Experiential Learning and Innovation in Offshore Outsourcing Transitions
In: Orchestration of the Global Network Organization; Advances in International Management, S. 433-461
In: Orchestration of the Global Network Organization; Advances in International Management, S. 433-461
In: Orchestration of the Global Network Organization; Advances in International Management, S. 433-461
In: Educating for Responsible Management: Putting Theory into Practice, S. 71-92
International volunteering and experiential learning programs provide important opportunities for personal and academic growth for students, universities and communities, however, they also have the potential of reinforcing neocolonial frameworks of power and privilege. Furthermore, these programs occur more and more in an academic context where short-term experiences are promoted, and long-term programs abandoned in the wake of neoliberal university policies. This paper is a reflection on the politics, possibilities and challenges of starting a new experiential learning endeavor through the Service Learning Program at St. Francis Xavier (StFX) University from a critical standpoint by exploring tensions and power dynamics of such programs whilst working from a decolonizing and solidarity-based pedagogy of development.
BASE
In: International journal of sustainability in higher education, Band 16, Heft 5, S. 692-705
ISSN: 1758-6739
Purpose
– The purpose of this paper is to compare the program design of a sustainability leadership certificate to participants' perceptions of their in-program learnings and competencies development. The authors present the results from the analysis of one program evaluation component, a survey, which was delivered before the program start and at the program end.
Design/methodology/approach
– The authors describe key design elements of a sustainability leadership certificate, which was framed around five key sustainability competencies. Using a pre/post self-assessment, participants (n = 32) selected their level of confidence and competence in each of the key sustainability competencies and completed open-ended questionnaires. Quantitative data were analyzed using a Mann–Whitney U test, and qualitative data were transcribed and coded using a grounded theory approach in NVivo 10.
Findings
– Based on the survey feedback, the program participants were generally excited by the program's experiential format and supportive community. They felt that they had improved their confidence and competence in the key sustainability competencies. Three themed clusters, community, future and personal development, emerged from the participants' open-ended responses. This supports the program design and can inform further program development.
Practical implications
– The third theme, personal development, is notable, as it is not a typical focus of sustainability in higher education, but held high importance to participants. This strong resonance with participants suggests that sustainability programs should consider the role of the self to foster the development of key sustainability competencies.
Originality/value
– The program's focus on "personal" was intentional in the program design. Based on participants' feedback, the inclusion of personal development exercises was a critical element for successful sustainability leadership development.
In: U Denver Legal Studies Research Paper No. 17-25
SSRN
Working paper
In: Studies in Big Data Ser. v.61
In: Politics & gender, Band 9, Heft 2, S. 223-227
ISSN: 1743-9248
Conference theme: Service-Learning as a Bridge from Local to Global: Connected World, Connected Future ; Breakout Session 6: Different Modes / Models of Service-Learning & Building Effective Partnerships in Service-Learning ; In September 2009, the Hong Kong SAR Government implemented the 'New Academic Structure for Senior Secondary Education and Higher Education'. Under the new academic structure, local universities now offer 4-year undergraduate programmes instead of 3-year. In preparing for the 4-year undergraduate programmes, universities establish experiential learning as an important component for all undergraduate degrees. At The University of Hong Kong (HKU), the synergy between experiential learning and formal curriculum has been introduced long before government's policy. The overview of HKU's experience in experiential learning will be introduced with case studies of innovative design and course structure to illustrate students' experiences and learning as well as, the development, implementation and evaluation of experiential learning projects. These case studies are drawn from experiential learning courses offered by Faculty of Architecture, Faculty of Business and Economics and Faculty of Engineering. ; published_or_final_version
BASE
In: Citizenship teaching and learning, Band 17, Heft 2, S. 183-202
ISSN: 1751-1925
Experiential learning has an important role to play in education; the typologies of experiential learning for civic education was employed to examine two case studies. One case study involves a teacher guiding Hong Kong students in experiential learning, which took place at a national level in mainland China. His approaches aligned with justice oriented and charity oriented. The second case study concerns a teacher who personally undertook experiential learning at a global level in Africa. Her approaches aligned with these typologies of experiential learning (personal development and justice oriented). Their journeys illustrated that different types of experiential learning have various influences on the perceived civic learning outcomes of learners. We suggest adding facilitating and hindering factors into the typologies of experiential learning, which would provide a more comprehensive conceptual framework to guide educators and researchers in organizing and conducting experiential learning activities and studies.
In: American behavioral scientist: ABS, Band 43, Heft 5, S. 781-792
ISSN: 1552-3381
The university contributes instrumentally to society by preparing human service professionals in a broad range of disciplines for the betterment of individuals and families. Today, however, the multiple needs of families are becoming less amenable to technical or clinical solutions and appear to require a greater collaboration among human service providers. Experiential learning is one way for university programs to help students develop collaborative skills. A study of experiential learning activities at the University of Missouri-Columbia reveals how professional programs favor technical competency aimed at accreditation and tend to refrain from the development of interprofessional collaboration. If collaborative skills help build the social capital necessary for the effective functioning of civil society, then a new model of experiential learning is required for the university, one that explicitly teaches collaborative habits and skills for professionals who will provide human services to their communities.
In this paper, we offer a co-constructed narrative of experiential learning in the context of a community dance trip undertaken by tertiary students. We describe the unfolding experiences of a weekend field trip and reflect on community dance practices and values with a view towards articulating a shared vision for community dance. A framework for community dance (Kuppers, 2006; Peppiatt, 1996) provides a context for the students' learning and for situating our understandings of the interrelationships between art, education, politics, society and environment. Literature on community dance practice and from sociology, experiential learning, and environmental and cultural education provides direction as we interpret our experiences. While this paper is presented as a co- constructed narrative based on our observations during the field trip, we also include comments made by students, along with reflective interludes as we discuss the field trip in relation to dance education.
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The authors describe lessons learned from a limited-duration experiential learning component of a Master's level course. The course is open to Master's in Business and Master's in Public Administration students and explores the relationships between government and business. A complete discussion of the Master's in Business and Master's in Public Administration students is presented, with emphasis on advance planning and integration of a limited-duration field trip experience into the academic component of the course.
BASE
In: Forthcoming, Organization Management Journal , Vol. ahead-of-print. DOI:10.1108/OMJ-05-2020-0930
SSRN
In: Higher education policy series 52