Suchergebnisse

Starting from the assumption that local governments have a strong potential to become "community leaders" in the context of post-EU accession, in recent years a large number of political leaders and officials in Romania have participated in programs such as trade experience or training programs conducted by representatives of EU countries, including Greece. In this paper I present the results of a marketing research survey conducted by the survey method, among local public representatives in Romania who have participated in exchanges of experience or training, especially in Greece. So I tried to find out the extent to which these programs had a real impact on the role of "community leaders" that local government must have regarding the implementation of EU policies. ; peer-reviewed

The present study examines the impact of a politically-charged symbol on the everyday interactions of student-participants. Autoethnographic data gathered by undergraduate students donning a pink triangle pin indicates that participants often became identified with a gay/lesbian identity and were subsequently "othered." Students' testimonies highlight how the othering process prompted greater understanding of the struggles of gay men and lesbians, as well as other historically disenfranchised groups. Finally, their writings indicate that the experiment served as an exercise in self-reflection and in some cases, produced sentiments of self-empowerment.

We link two influential organizational learning models—performance feedback and experiential learning—to advance hypotheses that help explain how organizations' learning from their own and others' experience is conditioned by their aspiration-performance feedback. Our focus is on learning from failure; this kind of learning is essential to organizational learning and adaptation, and a necessary complement to studies of learning from success. Our analysis of U.S. Class 1 freight railroads' accident costs from 1975 to 2001 shows that when a railroad's accident rate deviates from aspiration levels, the railroad benefits less from its own operating and accident experience and more from other railroads' operating and accident experiences. These findings support the idea that performance near aspirations fosters local search and exploitive learning, while performance away from aspirations stimulates nonlocal search and exploration, providing a foundation for constructing more-integrated models of organizational learning and change.

Creativity and experiential learning are not often identified with government as work place. This paper explores a nascent county government initiative designed to engage employees in creative problem solving as means of person-al, professional and organizational development in service to community. The paper asks: 1) Does the program as currently working encourage employees to perceive them-selves as creative actors in their work environment? 2) Do program participants perceive their creative suggestions as welcomed by supervisors? 3) Are participants likely to be contributors in the process of exchanging ideas in the workplace? Literature on creativity as pertinent to experi-ential learning and deep smarts is reviewed. Program fea-tures designed to overcome bureaucracy and instill knowledge sharing as a means of creating an environment conducive to creativity, innovation and sharing of 'deep smarts' are considered. Then, study methods are de-scribed, results are presented and implications of findings are addressed. The paper concludes with a brief analysis of the study's limitations and suggestions for future re-search.

The aim of this article is to discuss methodological issues based on experiences involving the use of co-operative inquiry in a paediatric ward and to describe how the children's own perspectives were taken into account. This project, which was conducted in Norway between 2004 and 2007, involved children, parents and health care professionals meeting in a mutual working process to apply a new pedagogic approach for children with asthma. Ninety individuals (children, parents, health care professionals, teachers and students) participated in the study that had a qualitative approach. The findings indicate that the adults considered the child perspectives throughout the project, while the children's own perspectives were taken into account during the period of intervention. The children participated actively, which can support empowerment processes. Health care professionals and researchers responded to the children's views using communication and research techniques adapted to the children's age, development and sensitivity. Critical choices related to the project were made because of recruitment challenges involving children and families. Children between 7 and 10 years of age are competent actors who can be involved in research and thus represent activated sources of knowledge. Bringing about change requires endurance and a long-term perspective.

The authors describe the theoretical preparation provided to students in advance of a limited-duration experiential learning experience in Washington DC in a Masters level course for students in Business or Public Administration. The students consider theoretical perspectives from economics, political science, and public administration with respect to the interactions of business and government in the US economy. The students field test the theories via meetings with practitioners in Washington DC and are required to reflect on and then apply how reality does (or does not) map into theory.

ABSTRACT
This paper describes the Accounting Careers of Tomorrow (ACT) professional development program offered at a large, urban university. ACT is an experiential learning activity hosted at a public accounting firm, where students engage with employees from firms and corporations while immersed in a natural business environment. It provides a free event accessible to working and otherwise underserved students. The six-hour event was developed using experiential learning theory and community stakeholder feedback. It focuses on three key areas: (1) career exploration, (2) professional development, and (3) knowledge of personal and professional ethics. Results indicate that ACT improves students' knowledge and confidence in these areas, with students especially learning from the mock interview session. This learning strategy discusses current challenges in accounting education, reviews the literature on experiential learning, and documents ACT's development, implementation, and efficacy. It also provides guidance on how it can be adopted face-to-face, online synchronously, and online asynchronously.
Data Availability: Data are available from the authors upon request.

PurposeBy using experiential learning theory, this study aims to examine how students engage in sustainable living practices that can improve their sustainability literacy and behaviours. It also explores their motivations and enablers. In doing so, the research seeks to develop a curriculum model that may assist educators in designing learning activities for sustainable living.Design/methodology/approachA qualitative study is conducted with 38 second-year undergraduate students on a sustainability-related module. Students are asked to engage in sustainable living practices for a six-week period. Descriptive statistics and inductive/thematic analysis are carried out on students' reflective reports.FindingsThe results reveal five top sustainable living practices for students. The use of technology is revealed as an important enabler. Sustainable living motivations and approaches, and new skills are revealed. A sustainable living curriculum model is developed as a student-centric approach for fostering sustainability values.Practical implicationsThe findings have implications for those teaching sustainability on the design of their learning content and activities by taking a student-centric approach to sustainable living. It also encourages active reflection throughout using an incremental learning process.Originality/valueThe research contributes to the existing literature by showing different choices and approaches for students' sustainable living that can be considered when designing curriculum and educational activities to encourage maximum interaction in sustainable living. It develops a new curriculum model specific to sustainable living, and also builds on the concept of "learning by living", an extension of learning by doing.

PurposeCOVID-19 pandemic triggered unexpected crises, which were beyond the imaginations of a common man. It changed the order of routine life and the business world. In this challenging condition, the survival of the small business was at high risk. Following experiential learning theory, the purpose of this paper is to explore women's entrepreneurial learning obtained during the COVID-19 pandemic, the challenges experienced by them and strategies undertaken to transform businesses.Design/methodology/approachTo explore Pakistani women entrepreneurs' lived experiences and learning during the COVID-19, researchers used a qualitative interview design. The interviewees reported their experiences about the effects of COVID-19 on their business and entrepreneurial learning from such a crisis.FindingsThe findings of the study indicate new fractions of knowledge from the novel learning of the female entrepreneurs throughout the experience of the COVID-19. The transformation from manual business dealings and financial transactions to virtual dealing and the online transaction was the addition of novel learning. Furthermore, the analysis provides insights into the challenges experienced by women entrepreneurs, strategies undertaken and lessons learned from COVID-19. The life lessons learned showed the importance of technical skills and their business operations during the crisis.Research limitations/implicationsThis study is very specific in its context and limitations of this study offers new avenue for research to extend study in different perspectives. First, interviews were conducted from women entrepreneurs running businesses in sub-urban cities of Pakistan, where study can be extended to include both male and female in a comparative study which can expose new dimensions. Second, this study is conducted in the sub-urban areas of the Sindh province of Pakistan, which can be extended to other areas of the country because Pakistan is multicultural and multilingual, which offer different gender specific factors for entrepreneurial activities in general terms but in case of the Covid-19 situation, there exists great variations and social stratifications. Third, this study can be extended to other developing or developed countries or comparative study can provide a new flavor of knowledge.Practical implicationsThe study's finding offers few implications for the entrepreneurs, societies and government at large. Although the pandemic crisis has had devastating effects on health and lifestyle activities, there is always a ray of coming to innovative approaches to fulfill the entrepreneurial desires and serve the community. Thus, entrepreneurs are encouraged to contribute to the economy as a part of society through their sustainable products and services for the greater good. There is also a need for some social policies to find entrepreneurial ways to deal with the COVID-19 crisis that integrates value co-creation for society (Ratten, 2020b). Government and society should also intervene and play their role to encourage women entrepreneurs to feel a sense of empowerment, contribute to family income, alleviate poverty, create jobs and help in economic growth.Originality/valueThis study's unique contribution and origin are to explore the COVID-19-related entrepreneurial learning experiences of women entrepreneurs in a developing country (Pakistan). Moreover, this study theoretically contributes to the development of experiential learning theory by expanding its insights during COVID-19.

"Compared to armies and navies, which have existed as professional fighting services for centuries, the technology that makes air forces possible is much newer. As a result, these services have had to quickly develop methods of preparing aviators to operate in conditions ranging from peace or routine security to full-scale war. The first book to address the history and scope of air power professionalization through learning programs, Educating Air Forces offers valuable new insight into strategy and tactics worldwide. Here, a group of international experts examine the philosophies, policies, and practices of air service educational efforts in the United States, France, Italy, Germany, Australia, Canada, and the UK. First, the contributors discuss the founding, successes, and failures of European air force learning programs between the Great War and World War II. Chapters in section two explore how the tense political climate during the Cold War influenced the creation, curriculum, and results of various programs. The final section addresses the post-Cold War era, specifically examining how educational programs are adapting to soldiers' needs and the demands of modern warfare. Featuring contributions from eminent scholars in the field, this volume surveys the learning approaches globally employed by air forces in the past century and evaluates their effectiveness. Educating Air Forces reveals how experiential learning and formal education are not only inextricably intertwined, but also necessary to cope with advances in modern warfare"--

Twelve small experiential learning groups were conducted in which leader style and leader consistency were experimentally manipulated. The leaders were predominantly meaning attributive or predominantly caring in style, and either consistent or inconsistent in their behavior from session to session. Each group was composed of two high, two medium, and two low scorers on the change subscale of the PRF-E. Seventy-one participants provided self-report data concerning several aspects of learning. Evaluations of participant learning were also provided by the three leaders. Leader style that was characterized by a predominance of meaning attributive interventions relative to caring interventions was associated with greater learning. Consistent leader behavior as opposed to inconsistent leader behavior was also associated with greater learning. Evidence for the additive effect of meaning attributive style and consistency on participant learning was discussed. Relationships among participant perceptions of leader style and reports of learning were consistent with previous research findings. The personality trait, change, was associated with few significant findings. Contributions and limitations associated with the present investigation were considered.

Effective student assessment measures the rigor, effectiveness and quality of learning and teaching. There is a persistent concern among higher education practitioners about the accuracy and quality of academic supervision and assessment, particularly in areas of experiential learning. The purpose of this study was to critically evaluate practitioner conceptions on the effectiveness of supervision and assessment practices of industry-based learning in enhancing quality academic practices carried out at five universities in Zimbabwe. This paper analyses stakeholder views, reflections and understandings on student supervision and assessment processes in industry-based learning programs in Zimbabwe universities. Through interviews, focus group discussions, and open and closed questions in structured questionnaires, the participants in the mixed methods study, drawn from universities and their workplace partner organizations, give insights into their activities that characterize the dominant student supervision and assessment practices. The research results show that the participants were moderately satisfied with the overall assessment processes, raising concerns on quality issues, supervisor qualities and competencies, assessment visits by lecturers, and student guidance in the workplace. It is evident that the assessment systems in the work-integrated learning program in the affected universities not only compromised the desired confidence and trust of the students in their assessors but unsettled the assessors themselves, a situation that would naturally invite appropriate corrective action. Participative assessment, an approach where the facilitator seeks to directly involve and share the responsibility for assessment with learners is compatible with industry-based learning approaches because students can engage in self-regulation and intrinsically sanctioned learning.

AbstractYoung adults have particularly low levels of civic engagement. Incorporating
experiential learning activities as part of the political science curriculum shows
promise to reverse this trend. We analyze the impact of a mock presidential election
simulation on the civic engagement of college-aged students. Exit surveys of student
participants and a one-year follow-up survey confirm that this experiential learning
activity had a positive effect on participants' levels of political knowledge, their
interest in public life, and their attitudes about government in general.

Using technology in language learning can develop practices for students through experiential learning, enhance student achievement, motivate students to learn more, encourage greater interaction between teachers and students and students and peers, increase authentic materials for study, escape from a single source of information, enlarge global understanding, and emphasize individual needs. The purpose of the study was to measure the perspectives of teachers regarding computer-assisted language learning (CALL) and create a better understanding of CALL. The study had 186 participants (114 female and 72 male), all of whom were K-12 teachers in the United States. The first phase of the study used exploratory factor analysis to reveal the underlying structure of a relatively large set of variables. The second phase of the study used descriptive analysis to measure perspectives and attitudes towards CALL. The results of the study highlighted that teachers have affirmative perspectives and attitudes for using technology in their classrooms. Teachers considered computer technology as a useful teaching tool that can improve ways of teaching by expanding the learning experiences of students in real and authentic contexts and offering them a variety of language inputs.

Community knowledge and local institutions play a significant role in sustainable comanagement, use and conservation of natural resources. Looking to the importance of these resources, a project, funded by the National Innovation Foundation (NIF), Ahmedabad, India was implemented to document the community knowledge associated with agriculture and natural resources in few selected Monpa tribe dominating villages of West Kameng and Tawang Districts of Arunachal Pradesh, India. Dynamics of various indigenous practices, gender role, culture and informal rural social institutions, cultural edges significantly contribute in managing and using the natural resources sustainably. Experiential learning and location specific knowledge play a pivotal role in ecosystem sustainability. Study also indicates the synergistic relation existing between local knowledge and ecological edges, thereby helping in sustaining livelihood in high altitude. Indigenous resource management systems are not mere traditions but adaptive responses that have evolved over time.