Search results

The purpose of this paper is to highlight the continuing dearth of scholarship about the role of work-based learning in education for sustainable development, and particularly the urgent demands of climate literacy. It is proposed that forms of work-based learning can act as catalysts for wider cultural change, towards embedding climate literacy in higher education institutions.

This paper draws data from action research to present a case study of a Climate Change Project conducted through a work-based learning module at a mid-sized university in the UK.

Contrary to the predominantly fragmented and disciplinary bounded approaches to sustainability and climate literacy, the case study demonstrates how a form of work-based learning can create a unifying vision for action, and do so across multiple disciplinary, professional service, and identity boundaries. In addition, the project-generated indicators of cultural change including extensive faculty-level climate change resources, creative ideas for an innovative mobile application, and new infrastructural arrangements to further develop practice and research in climate change.

This paper provides an illustrative example of how a pan-faculty work-based learning module can act as a catalyst for change at a higher education institution.

This paper is a contemporary call for action to stimulate and expedite climate literacy in higher education, and is the first to propose that certain forms of work-based learning curricula can be a route to combating highly bounded and fragmented approaches, towards a unified and boundary-crossing approach.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

This paper aims to describe how the multidisciplinary studies in the special issue expand and enrich the framework of authentic talent development in sociocultural context.

The study presents a framework of authentic talent development in sociocultural context and identifies key themes from the seven interdisciplinary studies of the special issue to enrich and expand our understanding of sociocultural barriers to authentic talent development for individuals from low-income and minoritized communities, including women.

The studies included in the special issue illustrate several ways in which social identity ascription truncates the talent trajectory of individuals from low-income and minoritized groups. They also show how ascription processes can be mitigated through policy, reformed organizational structure and practice and growth fostering relationships.

The findings of this paper have implications for developing strategies to mitigate social identity ascription in talent development in the domains of public policy, schooling and the workplace.

The special issue brings together contributions from multiple disciplines to holistically understand the nature of social identity ascription in talent development across the life course. Collectively, the contributions identify a number of complimentary tools at several levels that might allow effective mitigation of social identity ascription processes, facilitating authentic talent development for individuals from low-income and minoritized communities.

In the current knowledge‐based economic climate, the success of an organisation is inextricably linked to the individual. This article seeks to consider the key relationships between the individual, lifelong learning, the workplace and employability in the context of the knowledge society. The aim is to extend understanding of these relationships and their impact on future employability.

The paper examines the key relationships between the individual, lifelong learning, the workplace and employability from the perspective of the Programme for University Industry Interface (PUII).

The discussions focus on the implications of the current situation for the future and suggest ecology as a metaphor for the way in which learning is intertwined in a complex environment that incorporates the learner, the workplace, the external company environment and the knowledge repositories.

The paper sheds light on these particular issues through the findings of the PUII. The authors also explore potential avenues for advancement or resolution of some issues, e.g. strategies for developing self‐directed learners and approaches to workplace learning based on these findings.

With significant change as an ongoing challenge, the development and use of a flexible change curriculum is identified as a success factor that will allow an organization to optimize the outcome from change transformations.

After discussing significant change, this paper will contrast two organizations in support of a flexible curriculum taking into account multiple theories addressing change, learning, planning, utilization of a curriculum, and assessment, all to enhance the change transformation experience.

The research, investigation, introduction, implementation and refinement of the action plan play a very important role in how the enterprise accommodates change. It is further suggested that at the heart of any action plan is a flexible curriculum by which the organization can use a formulated educational plan to adjust its current mode of operation to incorporate an ongoing change philosophy.

The intent is to identify benefits in using a curriculum to aid significant change transformations where logic and reality can justify its use.

It is postulated that a well‐developed yet flexible curriculum with assessment to track the impact of changes throughout the process will serve to enhance the flexibility of the enterprise and its ability to deal with change. The curriculum serves as the means that provides the organizational membership with identified learning and instruction to mix corporate culture with change urgency.

Taking into account change and learning theories, an action plan in the form of a flexible curriculum with assessment is recommended to optimize significant change transformations.

The purpose of this paper is to investigate how the visibility of learning outcomes within an academic institution permits the re‐imagining of general education as the conscious development in students of expertise that is more general than and perhaps more important than the specific outcomes of any major.

The study of expertise shows that it is a dynamic state; in any field of endeavor, experts learn differently than non‐experts. Likewise the study of students shows similar differences. Consciously developing the ability to learn well contributes greatly to becoming an expert in a specialized field.

The paper finds that explicitly attending to the progressive development of students' abilities to learn, and the application of those abilities in majors, creates a different model for general education.

Enabling explicit institutional attention to learning outcomes changes the assumed context for general education and opens up new possibilities.

Presents an historic model of technologic maturation and examines five emerging information technologies projected to achieve marketplace pre‐eminence during the next three to five years that will pose transformational implications for traditional classroom‐based teacher‐mediated education.

Political institutions and contemporary workplaces operate according to different rules. The seeming contradiction between these two spheres, one democratic and the other something else, presents an opportunity for productive speculation about the possibilities for reconciliation. The purpose of this paper is to provide a guide for future research investigation of this perennial topic.

The discussion of whether the workplace can catch up with the democratic achievements of political life requires an understanding of the status quo, the prevailing frames or metaphors that govern our understanding of organizational life. Four metaphors are put forward to describe the prevailing spectrum of thought. In addition to metaphors, analogies are introduced as an interpretive tool to help guide the imaginative transition between political and workplace domains.

Democratic political cultures are supported by structures and institutions which encourage the expression of individual and collective voice. Workplaces, comprised of the same citizens who participate in the governance of communities, do not, with some important exceptions, offer the same opportunities for democratic participation. If a general analogy between political and workplace sphere is found persuasive, it should be possible to import and adapt democratic traditions from the former to the latter.

Discussions of workplace democracy often suffer from a certain naiveté, a bias against structure and toward informal consensus. Insofar as democratic workplaces are by definition smaller scale than political communities, this bias is defensible. This paper concludes however by asserting certain minimal “acid test” challenges to those who would promote the goal of workplace democracy.

This paper seeks to analyse and explore the results of a research project, which aimed to identify recent and current research on TLA within HRD programmes. From that base the project also intended to identify areas for future research and a basis for establishing a Special Interest Group.

A comprehensive review of the literature was undertaken and an electronic questionnaire survey was conducted of academic members of the UFHRD, EHRHD and AHRD databases. This provided coverage of widespread international population.

Findings suggest that while research into HRD as a subject and academic discipline is very healthy, there is a dearth of research into the TLA of HRD educational programmes or at least research that is published. They also suggest that academics involved in delivering HRD programmes would welcome support in TLA through additional and new resources as well as ideas on innovative approaches and methods of TLA. TLA in HRD, though, is subject to some constraints, including the role of the professional body in the UK and parts of Europe, the status of HRD in relation to wider business management as a subject and HRM in particular and the size and diversity of student groups. Respondents to the survey, however, were confident that these problems can be addressed.

A key conclusion drawn is that innovative practice in the TLA of HRD is probably more widespread than is evident from the literature. In addition, the notion of “innovative” does not have a fixed meaning and is context specific. This means that TLA practice, which is considered normal or usual in one context could and probably would constitute an innovation in different contexts.

Provides the first overview of research into the TLA of HRD educational programmes.