Rising Expectations in Business Education

The article comments on the rising expectations in business education. It explains the term liberal education. It mentions the Liberal Education & America\u27s Promise Campaign launched by the Association of American Colleges & Universities in 2005. The article also notes that integrative learning is particularly relevant because it melds students\u27 professional and liberal educations

Examining Occupational Therapy Students’ Responses to Integrative Seminars

The integrative seminar is an innovative teaching-learning approach that focuses on active learning and peer collaboration, characteristics that align with millennial learners’ preferences. The use of integrative seminars has been reported by various health professions with positive outcomes. Course feedback survey data from the first cohort of occupational therapy students who participated in a new four-course integrative seminar series were analyzed. Findings suggest that the format of the courses was engaging for the learners. The students particularly valued the small class; the opportunities for peer collaboration; and the variety of active learning opportunities, including simulations. The students also indicated that the seminars helped them to integrate and apply their learning across the curriculum. In another survey completed near the end of their Level II fieldwork rotations, the students indicated that the seminars contributed to their readiness for fieldwork as well as to the development of their critical thinking, interpersonal skills, and professional identity. The findings from this analysis support the potential value of integrative seminars in occupational therapy education

The learning portfolio in higher education: an integrative review

The learning portfolio is often lauded as a powerful pedagogical tool, and consequently, is rapidly becoming a central feature of contemporary education. This paper synthesizes and critically reviews the literature pertaining to its use in higher education contexts specifically. Three key themes are identified and discussed. First, although the theory underlying the use of learning portfolios is promising, robust empirical evidence supporting their effectiveness remains sparse. Second, the tool is rooted in a complex pedagogy, and its potential can only be realized if the processes underlying this pedagogy are properly understood by advocates and executed by users. Third, there is a recurring tension between the developmental (process) and evaluative (product) conceptualizations of the learning portfolio. On the basis of these findings, some recommendations for future research and practice in this area are identified

PENGEMBANGAN BAHAN AJAR DIGITAL INTERAKTIF INTEGRATIF PEMBELAJARAN MENULIS TEKS EKSPOSISI KELAS X SMA

The competence of the 21st century in the era of the industrial revolution requires the integration of information and communication technology in the world of education so that the selection of teaching materials must also be adjusted to the demands of changing times. The purpose of this study is to develop product design, teaching material products, and the feasibility of interactive digital teaching materials integrative learning to write exposition texts for grade X high school. This development research uses the R2D2 model (Reflective, Recursive, Design, and Development). The product resulting from this development research is in the form of a book called BUDESI (Exposition Digital Book) which is the development of interactive digital teaching materials integrative learning to write exposition texts for grade X high school and user manuals. Based on the results of product tests conducted by technology experts, material experts, practitioners, and respondents (field tests) show that the integrative interactive digital teaching materials packaged in BUDESI are very feasible and can be applied to learning to write exposition texts for grade X high school students

Studi Komparatif Pendidikan Integratif K.H. Ahmad Dahlan Dan K.H. Imam Zarkasyi

Integrative education refers to an education which attempts to combine two things dichotomically applied in education: religious sciences and general sciences. K.H. Ahmad Dahlan and K.H. Imam Zarkasyi were education reformers living in the different eras, but have similar perspectives in the development of integrative education. The present research, therefore, seek to (1) describe the concept of integrative education in the views of K.H. Ahmad Dahlan and K.H. Imam Zarkasyi. (2) analyze differences and similarities of the concept of integrative education in the view of K.H. Ahmad Dahlan and K.H. Imam Zarkasyi. The research belongs to library research using historical approach and philosophical approach. Comparative method was applied as the method of data analysis. The results of the research indicate that 1) the concept of integrative education in the view of K.H. Ahmad Dahlan and K.H. Imam Zarkasyi is the integration of religious sciences and general sciences inti one educational system; faith, knowledge, and mind are combined into an implementation to deal with the era development when living in society, 2) both K.H. Ahmad Dahlan’s and K.H. Imam Zarkasyi’s perspectives share differences and similarities; both differ in the educational condition background and the established educational institutions, while for similarities, both wish for an education which enables to produce intellectual clerics (ulama), and to serve as a means of building sincere, charitable, righteous soul and of actualizing knowledge in real life situation instead of associating it with merely a theory. Keywords: Integrative education, K.H. Ahmad Dahlan, K.H. Imam Zarkasy

Transpersonal Education: An Educational Approach for the Twenty-First Century?

Maslow was instrumental to the development of both humanistic and transpersonal psychology advocating that humanistic psychology should be subsumed by transpersonal psychology [1]. However the transpersonal has remained a lucid term with over-simplified definitions relating to spirituality [2-5], although three encompassing themes have been identified: beyond-ego psychology, integrative psychology and transformative psychology [6]. Although transpersonal psychology has been applied to a number of fields, (e.g. counselling, coaching, psychotherapy), there has been a paucity of research in relation to mainstream education. This paper initially introduces and discusses transpersonal psychology and how it differs to humanistic and positive psychology, before hermeneutically analysing previous research on transpersonal education, to propose a transpersonal education for the twenty-first century

A NEW APPROACH TO DEVELOPMENT- INTEGRATIVE IMPROVEMENT (II)™: SUSTAINABLE DEVELOPMENT AS IF PEOPLE AND THEIR PHYSICAL, SOCIAL AND CULTURAL ENVIRONMENTS MATTERED

The purpose of this article is to outline the core principles of Integrative Improvement (II) in comparison with current development approaches, describe key features of II and briefly comment on II in relation to the Sustainable Livelihoods (SL) approach of the United Kingdom Department for International Development (http://www.livelihoods.org/). The current development approaches considered are those selected in 6.1 of the SL Guidance Sheets, namely:- “• Country-level Development Strategies, for example: Poverty Reduction Strategy Papers, Comprehensive Development Frameworks and National Strategies for Sustainable Development; • Medium-Term Expenditure Frameworks; • Sector-Wide Approaches; • Governance and Rights-based Approaches.”Economic development, Integrative Improvement, Integrative Thinking, Integrative Governance, Integrative Problem Solving, Integrative Capitalism, Integrative Democracy, Education-Teaching and learning, Training-Human Resources and management, Organisational development, Personal development, Applied Mind Science, Self-organising systems