Suchergebnisse

White supremacy served as the foundation of the transatlantic slave trade and the subsequent practice of chattel slavery in the United States.[i] As such, it is not an exaggeration to say that US history is rooted in the oppression of non-white populations who have experienced and continue to experience various forms of physical and emotional harm. It is in this context that we examine how undergraduate students from XXX University, a predominantly white liberal arts institution, experienced the summer 2019 study abroad 'Maymester' excursion to Ghana where the transatlantic slave trade was the main focus of one of the courses, Precolonial African history.[ii] We argue that an interracial dialogue on the terror of whiteness on Black bodies and in Black spaces, which is steeped in historical context, develops when white student voices do not predominate classroom discussions. By centering the co-author's account of the program, we show that when decentering the white voice, which is generally that of the dominant student population, white students can achieve a reconsideration of their understanding of self, others, and of African and global histories. This article also stresses the importance prioritizing cultural competence as a student goal in light of some of the preconceived notions they held about Ghana and Africa, and finally, we argue that universities have a moral responsibility to introduce Anti-racist pedagogy into the classrooms as a measure to fight white supremacist ideology.

[i] Gary Dorrien, "Achieving the Black Social Gospel, " Breaking White Supremacy: Martin Luther King Jr. and the Black Social Gospe (New Haven, CY: Yale University Press, 2018), 1.
[ii] Split into two courses, the four-week study program spanned two weeks each.

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.

This article explores a new model for assessing prior learning that encourages students to think critically. It begins by introducing the reader to the concepts of prior learning assessment and critical thinking. It then describes specific assignments to promote critical thinking in prior experiential learning assessment, as well as in field study, exercises, simulations, and other forms of experiential learning.

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)

Solving Complex Problems with Help of Experiential Learning
This paper presents the impact of experiential learning on solving complex problems. Analyzed are methods and techniques of experiential learning as an active form of learning. Presented are the results of research in which we examine whether the systematic approach of problem solving differs between the genders, if the perception of experience as a source of knowledge depends on the level of education, and examine a correlation between searching of all possible ways for successful problems solving and perception of experience as a source of knowledge.