Intro -- Contents -- Preface -- CHAPTER ONE: Places Today -- CHAPTER TWO: What Is a Place? -- CHAPTER THREE: Place Complexity -- CHAPTER FOUR: Commodification, Systems, and Places -- CHAPTER FIVE: Full Theme Ahead -- CHAPTER SIX: Suburban Promises and Problems -- CHAPTER SEVEN: Toward More Complexity in Suburbia -- Afterword -- Notes -- Bibliography -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- U -- V -- W -- Y -- Z.
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Contends that a typology of skills based on a framework of learning styles and experiential learning theory, rather than a framework of job performance or some other personality construct, provides a language and guidance for assessment methods to describe knowledge at the performance level of adaptation. It requires development of the concept of learning skills which are: domainspecific and knowledge‐rich; descriptive of an integrated transaction between the person and the environment; and developed by practice. Reviews and reports data from numerous studies to establish the ESP′s reliability, relational validity, criterion validity and construct validity. The ESP can be used as a vehicle for providing personal and organizational feedback on skills, and expectations and intent regarding skills in jobs and development programmes.
Drawing from the reflective teaching and learning practices recommended in influential publications on learning styles, experiential learning, deep learning, and dialogue, the authors tested the concept of "learning teams" in the framework of a leadership program implemented for the first time in a top French management school ( Grande Ecole). Qualitative feedback and personal observations on the implementation and outcomes of using this new learning paradigm reveal that although the steps from teaching to learning initially tested for MBA students in the United States are widely accepted, there were unexpected obstacles and opportunities in setting up the model in France. Some of these differences can be attributed to culture, particularly to immensely different educational philosophies that shape attitudes and norms within French classrooms and to the notion of learning itself, which is normalized by the social expectations of careers in management forged in French history. This article provides the theoretical basis of the particular learning model tested, describes the conditions within which it was implemented in one French Grande Ecole , and reports unexpected obstacles and favorable outcomes of the teaching/learning experiences from a cross-cultural perspective. The authors conclude with recommendations on implementing learning models across cultures.
Typical executive education is unresponsive to the needs and style of advanced professionals in management. The Professional Fellows Programwas designed as a nondegree, self-designing program with no discipline-defined courses or grades. Typically, Fellows pay for the program personally. An outcome study showed that 1 to 3 years after the program, Fellows had (a) greater self-confidence, in particular the confidence to change; (b) increased sense of taking control of their lives; (c) created a legitimacy for working on life/career transitions; and (d) become members of a new reference group. This suggests a different pedagogy for advanced professionals with possibilities for innovation in other management education programs.
