DEITMER 16.1. Introduction 135 16.2. Main features of dual German learning 136 16.3. Conditions for the success of the dual German training model 138 16.4. Conclusion 140 16.5. References 140 Chapter 17. Apprenticeships in England 143Sandra MCNALLY 17.1. Introduction 143 17.2. The apprenticeship system in England 144 17.3. The evolution of apprenticeship numbers 145 17.4. What is the value of an apprenticeship? 147 17.5. Conclusion 153 17.6. References 153 Chapter 18. Beyond Meeting the Needs of the Economy, Reconnecting Work and Values: The Indian Apprenticeship Experience 155Mouloud MADOUN 18.1. Apprenticeships to help industrialization 155 18.2. Apprenticeships for development and culture 156 18.3. Reform training policies and better response to needs 157 18.4. Population and youth: an opportunity and a challenge 157 18.5. The implementation of the apprenticeship system 158 18.6. Some concrete examples 160 18.6.1. The Rhino experience 160 18.6.2. Interview with GS, Flowlink company Coimbatore 162 18.6.3. Abandonment of training by some 163 18.6.4. L&T Mumbai Group is the leader in construction and public works 164 Chapter 19. Apprenticeship Management in Africa: The Case of Madagascar 167Lovanirina RAMBOARISON-LALAO and Landisoa RABESON 19.1. Introduction 167 19.2. Higher education in management sciences in Madagascar 168 19.3. Legal framework: apprenticeship in Madagascar on the basis of the French model 170 19.4. What added value does an apprenticeship with continuous management training bring? 172 19.5. Conclusion 173 19.6. References 173 Chapter 20. Training African Managers and Combating the “Brain Drain” 175Richard DELAYE-HABERMACHER, Pierre DINASSA-KILENDO, Yvette IKOLO and Gabriel BERNERD 20.1. Introduction 175 20.2. DGC Congo, first experience of apprenticeship through school-enterprise work experience 176 20.3. Apprenticeships and competitiveness: the example of the DRC 177 20.4. References 178 Chapter 21. Japanese Style Learning: Learning-by-doing in Japan, a Concept Still New to Management 181Junko TAKAGI 21.1. Defining apprenticeships 181 21.2. Internships in a company in Japan 182 21.3. Analysis of the situation in Japan 184 21.4. Conclusion 186 Chapter 22. The Chinese Apprenticeship Model: The Spirit of Craftsmanship 187Kate-Yue ZHANG and Jean-Luc CERDIN 22.1. A historical overview 187 22.2. Cultural elements: morality and the profession 188 22.2.1. Morality 188 22.2.2. Profession 188 22.3. Modern apprenticeships in China: a reform towards a formal system initiated by the government 189 22.4. Implications for France 191 22.5. References 192 Part 4. Perspectives on Apprenticeships 193 Chapter 23. Apprenticeship Reform: An Asset for Renewing Our Social Model 195Sylvie BRUNET 23.1. Introduction 195 23.2. Conditions for facilitating access to apprenticeships 196 23.3. Securing the apprentice’s career path to reduce contract breaches 199 23.4. Conclusion 201 23.5. References 201 Chapter 24. Thinking About an Ecology of Learning, from People to the Organization 203Corinne FORASACCO and Sylvie CHARTIER-GUEUDET 24.1. Introduction 203 24.1.1. Learning as metanoia: a behavioral transformation 203 24.1.2. Learning in a systems approach: the learning organization 203 24.2. Six keys to developing learning as an evolution of people’s behavior 204 24.2.1. Developing self-awareness: a form of prerequisite for apprenticeships 205 24.2.2. Creating a virtuous circle of trust for quality apprenticeships 206 24.2.3. Strengthening your attention span 207 24.2.4. Restructuring emotions and emotional intelligence to better adapt 209 24.2.5. Favoring letting go and renouncing perfection 210 24.2.6. The virtues of systemic learning in the face of complexity and uncertainty 211 24.3. A facilitating environment and a learning organization: the example of the insurance sector 212 24.3.1. The timescale requiring a new learning framework 212 24.3.2. Daily learning: a construction through a new social dialog 213 24.3.3. A favorable working environment for learning differently 213 24.3.4. The evolution of managerial positions in the service of the development of learning 215 24.3.5. Open apprenticeship approaches for sustainable learning 216 24.3.6. Apprenticeships, a vehicle for supporting the transformation of structures and their operations 217 24.4. Conclusion 217 24.5. References 219 Chapter 25. Apprenticeships: Conversation as a Lever 221Olivier FOURCADET 25.1. Introduction 221 25.2. Overrated talent 224 25.3. Mission contract and feedback 225 25.4. Projection outside the scope of the current field experience 225 25.5. Conclusion 226 25.6. References 226 Chapter 26. Paradigm Shift: All Learners 22François SILVA and Marie PERETTI-NDIAYE 26.1. Introduction 227 26.2. Escaping narrow rationalism 229 26.3. The immensity of the cyberspace of knowledge 230 26.4. A new way of thinking 230 26.5. Developing critical thinking skills 231 26.6. Solving problems 232 26.7. References 233 Chapter 27. Job Quality: A Challenge for the Effectiveness of Higher Education Apprenticeships 235Abdelwahab AIT RAZOUK and Anne HERVEOU 27.1. Introduction 235 27.2. Job quality: a multidimensional concept 236 27.3. Job quality: a real expectation of apprentices 237 27.4. Quality of employment: which strategic choices do companies make? 238 27.5. Conclusion 240 27.6. References 241 Chapter 28. All Apprentices: A Necessity 243Laurent BIBARD 28.1. Introduction 243 28.2. The challenges of the learning curve: the structural ambivalence of competencies 244 28.3. The vital nature of the integration by all of a learning position 247 28.4. Conclusion 249 Chapter 29. Research on Apprenticeships 25Kushal SHARMA and Jean-Luc CERDIN 29.1. Introduction 251 29.2. First theme: understanding apprenticeships 252 29.2.1. Defining apprenticeships 252 29.2.2. Stakeholders in the apprenticeship process: the threefold relationship in its context 253 29.3. Second theme: the effects of apprenticeships 253 29.3.1. The contribution of apprenticeships to the career development of young individuals 253 29.3.2. The effect of apprenticeship management on the development of training organizations 254 29.3.3. Apprenticeships within a broader talent management program within organizations 254 29.4. Third theme: apprenticeships as part of CSR 254 29.4.1. Intergenerational transmission of knowledge through apprenticeships 255 29.4.2. The company’s formative roles 255 29.5. Fourth theme: apprenticeships in an international context 255 29.5.1. The German model 256 29.5.2. The British model 256 29.5.3. The French model 257 29.5.4. International mobility in apprenticeships 257 29.6. Conclusion 258 29.7. References 259 List of Authors 261 Index 265

Read more less

Book SynopsisTechnology plays a significant role in doctoral leadership studies providing a channel for teaching, learning, research, and administrative processes. Advancing Doctoral Leadership Education Through Technology addresses the growing need for universities to explore, revise, and develop the content and delivery of doctoral leadership education. A growing number of programs and the more recent inclusion of leadership courses within varied postgraduate disciplines illustrates the rising interest in doctoral leadership education. Advances in technology provide a vehicle to deliver content and information to a wide array of learners, therefore it is time to ask questions about the benefits, challenges and needed solutions to prepare for the future design and delivery of leadership education.This book offers valuable information for faculty and administrators responsible for developing and delivering doctoral studies through technology in order to provide access, convenience, enriched learning, and to create new pathways to achieve a doctorate. Professors working in a classroom-based, or primarily in virtual environments, or in a hybrid of both could also benefit from reading this book. Doctoral students engaged in completing their dissertations and research projects will also find a wealth of information related to higher education teaching, learning, and technology.Contributors include: S. Allen, E.E. Bennett, S.J. Blackmon, S. Brierton, C.J. Brown, J. Bruce, W. Cain, L. Dinauer, K. Einola, M. Gorman, D. Henriksen, L. Hyatt, E. Jean-Francois, S. Kahai, J. Martin, J. Moss Breen, S. Robinson, D. Volkert, B.E. Winston, P. ZettinigTrade Review'Technology has expanded access, broadening the opportunity for advanced leadership education. This timely and informative book focuses on the building of communities comprised of experienced practitioners jointly engaged in doctoral-level learning. Advancing Doctoral Leadership Education Through Technologybrings together educational innovators who are experienced hands at creating new modes of technology-mediated educational outreach, delivery and instructional innovation. The book's chapters thoughtfully describe diverse educational innovations grounded in both quality connections among faculty and students and evidence-based instructional design. Through its diverse approaches and examples, readers will identify key questions to ask in designing their own instructional programs and appreciate the critical conditions that need to be in place for effective program implementation.' --Denise M. Rousseau, Carnegie Mellon University, US'Preparing quality leaders is vital . . . more now than ever before. As technology is transforming education, it is also transforming how we prepare and teach leaders at the graduate and postgraduate level. Hyatt and Allen carefully guide us through the various ways that technology is propelling leadership education. From innovations in collaborative online learning environments to new models of sharing and acknowledging expertise, they provide thorough and meaningful insights on how technology drives learning in innovative programs. All current and promising faculty and educational leaders will gain valuable insights from this work.' --Paul Sparks, Pepperdine University, USTable of ContentsContents: Foreword by Ronald E. Riggio PART I DISCOVERY: INTRODUCTION AND CONTEXT 1. Introduction Laura Hyatt and Stuart Allen 2. E-Leadership: An Essential Part of Doctoral Leadership Education Surinder Kahai 3. Into the New: A Creatively Focused and Technology Fluent (CFTF) Mindset for Emerging Doctoral Contexts Danah Henriksen and William Cain PART II DESIGN: LEARNING APPLICATIONS 4. Beyond Cybernation: Technology and Teaching in Doctoral Educational Leadership Stephanie J. Blackmon 5. Selecting and Implementing Technology in Support of Doctoral Curriculum and Program Management Bruce E. Winston 6. Informal and Experiential Learning in Virtually Mediated Organizational Leadership Doctoral Studies Elisabeth E. Bennett and Margaret Gorman PART III DELIVERY: ACROSS DISCIPLINES, COURSES AND BORDERS 7. Online Doctoral Programs: A Call for Caring Educators Cynthia J. Brown and Delene Volkert 8. Social Media Identity in Doctoral Leadership Education: SMILE Jackie Bruce and Sara Brierton 9. Beating Anxiety and Building Community: Best Practices for Teaching Doctoral Research Methods and Statistics Online Leslie Dinauer 10. Teaching Leadership Research Courses Online at the Doctoral Level: Why We Do it and How It Works Jennifer Moss Breen and Jim Martin 11. A Technology-Based Glocal Perspective for Teaching in Doctoral Educational Leadership Programs Emmanuel Jean-Francois 12. Integrating Doctoral Research and Teaching with Technology: A Case from a Finnish Business School Peter Zettinig and Katja Einola 13. E-Mentoring in a Technology Mediated World: Implications for Doctoral Leadership Education Sean Robinson Index

Read more less

Book SynopsisThe past ten years have witnessed a renewed interest in the apprenticeship system of industrial training. Employers have been shown to carry a large part of the cost of essentially general training with apparent little return to the firm - a problem which has generated a wide range of literature that explores new theoretical models, comparative systems, and recent developments in systems of youth training and the economic theory of contracts.Using contract theory as the common underlying framework, this book brings together recent contributions to this literature, providing a complete and coherent economic analysis of the apprenticeship system. The authors begin with a comparative-historical perspective, and then go on to review a number of recent models of the training decision of firms, before offering a unique insight into the current debate on the future of the apprenticeship system.Well-written and well-researched, this book succeeds in achieving a perfect blend of theory, evidence, and history. It will appeal to scholars in the fields of labour economics and human resource management, as well as those in private and public sectors working on policy development and planning of vocational education and training.Trade Review'. . . this book is a valuable addition to the training literature. . . well written and clearly structured. . . the book will be of interest and use to policymakers, which is what the authors set out to provide. The formal theoretical chapter and the review of the empirical evidence will be of particular interest to education and labour economists.' -- Steve Bradley, Education Economics'The Economics of the Apprenticeship System is an informative, thoughtful, well-researched and up-to-date compilation of the existing theoretical and empirical literature on apprenticeship . . . this is a very useful book for anyone interested in training or apprenticeship, from either an academic or policy perspective. It summarises a wide range of both theoretic and empirical literature, pointing out (either directly or indirectly) gaps in the current literature, which should stimulate future research.' -- Gillian Hamilton, Economic Record'This thought-provoking book is a timely addition to the literature, bringing together in one place much of the relevant theory and empirical results. It adds a novel unifying perspective based on contract theory. The book is written so as to be accessible to persons without formal training in the discipline . . . the book fills an important gap in the literature. It is a highly readable introduction to the apprenticeship system from an economic point of view. It is rich in insight and detailed information, and I recommend it to anyone interested in human capital, applications of contract theory, or simply the historical development of our learning institutions.' -- Rainer Winkelmann, Industrial and Labor Relations ReviewTable of ContentsContents: Preface 1. Introduction: The History of the Apprenticeship System 2. Theoretical Models of the Decision to Invest in Training 3. The Theory of Contracts and the Apprenticeship Contract 4. The Demand for and Supply of Apprentice Training: The Current Empirical Evidence 5. The Future of the Apprenticeship System Bibliography Index

Read more less

Book SynopsisEffective Training & Development is essential if you are to continuously get the best from your people and extend the knowledge shelf-life of your company. This module explores the vast array of options available to the HR function including on-the-job learning, formal management education, coaching and mentoring. Cost-effectiveness and measurable payback are also dealt with as cornerstones of any training and development activity.Table of ContentsIntroduction to ExpressExec. Introduction. What is Meant by Training and Development. Evolution of Training and Development.. The E-Dimension of Training and Development. The Global Dimension of Training and Development. The State of the Art. Training and Development Success Stories. Key Concepts and Thinkers. Resources for Training and Development. Ten Steps to Effective Training and Development. Frequently Asked Questions (FAQs). Index.

Read more less

Book SynopsisEffective Training & Development is essential if you are to continuously get the best from your people and extend the knowledge shelf-life of your company. This module explores the vast array of options available to the HR function including on-the-job learning, formal management education, coaching and mentoring. Cost-effectiveness and measurable payback are also dealt with as cornerstones of any training and development activity.Table of ContentsIntroduction to ExpressExec. Introduction. Definition of Terms. Evolution: From Feudal Posts to Fast-track Projects. Evolution: Towards a Global Learning Organization. The E-Dimension. The State of the Art. In Practice. Key Concepts and Thinkers. Resources. Ten Steps to Making it Work. Frequently Asked Questions (FAQs). Index.

Read more less

Book SynopsisEffective Training & Development is essential if you are to continuously get the best from your people and extend the knowledge shelf-life of your company. This module explores the vast array of options available to the HR function including on-the-job learning, formal management education, coaching and mentoring. Cost-effectiveness and measurable payback are also dealt with as cornerstones of any training and development activity.Table of ContentsIntroduction to ExpressExec. Introduction to E-Training and Development. What is Meant by E-Training and Development. The Evolution of E-Training and Development. The E-Dimension. The Global Dimension. The State of the Art. In Practice - E-Training and Development Success Stories. Key Concepts and Thinkers. Resources for Training and Development. Ten Steps to Making E-Training and Development. Frequently Asked Questions (FAQs). Index.

Read more less

Book SynopsisEffective Training & Development is essential if you are to continuously get the best from your people and extend the knowledge shelf-life of your company. This module explores the vast array of options available to the HR function including on-the-job learning, formal management education, coaching and mentoring. Cost-effectiveness and measurable payback are also dealt with as cornerstones of any training and development activity.Table of ContentsIntroduction to ExpressExec. Introduction. What is Boardroom Education?. Evolution of Boardroom Education. The E-Dimension. The Global Dimension. The State of the Art. In Practice.. Key Concepts and Thinkers. Resources. Ten Steps to Making it Work. Frequently Asked Questions (FAQs). Index.

Read more less

Book SynopsisEffective Training & Development is essential if you are to continuously get the best from your people and extend the knowledge shelf-life of your company. This module explores the vast array of options available to the HR function including on-the-job learning, formal management education, coaching and mentoring. Cost-effectiveness and measurable payback are also dealt with as cornerstones of any training and development activity.Table of ContentsIntroduction to ExpressExec. Introduction. What is Management Development?. Evolution of Management Development. The E-Dimension. The Global Dimension. The State of the Art. In Practice.. Key Concepts and Thinkers. Resources. Ten Steps to Making it Work. Frequently Asked Questions (FAQs). Index.

Read more less

Book SynopsisEffective Training & Development is essential if you are to continuously get the best from your people and extend the knowledge shelf-life of your company. This module explores the vast array of options available to the HR function including on-the-job learning, formal management education, coaching and mentoring. Cost-effectiveness and measurable payback are also dealt with as cornerstones of any training and development activity.Table of ContentsIntroduction to ExpressExec. Introduction to Implementing a Training and Development Strategy. What Do We Mean by a Training and Development Strategy? The Evolution of a Training and Development Strategy.. Training and Development Strategies and The E-Dimension. Implementing a Training and Development Strategy - Global Implications. The State of the Art of Implementing Training and Development Strategies . In Practice - Implementing a Training and Development Strategy Success Stories. Key Concepts and Thinkers. Resources for Implementing a Training and Development Strategy . Ten Steps to Implementing a Training and Development Strategy. Frequently Asked Questions. Index.

Read more less

Book Synopsis

Read more less

Book SynopsisThis authoritative and comprehensive Handbook showcases the nature and benefits of the new wave in entrepreneurship education emerging as a result of revised academic programmes developed to reflect new forms of entrepreneurship. Entrepreneurship as a domain of education and teaching is growing rapidly worldwide. The most efficient pedagogical, methodological and theoretical approaches to teaching and learning entrepreneurship in different settings are now highly sought after by researchers, advanced students and practitioners. This Handbook provides a one-stop source of state-of-the-art data, illustrating current conceptions of entrepreneurship education and identifying and answering critical methodological and theoretical questions. The Handbook is organized around three trends in entrepreneurship education: pedagogies, content and changes and innovation occurring within specific paradigms. It also provides several different perspectives on key issues and significant developments in the field. Highlighting the unique characteristics of research in entrepreneurship education, this Handbook will be of great interest to entrepreneurship researchers, academics and students wishing to understand the unique notions of entrepreneurship education and entrepreneurial learning, which are often quite distinct from current practical views. The companion volume, Handbook of Research in Entrepreneurship Education, Volume 2: Contextual Perspectives, focuses on key issues and significant developments in the field, highlighting emergent and developing approaches.Trade Review'The Handbook of Research in Entrepreneurship Education is well worth reading and both editions are excellent volumes for all of us involved and interested in the debate on how to bring entrepreneurship education forward and whether to create a distinctive domain of entrepreneurship studies.' -- Domingo Ribeiro Soriano, Academy of Management Learning & Education'This fascinating volume provides a detailed and authoritative look at the evolving state of entrepreneurship education. It should be read by all entrepreneurship educators.' -- Nicos Nicolau, Tanaka Business School, Imperial College London, UKTable of ContentsContents: Foreword: The Third Wave of Entrepreneurship Education and the Importance of Fun in Learning Jerome A. Katz 1. Cornerstones of Change: Revisiting and Challenging New Perspectives on Research in Entrepreneurship Education Jill Kickul and Alain Fayolle PART I: CHANGING PARADIGMS 2. Changing the Entrepreneurship Education Paradigm David Kirby 3. Learning as an Entrepreneurial Process Daniel Hjorth and Bengt Johannisson 4. Creating the Entrepreneurial University: Do We Need a Wholly Different Model of Entrepreneurship? Allan Gibb 5. Teaching Entrepreneurship at University: From the Wrong Building to the Right Philosophy Kevin Hindle 6. The Framework of Static and Dynamic Components: An Examination of Entrepreneurial Orientation and University Ability to Teach Entrepreneurship Zelimir W. Todorovic PART II: RENEWING METHODS 7. Strategies for Teaching Entrepreneurship: What Else Beyond Lectures, Case Studies and Business Plans? Camille Carrier 8. Social Constructionist Thinking: Some Implications for Entrepreneurship Research and Education Denise Fletcher 9. Multi-disciplinary Entrepreneurship Clinic: Experiential Education in Theory and Practice Peter Robinson and Sandra Malach 10. Towards a New Methodology to Assess the Entrepreneurship Teaching Programmes Alain Fayolle, Benoît Gailly and Narjisse Lassas-Clerc 11. A Conceptual Approach to Better Diagnosis and Resolution of Cross-Cultural and Gender Challenges in Entrepreneurial Research Bonita L. Betters-Reed, Lynda L. Moore and Laurie M. Hunt PART III: UNDERSTANDING CONTENTS 12. Entrepreneurial Marketing and University Education Gerald E. Hills, Claes M. Hultman and Morgan P. Miles 13. The Role of Entrepreneurship Education in the Entrepreneurial Process Francisco Liñán 14. Evaluating Entrepreneurship Education and Training: Implications for Programme Design Colette Henry, Frances M. Hill and Claire M. Leitch 15. Archetypes of Pedagogical Innovation for Entrepreneurship in Higher Education: Model and Illustrations Jean-Pierre Béchard and Denis Grégoire 16. Learning Risk-Taking Competences Paula Kyrö and Annukka Tapani Index

Read more less

Book SynopsisManagement Education and Humanities argues that management teachers and researchers seem to be increasingly dissatisfied with the way managers are usually educated in western countries. It claims that educational practices and methods would greatly benefit from reflection on the implicit assumptions and paradigms behind those practices, and debates the role that humanism and humanities might play in the formation of new managerial elites. The book examines three themes that have emerged as central to the contemporary debate on management education: the profession of management; humanism as a philosophy and worldview; and the humanities as an academic field where management schools could find new inspirations for curricula. All three themes are scrutinized in a frame of reference extended between two different points of view: the traditional view, with its tendency to idealize (and even sometimes romanticize) humanism, the humanities and management as a social function; and the 'past-modern' view, which is inclined to skepticism and to the deconstruction of social and cultural phenomena.Providing a lively account of this ongoing debate and exploring new trends and experiences in management education, this book will be invaluable reading for teachers, students and researchers of management, management strategy, and organizational behaviour.Trade Review'Academics and managers who strive for a humanistic management education usually care for people, but they are challenged by sophisticated intellectual subjects and practical problems. The authors' experience, competence and commitment enables them to present an extensive coverage of important views and an in-depth study of these issues.' -- Eduard Bonet, ESADE, Spain'This volume is a timely initiative. It resonates with important questions on globalization and its consequences, on the unrelenting quest for efficiency and productivity, on recent corporate scandals and on the responsibilities of managers and management education. This book is a manifesto for an intellectual revolution. In a complex and open world, managers often bump into the limits of the decontextualized tools associated with mainstream management knowledge and practice. Managers have to navigate in a world that is not only economic but also political, cultural, shaped by history and ethical traditions and preoccupations - not only as a mark of social capital but really as a way to enhance their managerial skills and efficiency. The role of management education should be to prepare them for that odyssey and this volume tells us that humanities could be a powerful tool in that sense. This project is served by a highly legitimate international panel of contributors who collectively point towards an alternative for management thinking and management education.' -- Marie-Laure Djelic, ESSEC Business School, FranceTable of ContentsContents: Foreword INTRODUCTIONS 1. A Role for Humanities in the Formation of Managers Pasquale Gagliardi 2. Forming Managers? A Counterpoint Barbara Czarniawska 3. A Guide for Readers Pasquale Gagliardi and Barbara Czarniawska PART I: MANAGERIAL PROFESSION AT THE START OF THE NEW CENTURY 4. Management Education and the Humanities: The Challenge of Post-Bureaucracy John Hendry 5. Women and Humanities: Allies or Enemies? Helene Ahl 6. American Psycho/European Schizo: Stories of Managerial Elites in a Hundred Images Daniel Hjorth and Chris Steyaert PART II: MANAGEMENT EDUCATION: IS A HUMANIST REFRAMING POSSIBLE? 7. The Business School in Ruins? Ken Starkey and Sue Tempest 8. Problematizing and Enlarging the Notion of Humanistic Education Daniel Arenas 9. Cultivation or Civilization? Popular Management Concepts and their Role in Reshaping the Way Management is Understood Niels Dechow PART III: BRINGING HUMANITIES INTO THE HEART OF MANAGEMENT 10. Management as Product of the European Knowledge Tradition: A Modern Form of Ancient Paideia? Keith Hoskin 11. A Journey Beyond Institutional Knowledge: Dante’s Reading of the Odyssey Silvia Gherardi 12. Strong Plots: Popular Culture in Management Practice and Theory Barbara Czarniawska and Carl Rhodes PART IV: RETHINKING HUMANISM 13. A Philosopher in Public Management Lars Vissing 14. The Great Narrative of the Sciences and the History of Humanities Michel Serres 15. Post-Humanist Challenges to the Human and Social Sciences Karin Knorr Cetina Afterword Anthony G. Hopwood Index

Read more less

Book SynopsisThis two volume collection covers important developments in the theory and empirical analysis of training since the start of the 1990s. It includes the seminal articles on training theory in the context of imperfect markets, which are essential for understanding social interventions in the private market. New analyses of the determinants of training are presented, some incorporating wider perspectives from industrial relations and human resource management. Advances in the methodology for evaluating public training programmes are then covered, with examples of both experimental and non-experimental methods. Finally, the volumes include major studies of the impact of training on workers and organisations, with examples from several different countries.Trade Review'. . . this collection is welcome, both as a guide to recent mainstream research, in both mainstream economics and management science, on employee training, and as a vivid demonstration of the increased range and sophistication of that research.' -- Paul Ryan, British Journal of Industrial Relations'Francis Green has done a masterly job of selecting the works that are essential for understanding the important tendencies in the economics of training of the last decade.' -- Transfer'As globalisation extends the impact of the knowledge economy we are also starting to witness the limitations to conventional approaches by the state to increase formal participation in education as a means of enhancing economic growth. In this context the study of skill acquisition or training in the workplace takes on a new importance. Here, Francis Green has provided a major service to scholars in bringing together this collection of papers. Not only does he provide the reader with access to the latest theoretical developments and empirical research in the economics of training but crucially, he locates this in the wider interdisciplinary approach to the role of training within organisations. This is especially important as it is from within this interdisciplinary perspective that we are likely to see the next major advances in our understanding of the part played by training in organisational performance and national competitiveness.' -- David Ashton, University of Leicester, UK'The collection of papers is highly relevant. It includes seminal contributions both from economics and from industrial relations. This multi-disciplinary approach is much to be welcomed; amongst the familiar jewels are some gems that I would otherwise not have come across. The range of papers is wide, and the volume is as up-to-date as it is possible to be in this fast changing area. The book will be an invaluable companion to all researchers, policymakers and practitioners with interests in the economics of training.' -- Geraint Johnes, Lancaster University Management School, UKTable of ContentsContents: Volume I: Recent Developments in the Theory of Training Acknowledgements Introduction Francis Green PART I RECENT DEVELOPMENTS IN THE THEORY OF TRAINING 1. Margaret Stevens (1994), ‘A Theoretical Model of On-the-job Training with Imperfect Competition’ 2. Daron Acemoglu and Jörn-Steffen Pischke (1999), ‘The Structure of Wages and Investment in General Training’ 3. Daron Acemoglu (1997), ‘Training and Innovation in an Imperfect Labour Market’ 4. Edwin Leuven (2005), ‘The Economics of Private Sector Training: A Survey of the Literature’ 5. Chun Chang and Yijiang Wang (1996), ‘Human Capital Investment under Asymmetric Information: The Pigovian Conjecture Revisited’ 6. Margaret Stevens (2001), ‘Should Firms be Required to Pay for Vocational Training?’ 7. James M. Malcomson, James W. Maw and Barry McCormick (2003), ‘General Training by Firms, Apprentice Contracts, and Public Policy’ 8. Alison L. Booth and Monojit Chatterji (1998), ‘Unions and Efficient Training’ PART II EMPIRICAL EVIDENCE ON THE DETERMINANTS OF TRAINING 9. John Paul Macduffie and Thomas A. Kochan (1995), ‘Do U.S. Firms Invest Less in Human Resources? Training in the World Auto Industry’ 10. Ann P. Bartel and Nachum Sicherman (1998), ‘Technological Change and the Skill Acquisition of Young Workers’ 11. Paul Osterman (1995), ‘Skill, Training, and Work Organization in American Establishments’ 12. Francis Green, Stephen Machin and David Wilkinson (1999), ‘Trade Unions and Training Practices in British Workplaces’ 13. René Boheim and Alison L. Booth (2004), ‘Trade Union Presence and Employer-Provided Training in Great Britain’ 14. David Fairris and Roberto Pedace (2004), ‘The Impact of Minimum Wages on Job Training: An Empirical Exploration with Establishment Data’ 15. David Neumark and William Wascher (2001), ‘Minimum Wages and Training Revisited’ 16. Wiji Arulampalam, Alison L. Booth and Mark L. Bryan (2004), ‘Training and the New Minimum Wage’ 17. Francis Green (1993), ‘The Determinants of Training of Male and Female Employees in Britain’ 18. Filipe Almeida-Santos and Karen A. Mumford (2004), ‘Employee Training in Australia: Evidence from AWIRS’ 19. M.J. Andrews, S. Bradley and D. Stott (2002), ‘Matching the Demand for and Supply of Training in the School-to-Work Transition’ PART III EMPIRICAL EVIDENCE ON THE IMPACT OF PUBLIC TRAINING PROGRAMMES 20. James J. Heckman and Jeffrey A. Smith (1999), ‘The Pre-programme Earnings Dip and the Determinants of Participation in a Social Programme. Implications for Simple Programme Evaluation Strategies’ 21. Håkan Regnér (2002), ‘A Nonexperimental Evaluation of Training Programs for the Unemployed in Sweden’ 22. A. Holm (2002), ‘The Effect of Training on Search Durations: A Random Effects Approach’ 23. Florian Kraus, Patrick Puhani and Viktor Steiner (1999), ‘Employment Effects of Publicly Financed Training Programs – The East German Experience’ 24. John C. Ham and Robert J. LaLonde (1996), ‘The Effect of Sample Selection and Initial Conditions in Duration Models: Evidence from Experimental Data on Training’ 25. Josef Zweimüller and Rudolf Winter-Ebmer (1996), ‘Manpower Training Programmes and Employment Stability’ 26. Liliane Bonnal, Denis Fougère and Anne Sérandon (1997), ‘Evaluating the Impact of French Employment Policies on Individual Labour Market Histories’ Name Index Volume II: Evidence About the Effects of Training Acknowledgements An introduction by the editor to both volumes appears in Volume I PART I THE EFFECTS OF PRIVATE TRAINING ON WORKERS AND ORGANISATIONS 1. John M. Barron, Mark C. Berger and Dan A. Black (1999), ‘Do Workers Pay for On-the-Job Training?’ 2. Ann P. Bartel (1995), ‘Training, Wage Growth, and Job Performance: Evidence from a Company Database’ 3. Daniel Parent (1999), ‘Wages and Mobility: The Impact of Employer-Provided Training’ 4. Alan Krueger and Cecilia Rouse (1998), ‘The Effect of Workplace Education on Earnings, Turnover, and Job Performance’ 5. Dominique Goux and Eric Maurin (2000), ‘Returns to Firm-provided Training: Evidence from French Worker-firm Matched Data’ 6. Anna Vignoles, Fernando Galindo-Rueda and Leon Feinstein (2004), ‘The Labour Market Impact of Adult Education and Training: A Cohort Analysis’ 7. Mark A. Loewenstein and James R. Spletzer (1999), ‘Dividing the Costs and Returns to General Training’ 8. Alison L. Booth and Mark L. Bryan (2005), ‘Testing Some Predictions of Human Capital Theory: New Training Evidence from Britain’ 9. Ann P. Bartel (1994), ‘Productivity Gains from the Implementation of Employee Training Programs’ 10. Mark A. Huselid (1995), ‘The Impact of Human Resource Management Practices on Turnover, Productivity, and Corporate Financial Performance’ 11. Mark A. Huselid and Brian E. Becker (1996), ‘Methodological Issues in Cross-Sectional and Panel Estimates of the Human Resource-Firm Performance Link’ 12. Casey Ichniowski, Kathryn Shaw and Giovanna Prennushi (1997), ‘The Effects of Human Resource Management Practices on Productivity: A Study of Steel Finishing Lines’ 13. Casey Ichniowski and Kathryn Shaw (1999), ‘The Effects of Human Resource Management Systems on Economic Performance: An International Comparison of U.S. and Japanese Plants’ 14. John Paul Macduffie (1995), ‘Human Resource Bundles and Manufacturing Performance: Organizational Logic and Flexible Production Systems in the World Auto Industry’ 15. Alfonso Alba-Ramirez (1994), ‘Formal Training, Temporary Contracts, Productivity and Wages in Spain’ 16. Sandra E. Black and Lisa M. Lynch (1996), ‘Human-Capital Investments and Productivity’ 17. Thomas Zwick (2005), ‘Continuing Vocational Training Forms and Establishment Productivity in Germany’ 18. Gabriella Conti (2005), ‘Training, Productivity and Wages in Italy’ 19. Ann P. Bartel (2000), ‘Measuring the Employer’s Return on Investments in Training: Evidence from the Literature’ 20. William Collier, Francis Green and John Peirson (2005), ‘Training and Establishment Survival’ Name Index

Read more less

Book SynopsisManagement Education and Humanities argues that management teachers and researchers seem to be increasingly dissatisfied with the way managers are usually educated in western countries. It claims that educational practices and methods would greatly benefit from reflection on the implicit assumptions and paradigms behind those practices, and debates the role that humanism and humanities might play in the formation of new managerial elites. The book examines three themes that have emerged as central to the contemporary debate on management education: the profession of management; humanism as a philosophy and worldview; and the humanities as an academic field where management schools could find new inspirations for curricula. All three themes are scrutinized in a frame of reference extended between two different points of view: the traditional view, with its tendency to idealize (and even sometimes romanticize) humanism, the humanities and management as a social function; and the 'past-modern' view, which is inclined to skepticism and to the deconstruction of social and cultural phenomena.Providing a lively account of this ongoing debate and exploring new trends and experiences in management education, this book will be invaluable reading for teachers, students and researchers of management, management strategy, and organizational behaviour.Trade Review'Academics and managers who strive for a humanistic management education usually care for people, but they are challenged by sophisticated intellectual subjects and practical problems. The authors' experience, competence and commitment enables them to present an extensive coverage of important views and an in-depth study of these issues.' -- Eduard Bonet, ESADE, Spain'This volume is a timely initiative. It resonates with important questions on globalization and its consequences, on the unrelenting quest for efficiency and productivity, on recent corporate scandals and on the responsibilities of managers and management education. This book is a manifesto for an intellectual revolution. In a complex and open world, managers often bump into the limits of the decontextualized tools associated with mainstream management knowledge and practice. Managers have to navigate in a world that is not only economic but also political, cultural, shaped by history and ethical traditions and preoccupations - not only as a mark of social capital but really as a way to enhance their managerial skills and efficiency. The role of management education should be to prepare them for that odyssey and this volume tells us that humanities could be a powerful tool in that sense. This project is served by a highly legitimate international panel of contributors who collectively point towards an alternative for management thinking and management education.' -- Marie-Laure Djelic, ESSEC Business School, FranceTable of ContentsContents: Foreword INTRODUCTIONS 1. A Role for Humanities in the Formation of Managers Pasquale Gagliardi 2. Forming Managers? A Counterpoint Barbara Czarniawska 3. A Guide for Readers Pasquale Gagliardi and Barbara Czarniawska PART I: MANAGERIAL PROFESSION AT THE START OF THE NEW CENTURY 4. Management Education and the Humanities: The Challenge of Post-Bureaucracy John Hendry 5. Women and Humanities: Allies or Enemies? Helene Ahl 6. American Psycho/European Schizo: Stories of Managerial Elites in a Hundred Images Daniel Hjorth and Chris Steyaert PART II: MANAGEMENT EDUCATION: IS A HUMANIST REFRAMING POSSIBLE? 7. The Business School in Ruins? Ken Starkey and Sue Tempest 8. Problematizing and Enlarging the Notion of Humanistic Education Daniel Arenas 9. Cultivation or Civilization? Popular Management Concepts and their Role in Reshaping the Way Management is Understood Niels Dechow PART III: BRINGING HUMANITIES INTO THE HEART OF MANAGEMENT 10. Management as Product of the European Knowledge Tradition: A Modern Form of Ancient Paideia? Keith Hoskin 11. A Journey Beyond Institutional Knowledge: Dante’s Reading of the Odyssey Silvia Gherardi 12. Strong Plots: Popular Culture in Management Practice and Theory Barbara Czarniawska and Carl Rhodes PART IV: RETHINKING HUMANISM 13. A Philosopher in Public Management Lars Vissing 14. The Great Narrative of the Sciences and the History of Humanities Michel Serres 15. Post-Humanist Challenges to the Human and Social Sciences Karin Knorr Cetina Afterword Anthony G. Hopwood Index

Read more less

Book SynopsisThis poignant study presents a collection of research on entrepreneurship and community engagement. The context of this book is Syracuse University s award winning model of Scholarship in Action with its emphasis on sustainable campus community entrepreneurial partnerships and its resultant 'Syracuse Miracle', the transformation that has occurred in the Central New York community thanks to the university s partnership with the community to drive social, environmental, and economic development. Broken into three engaging sections, this book introduces appraisals of technology entrepreneurship and community engagement; community engagement and entrepreneurship; and entrepreneurship, engagement, and new models of education. The first section includes chapters that focus on successful corporate university partnerships, programs to champion student technology companies, and new models for supporting technology transfer. Section two concentrates on topics including transforming a community law clinic to aid community entrepreneurs, supporting successful entrepreneurs in distressed communities, and engineering a community newspaper in partnership with local residents. The final section includes analyses of services for entrepreneurs with disabilities and an innovative program that connects university students to provide assistance, factors that contribute to innovation and entrepreneurship among adults, and a new entrepreneurial program that provides teacher education.Academic Entrepreneurship and Community Engagement is well suited for both students and scholars, as well as for all those invested in pursuing innovative, progressive avenues of community engagement.Contributors: N. Ali, S. Branagan, M.R. Costa, S. Davis, M.A. D'Eredita, B. Dotger, T. Hagelin, J.M. Haynie, R. Heckman, J. Hurst-Wahl, D.S. Kenn, B. Kingma, S.L. Rothwell, J. Saltz, G. Shaheen, R.V. SmallTable of ContentsContents: Preface PART I: TECHNOLOGY ENTREPRENEURSHIP AND COMMUNITY ENGAGEMENT 1. The Five Keys to Success in Academic Entrepreneurship Bruce Kingma 2. Transforming a Professional Curriculum through Engagement with Practice: The Global Enterprise Technology Program at Syracuse University Robert Heckman and Jeffrey Saltz 3. Tapping Our Fountain of Youth: The Guiding Philosophy and First Report on the Syracuse Student Startup Accelerator Michael Anthony D’Eredita and Sean Branagan, with Nasir Ali 4. Syracuse University Technology Commercialization Clinics Theodore Hagelin PART II: COMMUNITY ENGAGEMENT AND ENTREPRENEURSHIP 5. Community Development Law and Legal Education Deborah S. Kenn 6. The Syracuse Miracle: Inspiring Entrepreneurs through Conversations Jill Hurst-Wahl 7. South Side Newspaper Project Steve Davis PART III: ENTREPRENEURSHIP, ENGAGEMENT AND NEW MODELS OF EDUCATION 8. Bridging a Traumatic Past to an Envisioned Future: A Case Study of Social Entrepreneurship J. Michael Haynie and Gary Shaheen 9. Inclusive Entrepreneurship Gary Shaheen 10. The Role of Information and Motivation in the Process of Innovation Ruth V. Small, Mark R. Costa and Susan L. Rothwell 11. ‘Do it Again!’: Students Serving as Catalysts Within a Teacher Education Innovation Benjamin Dotger Index

Read more less

Book SynopsisAn experienced entrepreneur and educator, Colin Jones has written this book to help entrepreneurship educators pause and reflect upon their students’ learning, and therefore their own responsibilities as educators. He advocates a student-centric way to teach entrepreneurship and to building the curriculum. He shakes up the reader’s thinking and invites discussion on an experiential learning approach, to engage students in learning about entrepreneurship.This book is deliberatively provocative, and awakens another level of thinking on how to teach entrepreneurship. It will be required reading for entrepreneurship educators and those building a university entrepreneurship programme for years to come.Trade Review‘Colin Jones hits some nails firmly on the head in this enlightening text. Driven by learning and accepting of the fact that contexts change, often at great pace, his writing is firmly placed in the heads of the people who need these experiences, learners who not only need to recognise future opportunities but to reap the benefits of realizing them in meaningful ways. He has been there, wears the T Shirt of failure with pride and develops thoughtful ‘spaces’ in which we can reflect and move on. More importantly, Jones’ position as meddler in the middle now extends beyond his classrooms and conference presentations, providing us with a text that I thoroughly recommend to you.’ -- Andy Penaluna, CEO Enterprise Educators UK‘Reading this book will greatly help educators in the field of entrepreneurship. As stated by Colin Jones the title could be How to Allow Students to Learn About Entrepreneurship. It means that the author has adopted a student-centric approach emphasizing learning processes in entrepreneurship. The book and its main ideas have emerged from a personal journey combining entrepreneurial and educational experiences. Above all, this book is a fascinating and reflexive approach on how entrepreneurship education should be thought and delivered.’ -- Alain Fayolle, EM Lyon Business School, France‘It is with delight that I endorse Dr Jones’ application of entrepreneurship education in the context of undergraduates. A theory to practice philosophy is maintained, as well as enhancement of the entrepreneurship-directed approach to learning based on the idea of experiential learning, in which new activity produces a new experience and new thinking through reflection.’ -- Alex Maritz, Swinburne University of Technology, Australia‘Teaching Entrepreneurship to Undergraduates is a mandatory read for all academics who love teaching, and will stimulate discussions and further enquiry on teaching in higher education for many years. This groundbreaking and practical book provides a unique and superior conceptualization of entrepreneurship education, creating a more student-centric approach to learning, not a lecturer-centric approach to teaching. This book focuses on how entrepreneurial educators, and any university faculty, could become much more effective at teaching by a adopting this new perspective on education, its objectives and its outcomes.’ -- Morgan Miles, Georgia Southern University, USTable of ContentsContents: Foreword by Allan Gibb Introduction Part I: Scoping the Issues 1. Your Teaching Philosophy 2. Entrepreneurship Education 3. The Ontological Dilemma Part II: The Nature of Our Students’ Learning 4. The Reasonable Adventurer 5. Student Diversity 6. The Learning Environment 7. The Resource Profile Part III: Being Entrepreneurial 8. The Art of Selling 9. Evaluating Ideas 10. Business Plans Part IV: Towards an Ecology of Learning 11. Accounting for Interaction Appendices References Index

Read more less

Book SynopsisIncreasing international competition has put improvements in vocational training at the top of many nations' political agendas. This important book explores the economic analysis of training and relates it to the differing systems found in Western Europe and the United States. After an examination of the theoretical basis for increased emphasis on training the authors present a comparative analysis of the different systems employed in Germany, France, the United Kingdom and the United States. A number of common issues and problems are discussed, such as the relationship between schooling and training, the role of continuing training, retraining for the unemployed, and the position of women and disadvantaged groups in the labour market. A central theme is the differing policies pursued by governments. While recognizing the common concern with potential market failure in training, the authors also draw attention to the poor record of government-funded training in practice and to the dangers of excessive intervention as a result of pressure group activity. Although primarily aimed at students and teachers of economics, business studies and industrial relations, Training for Employment in Western Europe and the United States will be of interest to practitioners and all those concerned with policy issues arising in the training field.Trade Review'. . . a major strength of the book is its breadth of coverage. . . this is an interesting book, containing a wealth of information, which would serve as a useful introduction to the area for students, academics and practitioners. . .' -- S. Bradley, Education Economics'Economics students will find this a helpful synthesis of important issues relating to the economics of training.' -- Sonia C. Carey, Work, Employment and Society

Read more less

Book SynopsisThese two volumes bring together theoretical and empirical papers on the economics of training. The first volume comprises of papers that discuss the economic theory underlying firms' and individuals' decisions to provide or acquire training. In particular, they offer differing perspectives on human capital theory. This volume also includes papers examining the design of both experimental and nonexperimental strategies for estimating the effects of training. The second volume consists of studies that estimate the impact of both public and private provided training on earnings. Most of the volume is devoted to studies that illustrate nonexperimental evaluations of training. However, because experiments have become an important part of this literature, the volume includes papers that provide a detailed evaluation of one well-known social experiment, and that use experiments to evaluate the non-experimental evaluations of training.Trade Review'These two volumes deliver what the title promises - a large collection of important papers on the economics of training. . . These volumes will be important acquisitions for reference libraries. Researchers with an interest in the economics of training will want these books. I am very pleased that a copy has come my way. . .' -- G. Makepeace, Education EconomicsTable of ContentsContents: Volume I: Introduction Part I: Theoretical Considerations Part II: Measurement Issues Index • Volume II: Part I: Surveys of the Impacts of Training Part II: Public Sector Training A. Experimental Evaluations B. Nonexperimental Evaluations Part III: Private Sector Training A. Evidence from the United States B. Evidence from the the United Kingdom Part IV: Evaluating the Evaluations Index

Read more less

Book SynopsisThis book is designed for all professionals working with people with heart problems. The book looks at the causes and consequences, basic counselling skills, stress management, risk factor intervention and how to develop rehabilitation programmes.Table of ContentsPreface to the series. Foreword by Dr Alastair McDonald. 1. Heart Disease: Causes and consequences. 2. Psychological care in acute settings. 3. A Basic counselling approach. 4. Stress management training. 5. Risk factor intervention. 6. Putting it all together. References. Appendices. Index. List of Figures.

Read more less

Book SynopsisThis book is a for all inexperienced trainers who have been asked to take on a training role. Identifying the learner's needs, planning a training programme, conducting training and evaluation are all included. This is an ideal text for anyone who wants to learn the principles of training.Table of Contents1. Introduction and Overview. 2. Conduction a needs assessment: action. 3. Identifying learning needs: reflection. 4. Planning teaching and training: action. 5. Conducting training and training: reflection. 6. Conducting teaching and training: action. 7. Conducting teaching and training: reflection. 8. Evaluation of teaching and training: action. 9. Evaluation of teaching and training: reflection. 10. Conclusion. References. Annotated Bibliography. Index.

Read more less

Book SynopsisWith the use of case studies and examples this book shows how innovation at work has its roots in the creative development of all staff members. This book will show how companies gain competitive advantage by introducing an innovative culture in the organization.Trade Review'This is a concise and constructive book full of practical analysis and guidance for managers and staff in general who are trying to bring about improvements in working practices.' Health Service Journal. Table of Contents1. Creativity and innovation at work. 2. Confidence in creativity. 3. Becoming an innovator. 4. Creative teams at work. 5. Innovation in organisations. 6. Managing Innovation. 7. Key innovations.

Read more less

Book SynopsisWhat skill-development strategies should developing countries adopt to compete successfully in the international markets of the 21st century? This innovative new book provides a blend of theory and case studies which shed new light on this important question. It approaches the question from two angles. It considers, first, how skill development affects a country's international competitiveness and, secondly, what a government should do to develop a country's skills. It concludes that development of skills is necessary for a country to make the transition from primary exports to manufactures and from labour-intensive to skill-intensive manufacturing. For this purpose, it is argued an education system that recognizes the return to improvements in quality, and a training system that internalizes externalities and prevents market failure are needed. Issues explored include: the arguments for an activist skill-development policy (with particular emphasis on education of girls and women); the transition from cheap labour to skill-based competitiveness; human resources and structural adjustment; and different approaches to training for countries and enterprises at different levels of technological development.Skill Development for International Competitiveness will be of interest to academics, students and researchers in the fields of development studies, development economics, the economics of education and training and labour economics. Policymakers and planners responsible for policies on human resource development and employment and overall development strategy will also find this a vital source of information.Trade Review'This is an important and timely book which has dealt with most debated issues on skill development. In the present context of globalization, this book with a theoretical perspective, strongly supported by empirical evidence on role of skill based manpower is very appropriate for the developing countries. It has very meticulously dealt with the strategies necessary for developing skill to be a global partner. This is an important book for the policymakers, industry, and researchers in international trade.' -- N. Mrinalini, Journal of Scientific and Industrial ResearchTable of ContentsContents: Introduction (M. Godfrey) Part I: Theoretical Framework Part II: Labour-Market Issues Part III: The Role of Education and Training Part IV: Structural Adjustment Part V: The View from the Enterprise Index

Read more less

Book SynopsisThis is the first book to focus on a taken-for-granted but taboo aspect of an examiner's role: assigning a fail grade. The guide is intended to help academic and work-based assessors make good judgements. It explains the reasons why failing is so difficult, looking at the individual, institutional and contextual factors involved and paying particular attention to the feelings of anxiety and guilt that interfere with decision making.Table of Contents1. Failure, an Easily Avoided Word and Deed. 2. Failing is Even More important in Professional Training. 3. Reasons why it is Difficult to Fail students. 4. Feelings Exacerbate The Difficulties. 5. Principls of assessment, a Reminder. 6. Applying The Assessment Cycle to Fail Scenarios. 7. Recommendatinos for Change, Challenging The Taboo.

Read more less

Book SynopsisMore than a century of research has sought to identify the causes of stuttering, describe its nature, and enhance its clinical treatment. By contrast, studies directly focused upon public and professional attitudes toward stuttering began in the 1970s. Recent work has taken this research to new levels, including the development of standard attitude measures; ad­dressing the widely reported phenomena of teasing, bullying, and discrimination against people who stutter; and attempting to change public opinion toward stuttering to more accepting and sensitive levels.Stuttering Meets Stereotype, Stigma, and Discrimination: An Overview of Attitude Research is the only reference work to date devoted entirely to the topic of stuttering attitudes. It features comprehensive review chapters by St. Louis, Boyle and Blood, Gabel, Langevin, and Abdalla; an annotated bibliography by Hughes; and experimental studies by other seasoned and new researchers. The book leads the reader through a maze of research efforts, emerging with a clear understanding of the important issues involved and ideas of where to go next. Importantly, the evidence base for stuttering attitude research extends beyond research in this fluency disorder to such areas as mental illness, obesity, and race. Thus, although of interest primarily to those who work, interact, or oth­erwise deal with stuttering, the book has potential for increasing under­standing, ameliorating negative attitudes, and informing research on any of a host of other stigmatized conditions.

Read more less

Book SynopsisHistorically we have constructed our classrooms with the assumption that learning is a dry, staid affair best conducted in quiet tones and ruled by an unemotional consideration of the facts. The field of education, however, is beginning to awaken to the potential power of emotions to fuel learning, informed by contributions from psychology and neuroscience. In friendly, readable prose, Sarah Rose Cavanagh argues that if you as an educator want to capture your students' attention, harness their working memory, bolster their long-term retention, and enhance their motivation, you should consider the emotional impact of your teaching style and course design. To make this argument, she brings to bear a wide range of evidence from the study of education, psychology, and neuroscience, and she provides practical examples of successful classroom activities from a variety of disciplines in secondary and higher education.

Read more less

Book SynopsisHistorically we have constructed our classrooms with the assumption that learning is a dry, staid affair best conducted in quiet tones and ruled by an unemotional consideration of the facts. The field of education, however, is beginning to awaken to the potential power of emotions to fuel learning, informed by contributions from psychology and neuroscience. In friendly, readable prose, Sarah Rose Cavanagh argues that if you as an educator want to capture your students' attention, harness their working memory, bolster their long-term retention, and enhance their motivation, you should consider the emotional impact of your teaching style and course design. To make this argument, she brings to bear a wide range of evidence from the study of education, psychology, and neuroscience, and she provides practical examples of successful classroom activities from a variety of disciplines in secondary and higher education.

Read more less

Book SynopsisAdvocates for the rights of people with disabilities have worked hard to make universal design in the built environment “just part of what we do.” We no longer see curb cuts, for instance, as accommodations for people with disabilities, but perceive their usefulness every time we ride our bikes or push our strollers through crosswalks.This is also a perfect model for Universal Design for Learning (UDL), a framework grounded in the neuroscience of why, what, and how people learn. Tobin and Behling show that, although it is often associated with students with disabilities, UDL can be profitably broadened toward a larger ease-of-use and general diversity framework. Captioned instructional videos, for example, benefit learners with hearing impairments but also the student who worries about waking her young children at night or those studying on a noisy team bus.Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and use-them-now resources.Table of Contents Acknowledgments Introduction Part 1 Where We Are Now 1. How Universal Design for Learning Got to Higher Education 2. It’s the Law . . . Except When It Isn’t Part 2 Reframing UDL 3. Meet the Mobile Learners 4. Engage Digital Learners 5. Adopt the Plus-One Approach 6. Coach the Coaches and the Players Part 3 Adopt UDL on Your Campus 7. Expand One Assignment8. Enhance One Program: UDL across the Curriculum 9. Extend to One Modality: The Online Environment 10. Embrace One Mind-Set: Campus-Wide UDL 11. Engage! The UDL Life Cycle Coda References About the Authors Index

Read more less

Book SynopsisEven on good days, teaching is a challenging profession. One way to make the job of college instructors easier, however, is to know more about the ways students learn. How Humans Learn aims to do just that by peering behind the curtain and surveying research in fields as diverse as developmental psychology, anthropology, and cognitive neuroscience for insight into the science behind learning.The result is a story that ranges from investigations of the evolutionary record to studies of infants discovering the world for the first time, and from a look into how our brains respond to fear to a reckoning with the importance of gestures and language. Joshua R. Eyler identifies five broad themes running through recent scientific inquiry—curiosity, sociality, emotion, authenticity, and failure—devoting a chapter to each and providing practical takeaways for busy teachers. He also interviews and observes college instructors across the country, placing theoretical insight in dialogue with classroom experience.

Read more less