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Business schools and graduate business programs have struggled since their inception to ensure that what students learn in their courses will resonate with the skills needed in their careers. To date, there has been limited attention paid to cocurricular experiential learning opportunities to assist with this challenge. In this article, we discuss the process of implementing cocurricular professional development (PD) workshops as part of a college-wide initiative to increase experiential learning opportunities for students. This college-wide initiative challenged two assumptions: first, that the classroom is the best space for valuable learning and second, that faculty are the best equipped to lead decisions on what students should learn. The workshops help students develop both the tangible and intangible skills required to succeed in industry. We faced many challenges in implementing the workshops, including the need to challenge the predominant view that nothing of significant value could be learned in a workshop. We conclude our article by identifying the factors responsible for the ultimate success of the program and offer guidance for colleges looking to change perceptions of value in learning and broaden their experiential learning practices.

The aim of the investigation is to assess the relevance or otherwise of the Validation of Non formal and Informal (VNIL) for Russian universities. VNIL practices have been in existence since the 1930s and are in use around the world but not in Russia. The paper defines VNIL and the practices associated with it. It discusses why policy makers in UNESCO, the OECD and the EU believe there should be more widespread adoption of such practices, to meet the needs of citizens and organisations in a globalised economy. Methods. The paper reviews leading literature in the subject including extensive international reviews of practice. A case study is included to illustrate how VNIL is used in one university in England. Results. The paper concludes that VNIL is as relevant for pedagogic practice in Russia as elsewhere. Scientific novelty. The subject is a new one for a Russian readership, with few if any papers published in Russian. Practical significance. The paper briefly outlines the main uses of VNIL and its main practical significance is to spread ideas in respect of contemporary pedagogical practice in higher education.

The aim of the investigation is to assess the relevance or otherwise of the Validation of Non formal and Informal (VNIL) for Russian universities. VNIL practices have been in existence since the 1930s and are in use around the world but not in Russia. The paper defines VNIL and the practices associated with it. It discusses why policy makers in UNESCO, the OECD and the EU believe there should be more widespread adoption of such practices, to meet the needs of citizens and organisations in a globalised economy. Methods. The paper reviews leading literature in the subject including extensive international reviews of practice. A case study is included to illustrate how VNIL is used in one university in England. Results. The paper concludes that VNIL is as relevant for pedagogic practice in Russia as elsewhere. Scientific novelty. The subject is a new one for a Russian readership, with few if any papers published in Russian. Practical significance. The paper briefly outlines the main uses of VNIL and its main practical significance is to spread ideas in respect of contemporary pedagogical practice in higher education.

International audience ; In a context of renewed plasticity of the dispositives of information and of democratization of digital practices and skills, teaching journalism needs to be reassessed in terms of enaction by focus- ing on the development of competencies through the experience and the practice of digital information environments. In this study, we aim to question the use of experiential logics in investigative journalism learning by analyzing two digital dispositives of information that integrate gamification : Pirate Fishing and #Hacked. We rely on the dispositive analysis to examine the interactivity framework staged through the disposition of the gameplay markers, within which modes and postures of appropriation of an expe- rience of investigation are configured likely to legitimize the performative engagement and the intrinsic motivation of the practitioner being placed in a situation similar to a real one. ; Dans un contexte de regain en plasticité des dispositifs d'information et de démocratisation des pratiques et des habiletés numériques, l'enseignement du journalisme doit être repensé en termes d'énaction en le focalisant sur l'acquisition de compétences par l'expérience et la pratique des environnements d'information numérique. Nous nous proposons dans cette étude de questionner le recours à des logiques expérientielles dans l'apprentissage du journalisme d'investigation en analysant deux dispositifs numériques d'information traversés par la gamification : Pirate Fishing et #Hacked. Nous prenons appui sur la méthode de l'analyse de dispositif pour examiner le cadre d'interactivité mis en scène à travers l'agencement des marqueurs de la jouabilité, au sein duquel sont configurés des modes et des postures d'appropriation d'une expérience d'investigation susceptible de légitimer l'engagement performatif et la motivation intrinsèque du pratiqueur dans une situation de fidélité au réel.

International audience ; In a context of renewed plasticity of the dispositives of information and of democratization of digital practices and skills, teaching journalism needs to be reassessed in terms of enaction by focus- ing on the development of competencies through the experience and the practice of digital information environments. In this study, we aim to question the use of experiential logics in investigative journalism learning by analyzing two digital dispositives of information that integrate gamification : Pirate Fishing and #Hacked. We rely on the dispositive analysis to examine the interactivity framework staged through the disposition of the gameplay markers, within which modes and postures of appropriation of an expe- rience of investigation are configured likely to legitimize the performative engagement and the intrinsic motivation of the practitioner being placed in a situation similar to a real one. ; Dans un contexte de regain en plasticité des dispositifs d'information et de démocratisation des pratiques et des habiletés numériques, l'enseignement du journalisme doit être repensé en termes d'énaction en le focalisant sur l'acquisition de compétences par l'expérience et la pratique des environnements d'information numérique. Nous nous proposons dans cette étude de questionner le recours à des logiques expérientielles dans l'apprentissage du journalisme d'investigation en analysant deux dispositifs numériques d'information traversés par la gamification : Pirate Fishing et #Hacked. Nous prenons appui sur la méthode de l'analyse de dispositif pour examiner le cadre d'interactivité mis en scène à travers l'agencement des marqueurs de la jouabilité, au sein duquel sont configurés des modes et des postures d'appropriation d'une expérience d'investigation susceptible de légitimer l'engagement performatif et la motivation intrinsèque du pratiqueur dans une situation de fidélité au réel.

In the Carnegie School tradition of experiential learning, learning processes are driven by the encoding of performance outcomes as a success or failure relative to a goal. We expand this line of inquiry by highlighting how conflicting and thus ambiguous outcomes across multiple goals make interpretation a critical aspect of organizational learning processes. In early work in the Carnegie tradition, interpretation played a role in the demarcation between what constituted success or failure on a given outcome metric. However, in March's latter writings, learning and decision making produce an arena or even an opportunity for generating interpretations and broader meanings regarding roles, values, and identities. We explore how the two interpretive approaches in March's work play out across three modes of responses to ambiguity. First, the process of self-enhancement whereby participants interpret conflictual outcomes so that they, the participants, appear in a positive light. Second, an explicit political process regarding the contestation of how to interpret conflicting outcomes. Third, from the perspective of the organizations' literature on wisdom, participants may embrace ambiguity either to enhance learning or simply to enrich individuals' interpretation of their experiences. Although these three modes of response do not offer a complete set of responses for learning in a world of ambiguity, they constitute valuable touchstones for the perspective we wish to put forward and, collectively, help enrich our understanding of the role of learning, ambiguity and interpretation within the Carnegie School.

Context: In 2016, the early leaving from education and training (ELET) rate in the Balearic Islands, Spain, was 26.8%. According to the most recent data, the participation rate in intermediate vocational education and training (VET) was 31.5%, and the graduation rate was 53.2%. In this paper, we present the main elements of the social agreement among political and social actors, derived from social discussion, which may form the main building blocks for addressing the problems of ELET and, more specifically, dropout in VET. Approach: The social discussion was developed under the need for a broader and more inclusive vision between the formal education system and the community as well as among their agents and initiatives, the mutual understanding between the educational strategies and the models of formal and non-formal education systems and the need for a dynamic and holistic approach to experiential learning processes. As researchers, we analysed the video-recorded content of participants' contributions using three categories: problems, strategies for improvements and contributions of the work group to the social agreement. Findings: The experience evidenced the severity of the ELET problem in the Balearic Islands and proved that preventing ELET and returning people between the ages of 16 and 24 to education and training programmes must become political priorities. The social agreement reflects the consensus reached regarding the need to work in networks, encourage collaboration between formal and non-formal education and emphasise the central role of the community and the active participation of students. The proposed actions regarding VET focus on the need to establish a system that integrates VET from education and from employment systems and the need to increase the offer to connect with the needs of businesses, the territory and a new model of production. The necessity of improving the quality of the system, moving towards more inclusive education and training teachers to recognize and reduce dropout risk factors was also brought up. Conclusion: The social agreement is possible even in contexts with little tradition. The innovation of this experience lies in its equating all participants at the same level of discussion. We highlight the intersection of the variety of positions that emerged in the debates as well as the consensus reached regarding the suggested proposals to address the problem of ELET and dropout in VET in the Balearic Islands. (DIPF/Orig.)

Cover -- Half Title -- Title -- Copyright -- Contents -- Foreword -- About the Editors -- About the Contributors -- Introduction -- SECTION 1 Social Justice and Advocacy Principles -- 1 The Journey: Exploring Social Justice Identity Development Through Critical Incidents -- Handout 1.1: The Journey Map -- Handout 1.2: Sample Image -- 2 A Multicultural and Social Justice Counseling Competencies Debate -- 3 Social Justice Book Club -- Handout 3.1: Social Justice Book Club Presentation Rubric -- 4 All Buttoned Up -- 5 Digital Storytelling -- 6 How We Got Here: Empathy in the Land of Immigrants -- 7 Awareness of Social Injustices -- 8 Observing Our Community: Examining the Social and Cultural Constructs That Impact Power and Privilege -- 9 Who's Left Out Sticker Activity -- 10 Building Awareness of Privilege and Oppression: A Resource Access Activity -- 11 My Client's Value Box -- 12 A Class Culture of Liberation: Framing Course Content Through Self and Others -- 13 Exploring Intersections of Privilege and Oppression -- Handout 13.1: RESPECTFUL G Worksheet -- 14 Microaggression Exploration -- 15 If Wishes Were Horses, Beggars Would Ride: An Experiential Counseling Activity -- Handout 15.1: If Wishes Were Horses, Beggars Would Ride: Discussion Questions -- Handout 15.2: If Wishes Were Horses, Beggars Would Ride: Questionnaire -- 16 Coming Face­to­Face With Oppression -- 17 Sociodrama: Exploring Oppression in Relation to Sociopolitical Issues -- 18 Gender Messages: A Timeline Activity -- 19 LGBTQ Fishbowl -- 20 The Advocacy Action Plan -- Handout 20.1: Advocacy Action Plan -- 21 #Dismantling Islamophobia: A Technology­Based Experiential Activity to Increase Awareness and Empathy Toward Muslims -- 22 Service­Learning Ideas for Universities and Graduate School -- Handout 22.1: Service-Learning Project Rubric for Evaluation of Performance.

Researchers claim that experiential learning approaches (e.g., gamification) are well-suited to management and entrepreneurship education. However, this research has been conducted mostly in small classroom settings. With the increases in the number of university business students, many business courses have also increased in size. The large classroom setting introduces new pedagogic concerns, in particular regarding the complexity of the teaching–learning environment, as a result of students having diverse educational backgrounds, skills, and learning styles. This article explores this concern in its investigation of the ways in which business higher education can prompt various business behaviors among students in large classrooms.By utilizing the gamification of concepts, we created an experiential learning exercise—the Strategic Business Game. Questionnaire surveys conducted with the 126 university students enrolled into two majors during the game reveal that this educational learning experience prompts the students' causation and effectuation behaviors. In this educational learning experience, the complexity of the large classroom is seen as an advantage and gives the educators an opportunity to increase the quality of the student interaction. Furthermore, this study emphasizes the appropriateness of experiential learning through gamification on individuals' business behaviors as revealed in large classes in management and entrepreneurship education.

"Teaching and Learning for a Sustainable Future: Innovative Strategies and Best Practices delves into the critical global challenges of sustainability and the indispensable role of education in forging a sustainable future for generations to come. This interdisciplinary and multi-sectoral endeavor embraces themes ranging from climate change and biodiversity loss to social justice, poverty reduction, and sustainable development. By integrating environmental, social, and economic dimensions, the book offers a holistic approach to teaching and learning for sustainability, presenting innovative strategies and best practices that can be adapted across diverse disciplines, levels of education, and contexts.Drawing upon a rich tapestry of pedagogical approaches, the book illuminates experiential learning, inquiry-based learning, problem-based learning, and project-based learning as powerful tools for addressing sustainability challenges and opportunities. Additionally, it showcases cutting-edge teaching tools and technologies, including online platforms, social media, virtual and augmented reality, and gamification, revolutionizing the dissemination of sustainability education. The book serves as a platform for educators, academics, researchers, policy makers, and students to share experiences, insights, and best practices, propelling the evolution of sustainability education."--

Cross-cultural managers who are unaware of their stereotypes risk operating from potentially inaccurate and ineffective cognitive platforms, yet there is a need for more education and training approaches in the area of stereotype awareness. Experiential approaches to social learning that have been proposed as holding high effectiveness and dialectic logic provide a specific avenue for altering perceptions. An experiential approach to stereotype awareness is developed with a multicultural group of over 370 participants. Context influenced participant outcomes in stereotype awareness development indicators and was more significant than individual traits. Participant self-efficacy was found to demonstrate a slight positive moderating influence. Stereotype awareness is established as an important trait for cross-cultural managers; the described experiential approach should be considered as a possible avenue in developing greater effectiveness for managers dealing with diverse groups and cultures. Organizations that can better educate and train people in developing personal stereotype awareness stand to ultimately advance effectiveness in cross-cultural and diversity management.

This research developed the concept of city-based pedagogy to examine learning in the Central Business District (CBD). It explored how educators use interdisciplinary approaches to the city as the focus for learning rather than as the site for application of discipline-based skills and concepts. Importantly, it also explored diverse ways the city acts as pedagogue, providing unplanned and often unexpected learning for middle secondary students involved in one to four week city experience programs. The study used a focused ethnographic approach to understand how educators and students at CityFocus – a distinctive provider of student programs – responded to a socially constructed and politicised city environment. As part of ethnographic data collection, my work used a go-along strategy where the activities of educators and students in different sites around the city provided opportunities for in situ observations and discussions. In processing fieldwork data, concepts from space and place, social learning, place-based pedagogy, and experiential learning informed understanding of student engagement in an environment where they will visit, study, work, or live. In this constantly changing city environment, I found that using the concept of city-based pedagogy widens our thinking about affordances or opportunities in the spaces and places of the city. I demonstrate how treating the city as an interdisciplinary subject using social learning approaches, promotes student engagement with the life and unknown people of the city. Educators who support rather than direct student activity encourage responsibility for learning, assisting the development of agency and independence. As a means of investigating city-based pedagogy, the thesis extended the use of focused ethnography and the go-along technique for data collection. In the broader educational research environment, my thesis contributes to the conversation concerning the needs of middle secondary students. I also offered directions for educational thinking emphasising the use of learning environments outside the school, while meeting school-based learning outcomes. Further, my thesis contributes to the expanding body of research using space and place concepts to investigate educational issues.