Suchergebnisse

This paper describes two From-Toe frameworks incorporating institutional and behavioral changes that introduce experiential learning in a developing country without arousing cultural disputes. The setting is Myanmar, a country struggling to join the global economy despite severe political and economic troubles. These frameworks may be useful for those assisting MBA program start-ups in other developing countries.

Dental schools are required to utilize teaching practices that increase students' culture competence and ensure their ability to deliver equitable oral care. This study explored the impact of active teaching, an approach that offered comprehensive engagement and experiential learning. Students participated in small group activities, conducted interviews and developed reflective writings. A QUAN→qual sequential mixed method was used to analyze their reflective writings. Quantitative results indicated that students' cultural competence was significantly enhanced. Qualitative findings showed that students recognized their unconscious biases and reported an increase of cultural competence. This study demonstrates the effectiveness of experiential learning, particularly the addition of small group discussions, in instruction aimed at enhancing cultural competence among 84 first year pre-doctoral dental students.

"This book examines the Tavistock tradition of using group relations conferences as temporary training organisations for groups and institutions, and how those can inform and enrich the theory and practice of experiential learning more generally. Firstly, this book analyses the structures, rituals, and beliefs of group relations conferences, drawing on the author's learned experience in the field, followed by meditations extending to broader areas, such as the social nature of corruption, martial arts, Western culture's longing for creativity, and the use of drawing in social science research. It addresses the tension between psychoanalysis and systemic theory in group relations thinking, refining and re-defining key concepts of the practice, challenging notions of dependence and dependency, performative poetics, learning, the politics of power, nostalgia, and the unspoken reasons for the wish to join conference staff teams. It offers a critique of the polarity concerning terms such as spontaneity, the sense of mystery, openness to the unexpected, and trust in unconscious processes, as opposed to the desire for certainty, and the confusion, anxiety, and aggression evoked when groups find themselves without familiar signposts. Drawing on his thinking developed over the course of a professional life as organizational consultant, artist, designer, teacher, researcher, and poet, the author invites the reader to challenge boundaries towards a less inflexible and defended engagement with the Other. The metaphor of bricolage, an activity that inspires creativity and originality, suggests possible ways of putting known things together to approach new meaning as provisional and shifting. The many strands thus gathered reveal new dimensions of group life that crucially affect our everyday living and surviving, both as individuals and as members of society. This work will allow psychoanalysts, psychotherapists, group therapists, organisational consultants and trainers to put the lessons learned from group relations conferences into everyday practice"--

Knowledge transfer between universities and the commercial sector is becoming more prevalent, and different processes have been adopted to facilitate the transfer of knowledge. The 'In Light of Visual Arts' project aimed to facilitate knowledge exchange in relation to an innovative concept, the 'eco-philosophy of light', between the lighting industry and the arts and cultural sector through an Informal Learning approach. Young visual artists, light designers and lighting technicians were encouraged to explore and exchange experiences in the areas of visual communication, art appreciation and art archiving to create practical lighting solutions. This project offers a feasible framework for the enhancement of artistic training through knowledge sharing, for the benefit of the participants themselves and, in turn, academia, industry and the community.

Keywords: informal learning, experiential learning, knowledge transfer, art education, interdisciplinary study