Internal Knowledge Transfer: Professional Development Programmes and Embedding Real World Learning for Full-Time Undergraduates

Perrin, Hancock and Miller provide a discussion of the distinctive features of negotiated work-based learning frameworks that help capture and develop learning for part-time students who are professional practitioners. They demonstrate how approaches to teaching, learning and assessment established in these frameworks can also be leveraged for programmes aimed at full-time undergraduate students wishing to engage with ‘real world’ learning. In this way, full-time students are able to develop the type of professional practice outlooks and skills redolent of part-time students already in employment. The chapter includes two case studies of where this has occurred in UK universities and the methods that were used for this type of internal knowledge transfer

Factors affecting attendance rate to continuing medical education activities in health directorate- Iraq 2013

Background: attending to continuing medical education (CME) activities in Kerbala health directorate affected by different motivations & barriers; individual, structural and organizational. So assessment the attending rate will be helpful to highlight on these factors.Objectives:(1)Assessment the attending rate into CME activities in Kerbala health directorate. (2) barriers & motivations to physicians acquiring the skills and engaging in the CME. (3) identify a general suggestions to improve the attendance and propose solutions to better prepare physicians for ongoing self-assessment and lifelong learning.Method: semi-structured descriptive cross sectional study carried out from 22nd of June to 30th of December 2013 at kerbala health directorate, the study sample was 203 specialist doctors, from 6 hospitals &6 administrative departments. Statistical Package for Social Science (SPSS) program version 17 and chi square test used for data analysis, and p-value= 0.05 considered statistically significant. Result:94.1% was regular & irregular attending rate, males more regular than females, hospital working more regular attending, as long as the physicians were approached CME activities with; different strategies, external motivations, uses multiple new technologies to learn,  setting curriculum, presence of assessment & evaluation, fixed policy, budget, minimize structural & organizational barriers the attending rate would be increased.Conclusion: high attendance rate with poor efficiency & competence of specialist doctors in Kerbala health directorate into CME, participation need mixed external & internal motivating factors, different approaches, well organized planning activities by setting curriculum,  assessment, evaluation, budget, fixed policy, minimize managerial barriers with suitable timing, place & provide incentives. Key words: assessment, attending rate, motivations & barriers, postgraduate, CME, policy, lifelong learning, medical educato

Gender and School Achievement in the Caribbean

Teaching/Communication/Extension/Profession,

Организація освітнього процесу в сучасному закладі вищої освіти на засадах фасилітативного підходу

The article elucidates the peculiarities of reforming the educational process in institutions of higher education and defines the relevance of the activities of the modern teacher of institution of higher education institution as a facilitator; analyzes and summarizes the features of the implementation facilitative approach in the educational space of the modern HEI; the publication contains generalizations and conclusions about the content and peculiarities of implementation facilitating approach in the professional activities of scientific and pedagogical workers of HEI.В статті висвітлено особливості реформування освітнього процесу у закладах вищої освіти; визначено актуальність діяльності сучасного викладача закладу вищої освіти як фасилітатора; проаналізовано та узагальнено особливості впровадження фасилітативного підходу в освітній простір сучасних ЗВО; публікація містить узагальнення та висновки щодо змісту та особливостей впровадження фасилітативного підходу в професійній діяльності науково-педагогічних працівників ЗВО

The Global People landscaping study: intercultural effectiveness in global education partnerships

The Context The Higher Education sector in the UK is experiencing a period of rapid and competitive internationalisation. The market for higher education, at undergraduate and post graduate levels, is now truly global: many potential students can make choices about study destinations between an enormous range of institutions in any of the five continents. The audience for research is also global, with a proliferation of domestic and international journals, a multitude of international conferences in every discipline and widely disseminated international indices, ranking universities in terms of their publication and teaching performance. In particular, the recent growth of the major Asian economies has re-shaped the profile of many UK universities both in the composition of their student bodies and also in the number, nature and importance of their overseas partnerships. This Study It is within this context that the Global People project has been established, with the objective of providing knowledge and resources that will support those in the UK Higher Education sector who work, or wish to work, in international collaborations. Phases 1 and 2 of the eChina Programme (see Section1, Introduction) generated a great deal of learning about managing international education projects and Phase 3 of the Programme, the Global People project, was instigated with the aim of capturing this emergent knowledge for the benefit of others. This current report is a Landscaping Study that argues for the value of developing intercultural competence in order to better understand, create and manage productive and enjoyable partnerships with educational institutions outside the UK. Our arguments are supported by data from a wide range of research in disciplines as diverse as applied linguistics and international management. Key Findings a) The need for cultural awareness and sensitivity to diversity has been well established from studies in a range of disciplines. The high risks of mishandling intercultural interaction have prompted the development of a substantial literature both on perceived cultural differences and on the competencies that might be acquired to deal with this challenge. Although this concern has been driven by the financial requirements of international business, the internationalisation of Higher Education has imposed similar requirements on universities engaging in international collaboration. The challenge for academics and project managers is, within limited resources, to develop effective ways of identifying and acquiring the competencies needed to be interculturally effective. b) Interest in the cultural values of Chinese society has never been higher as global interaction with China, through business, government, education and science expands exponentially. There is a real danger in generalising about any nation’s cultural values and especially one where society and economy are changing so rapidly. However, the recent literature on China – from a number of disciplinary perspectives – argues that the influence of traditional Confucian values on Chinese behaviour is still strong. This means that values such as propriety, trustworthiness and the desire for harmony are still reflected in behaviour that is more relationship-based, restrained and consensual than may be normal in Western business relations. Working with Chinese partners will still be facilitated by an understanding of the centrality of social networks to Chinese private and public life and interaction in working teams will benefit from an appreciation of the Chinese respect for hierarchy and reluctance to pass judgement openly on colleagues. c) The majority of the work done on the impact of culture on e-learning has focused on issues of content and materials design. Too frequently this has been a concern for adaptation of existing materials for a local audience, rather than collaborative development of new materials by an intercultural team. As a consequence, there is limited insight into the complexities of designing and delivering learning programmes in different cultural contexts. What the research does show is that learning styles and preferences can vary between cultures and that this is related to the varying pedagogies dominant in particular national cultures. Understanding the implications of this diversity of pedagogies and reconciling cultural differences remain substantial challenges for those adapting or designing online learning programmes across a variety of cultures. d) Research into the performance of international teams offers many insights into good management practice. Principles of team selection, development, leadership and collaboration are well-established in the literature on global management and multinational partnerships. These principles recognise the importance of organisational culture, occupational culture and team roles as additional dimensions to that of national culture in influencing behaviour in project groups. International collaborations are viewed as complex dynamic systems which move through a life cycle, with valuable opportunities for reflection, learning and performance improvement. The implementation of transparent, and mutually agreed, norms, procedures and objectives is regarded as crucial to effective collaboration. e) At the level of the individual, an extensive literature exists on the competencies required to be effective in intercultural interaction. There is an apparently high degree of consensus on the core competencies that should be acquired by the culturally effective individual. Chief among these are self-awareness, cultural knowledge, language proficiency, openness, flexibility and communication skills. However, in many cases there is, at best, limited data to support the theories put forward. There is also a lack of clarity in the use of terminology, with no guarantee that researchers are using terms in the same way. The more detailed, applied research has succeeded in teasing out the knowledge and skills that may be critical in successful interaction by further breaking down broad competencies (e.g. ‘openness’) into more detailed behaviours (‘openness to new thinking; positive acceptance of different behaviour). A Way Forward A major obstacle to accessing and utilising the current knowledge and guidance on intercultural effectiveness is its dispersion across a large number of disciplines and the consequent disparity of the conceptual models and terminology employed. A framework for understanding intercultural effectiveness in international projects has a very high potential value to a wide range of professionals engaged in cross-cultural collaboration. There is substantial learning to be gained from the insights of different research disciplines but these insights need to be brought together in a way that practitioners from any field can access them without specialist knowledge. These ambitions have materialised in the form of the Toolbook, which is specifically designed to be used as a self-explanatory guide, complete with tools to stimulate awareness-raising and to encourage reflection on available resources and current practices

Rankings in students' decision-making process in Poland : implications for university management

Universities become increasingly complex and varied market players. Commercialization of education market changes their current position while forcing to redefine the orientation from traditional academic values towards business models. Building a market advantage enforces the necessity to undertake actions that are directed at consumer-related values. It is the consumer who, on the one hand, becomes a key stakeholder of activities performed by universities, and on the other one, a partner. As a result, university transforms in an ecosystem of mutual multidimensional relations between its employees and students. It evolves while seeking subsequent factors of success and unique values. Its position in rankings becomes a reflection of the effectiveness of undertaken strategies and actions determining future decisions of its consumers - students. The paper is of empirical-theoretical nature and its aim is to identify the role of rankings in students' decision-making processes with a particular focus on the conditions for managerial processes implemented by universities. The discussion is based on the relevant literature and the empirical studies' results

Educational Standards for Economic Education at All Types of General-education Schools in Germany

economic education, educational standards, general-education schools, germany, competences, competence model

Self-regulated and Technology-enhanced learning: a European perspective

Self-regulation of learning, learning to learn, and their potential stimulation by specific Information and Communication Technologies (ICTs), are main topics in European policy. This issue of the ‘European Educational Research Journal’ (EERJ) focuses on research to develop, integrate, and evaluate self-regulation of learning and the potential and actual uses of ICTs in educational practice. In this paper, we introduce five articles on self-regulated and technology-enhanced learning representing development and research conducted in preschools, primary and secondary schools, and universities of various countries. This research was presented at two symposia of the ‘European Conference on Educational Research’ (ECER) in Cádiz (2012). The symposia were part of the ECER network 16 ‘ICT in education and training’. The research exemplifies three different models of ICT-based learning, ranging from ‘traditional’ via ‘more flexible’ to ‘optimal’ learning. We discuss the main characteristics and outcomes of the five articles. We conclude with theoretical and methodological aspects that may promote further development and research of self-regulated and technology-enhanced learning in a European perspective

Professional learning & development : from innovative research to innovative interventions. Book of abstracts of the EARLI SIG14 2020 Conference

Special interest group 14 of the European Association for Research of Learning and Instruction (EARLI) brings together researchers who study work and education as contexts for professional learning. "From innovative research to innovative interventions" was the theme selected for the SIG14 2020 Conference in Barcelona. The conference was canceled due to the COVID-19 situation; however, the abstracts of all contributions are here presented, hoping that it can facilitate networking among researcher