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The Handbook of Experiential Learning In International Business is a one-stop source for international managers, business educators and trainers who seek to either select and use an existing experiential learning project, or develop new projects and exercises of this kind, The Handbook of Experiential Learning In International Business is a one-stop source for international managers, business educators and trainers who seek to either select and use an existing experiential learning project, or develop new projects and exercises of this kind. The book is divided in two parts: Part I: Theories and Concepts of Experiential Learning in IB/IM. Part II: Examples of Experiential Learning Projects in IB/IM. The first part is dedicated to chapters dealing with conceptual and theoretical approaches to enhancing teaching and learning of International Business (IB) and International Management (IM) by the means of experiential learning, and foundational aspects of pedagogy and experiential learning. The second part contains specific applications of experiential learning in IB and IM. Each chapter in this section describes in detail one experiential learning project (e.g., X-Culture, Global Enterprise Experience, Export Odyssey, any other experiential projects which are used in IB and IM teaching)

This book describes a series of ground-breaking residential workshops in therapeutic counselling in the 1960s, for people working in mental health and social care disciplines seeking to expand and deepen their reach. The work is unique in the scope of its research into the process and outcomes of such active immersive enquiry in this area. Besides a wealth of more systematic features, the author invites us into the initial conversations in the meeting room, and then follows the group members back into their lives, allowing us to see both early outcomes and the impact of participation up to ten years later. Finally, Barrett-Lennard reflects on the extended history of the intensive workshops and the related group work in other contexts they led into. He makes a compelling argument that such an intensive participatory process is as powerful today as it was in the 1960s. The blend of rich qualitative and empirical data and theory is a unique strength. It will be a great resource for students and scholars in applied psychology and psychotherapy, as well as for practicing therapists and trainees committed to meaningful work with their client groups.

This topical new book provides an illuminating overview of enterprise education, and poses the question as to whether current establishments have adequate systems in place to prepare students for the world of work. Addressing the increasing need for graduates with practical skills and expertise in the labour market, this collection of insightful chapters analyses the opportunities that are available for aspiring entrepreneurs to develop enterprise skills and experience key aspects of starting and running a business, whilst in a supported environment such as an educational program or incubator scheme. With comprehensive discussion of higher education initiatives and empirical examples of experiential learning in the workplace, this book is an important and timely read for those researching business enterprise, entrepreneurship and higher education more generally.

The EU's emergence as an international security provider, under the first Common Security and Defence Policy (CSDP) operations in the Balkans in 2003, is a critical development in European integration. In this book, which relies on extensive interviews with CSDP officials, Michael E. Smith investigates how the challenge of launching new CSDP operations causes the EU to adapt itself in order to improve its performance in this realm, through the mechanism of experiential institutional learning. However, although this learning has helped to expand the overall range and complexity of the CSDP, the effectiveness of this policy tool still varies widely depending on the nature of individual operations. The analysis also calls in to question whether the CSDP, and the EU's broader structures under the 2009 Treaty of Lisbon, are fit for purpose in light of the EU's growing strategic ambitions and the various security challenges facing Europe in recent years. --

"Service learning presents an experiential learning opportunity, particularly for students at higher education institutions. At the same time, it allows the university to engage communities and apply its considerable resources addressing community needs. This book, Educating for Empathy: Service Learning in Public Policy Education, will introduce readers to the concept of service learning and how it can be applied to higher education. While service learning has been recognized as a useful pedagogical tool that can enhance students' learning experience, the application and practice of service learning in Singapore has been limited. The book will also provide a broad overview of service learning in the context of a service learning initiative that was conducted by the author under Nanyang Technological University (NTU)'s Public Policy & Global Affairs Programme, as well as the author's experience as NTU's inaugural Community Research Fellow. It will cover the policy, pedagogical, and socio-political aspects of service learning and include insights from students and stakeholders. In doing so, it aims to provide valuable insights into the role of service learning as a driver of civic education and grassroots volunteerism. The book will also provide both education and policy professionals a greater understanding of how their work can intersect, and provide students with a highly rewarding learning experience."--

Time-tested leadership and management strategies based on experiential learning activities are at the foundation of this text for undergraduate and graduate students in nursing and health care leadership or management courses. It is grounded in theories and concepts applied to the health care environment from business, organizational psychology, health care law, and educational administration fields. The text encompasses theories of effective communication, problem analysis, conflict resolution, and time management challenges. This new edition includes three new chapters that cover current theories of creative leadership, working with diverse groups, and ethics for leaders and managers in health care, as well as new experiential learning activities throughout. These activities make theory application palpable and support the development of skills that students can use to motivate, educate, and lead those in health care to achieve the goals of a group, team, or organization. Included among the experiential learning activities are case studies, simulation, review questions, suggested assignments, and expected learning outcomes. The text will also be of value to nurse managers who wish to enhance their current leadership or managerial skills.Key Features: Provides strong direction for improving leadership and management skills in the health care environment Includes three new chapters on creative leadership, working with diverse groups, and ethics for healthcare leaders and managers Offers new learning activities throughout, including review questions and suggested assignments Features over 35 Experiential Exercises which invite the reader to experience new behaviors in a safe environment.

This book breathes life into the teaching of Human Resource Management (HRM) by creating learning that applies the theoretical aspects of the discipline to meaningful contexts. In this way, readers will be able to better relate theoretical concepts to workplace decisions and dilemmas. The management of human resources (HR) is a critical function contributing to an organization's competitiveness in ways that are at least as important as the management of financial and capital resources. To that end, it is essential that future managers and HR specialists destined for careers in business, government and not for profit organizations develop key skills and competences in HR. Experiential learning ignites the desire to learn, while revealing the importance and impact of knowledge and skills necessary to analyze and resolve HR-related dilemmas and challenges in contemporary organizations. While many publications provide direction and advice on the teaching of organizational behavior and leadership, it is harder to find accessible books to support the teaching of HR in motivating and grounded ways. The authors include over 65 exercises, activities, and cases for the undergraduate, MBA and executive learning classrooms. HR professors and practitioners will find it of value and students will be left feeling well prepared for the kinds of situations that await them in the field of - and situations requiring expertise in - HR

Learning\volunteer abroad for development (LVA4D) starts with unpacking -- An overview of the diverse volunteer abroad options, trends and motivations -- Lva4d and cross-cultural engagement -- Skills development and testing a career choice : capital accumulation and perceived benefits -- It's all about the timing : a "place" for adventure and travel -- Having an "impact" and other helping narratives -- Conclusion : understanding rationales and the possibilities for effective practices in volunteer abroad programs

Your experiential course and the ABA standards -- Using the experiential learning design process -- The big picture: what is the point of your course? -- The course goal: what do you want your students to learn? -- The final assessment: how do you know that your students learned? -- Rubrics: how do you gauge the level of a student's proficiency? -- Course outcomes and learning activities: what will happen in your classroom? -- Worksheet templates.

Intro -- DISCOURSE, DIALOGUE AND TECHNOLOGY ENHANCED LEARNING -- TITLE PAGE -- COPYRIGHT PAGE -- DEDICATION -- CONTENTS -- FIGURES -- TABLES -- DIALOGUE EXAMPLES -- PREFACE -- References -- ACKNOWLEDGEMENTS -- CHAPTER 1: WHY DIALOGUE?: THE ROLE OF DIALOGUE IN EDUCATION -- Note -- References -- CHAPTER 2: DEBATE: LEARNING TO ARGUE AND ARGUING TO LEARN -- Fallacies and the logical dialogue game -- Extending logical dialogue games to educational settings -- References -- CHAPTER 3: TOWARDS MEANING-MAKING: INQUIRY, NARRATIVE AND EXPERIENCE -- Inquiry processes and experiential learning theory -- Bridging concrete and abstract representations -- Narrative and experiential learning -- Narrative, empathy and affect -- References -- CHAPTER 4: THE ROLE OF THE SIGNIFICANT OTHER: FACILITATION, SCAFFOLDING AND MEDIATION -- Internalisation of higher psychological functions -- Scaffolding, orchestrating and teaching roles -- Exploratory talk and the guided construction of knowledge -- Maintaining direction and monitoring progress -- Regulating motivation: the affective dimension -- The computer scaffold -- References -- CHAPTER 5: INCLUSION, COLLABORATION AND COMMUNITY -- Working together or alone? -- Collaborative learning: the rationales -- Rationale (a): collaborating for deep subject learning - the inquiry approach -- Rationale (b): towards self-directed learning -- Rationale (c): team-working - learning to collaborate -- Towards joint enterprise: group development -- References -- CHAPTER 6: MEDIA, MODE AND DIGITAL LITERACY -- New literacies -- A case study of children's multimodal writing -- Implications for developing literacy -- Notes -- References -- CHAPTER 7: RESEARCHING VOICES AND TEXTS -- Approaches to researching discourse -- Boundaries: episodes, exchanges and turns -- Exchanges: transactional roles -- Logical games and commitments.