From the classroom to the computer screen: delivering a traditional University course in a non-traditional way

The present Technical Reports contains two complementary papers describing our experience with a system for delivering traditional lectures through computers and computer networks

“Berardi!, Whiskey Tango Foxtrot!?” A Standard Operating Procedure For Making A High Performing BLT

This Capstone examines high-performance leadership tendencies among former military leaders in culinary settings. Interpretive Phenomenological Analysis supported a series of inductive suppositions. Section 2 of the Capstone combines experiential pre and post-military stories and six qualitative interviews with military leaders to pinpoint five leadership tendencies drawn from the literature. Section 3 details qualitative interviews with senior culinary leaders. The research identified the following five high-performance tendencies: (1) Indoctrination, (2) Sustained Standards of Excellence, (3) Competency, (4) Care for Others, and (5) Adaptability. A short questionnaire helped newly appointed leaders self-assess their leadership approach to see if they implement any of the tendencies in their current environment. Employers could use a reformulation of the questionnaire as a tool to assess leadership tendencies of new employees. Lastly, the research found that experience in one field is transferable to other fields, and provides an individual with specific models and lenses for viewing an organization

Pilot Evaluation of the Mexican Model of Dual TVET in the State of Mexico

Since the first public announcement of the Mexican Model of Dual TVET (MMFD) in June 2013, more than 5,000 apprentices have enrolled in the programme and around 2,000 already graduated. The Ministry of Education (SEP and CONALEP), the Chambers of Commerce (i.e. COPARMEX) and the German Cooperation Agencies (i.e. CAMEXA) have been collaborating with state authorities, families, schools and companies to turn this initial idea into a significant and sustainable initiative. Although the numbers are still small, it seemed necessary to undertake a pilot evaluation study of the implementation and impact of this program on its participants to inform those responsible for this policy. We decided to focus our study on the State of Mexico because of the higher number of apprentices in this state and because of the access that the CONALEP authorities gave us to the informants. The report that you are about to read is structured in four main sections. In the first one we reviewed the international evidence on the experiences of policy transfer of Dual TVET. Transferring international good practice sin TVET is always a complex process that requires careful attention to the experiences and lessons from those that tried to do it before. In the second section, we present the main characteristics of the Mexican Model of Dual TVET and the specificities of its implementation in the State of Mexico. In a federal country like Mexico, it is important to understand that national policies may largely vary across states in terms of design and implementation. The third section outlines the methodology of the study, which is inspired by the realist evaluation principles. Realist evaluation, not only tries to measure the impact of interventions on beneficiaries, but also to understand the causal mechanisms that explain why this policy is more effective in certain contexts and with certain beneficiary populations than in others. In the final section, the results of the interviews and the survey with 25 apprentices that completed their studies under the MMFD in the State of Mexico are presented. Obviously, the reduced sample of the study limits the representativeness of our findings but it will offer some expected and unexpected results that should not be ignored by those involved in this policy in the State of Mexico and nationally

The Dilemmas of Diffusion: Institutional Transfer & the Remaking of Vocational Training Practices in Eastern Germany, CES Germany & Europe Working Papers, No. 05.10, 1996

Through a case study of the diffusion of the celebrated West Gennan "dual system" of vocational training to the territory of the fonner German Democratic Republic, we develop the argument that local sociopolitical relations matter crucially for the successful transfer and implementation of institutional arrangements. Notwithstanding massive levels of government funding, the presence of complementary supports, and the concerted efforts of Ger­many's social partners, the dual system is experiencing significant difficulties in the new federal states of the East. These difficulties are not due simply to the particular politics of unification (the wholesale transfer of West German institutions whether or not they were appropriate to Eastern Germany) nor even simply to the paucity of dynamic private firms capable of and willing to train new apprentices. The difficulties stem also from the under­ lying weaknesses of the East German sociopolitical infrastructure on which the entire dual system rests. This. hy­ pothesis is elaborated and substantiated through a range of data on training in the East and especially through the use of detailed case studies of Leipzig and Chemrutz

Situated trajectories of learning in vocational training interactions

This paper investigates smaller-scale transitions that are part of the longer-term processes of subjective transformation and adaptation to new professional competencies for learners in the field of vocational education. On the conceptual level, it proposes to view transitions as intermediate states in situated trajectories of learning. The notion of trajectory aims to capture that (a) learning occurs through situated and highly contextualized micro activities and (b) that these activities occur within historical sequences of events, which come to form over time dynamic trajectories. The ingredients constitutive of a trajectory of learning are first defined. The notions presented are next applied to the empirical analysis of one sequence of learning, in which we show the transitions undergone by one object of knowledge as it is being taught to different apprentices in a workshop. On the theoretical plane, the paper thus proposes to view transitions as microdynamics of change. On the methodological plane, it contributes to identifying possible empirical sources and methodological frames to study micro-transitional phenomen

Developing a 21st Century Aerospace Workforce

White Paper Version 2Across the industry there are leaders at every level who are being challenged to think and act in new ways. The same is true for this commission. This can't be a "business as usual" review of the industry's status. As the first such government commission in this new century we are faced with a unique opportunity and a unique set of challenges. In this paper we provide analysis and recommendations on human capital issues that are simultaneously designed to be practical and visionary -- aimed to address root causes, not symptoms

The recipient perspective: a mixed methods Inquiry of knowledge seeking factors in tacit knowledge contexts

Tacit knowledge is an important source of competitive advantage to organisations. Sharing tacit knowledge among employees is vital to realising its benefits. Knowledge sharing requires the effective provision of knowledge and the useful acquisition of knowledge. More recently, knowledge seeking has been proposed as an additional recipient behaviour which encourages the provider to share their knowledge. Additionally, research has acknowledged the important role individual and social factors play in influencing the knowledge sharing. However, whether those factors equally effect recipient knowledge seeking and acquisition has been under-investigated. To address these gaps, this research investigates the individual and social factors which influence interpersonal knowledge seeking by knowledge workers engaged in highly tacit tasks within two separate contexts. In addition, knowledge seeking as a strategy for effective tacit knowledge acquisition is explored. Study one uses interviews with 33 knowledge-workers to explore individual and social factors which influence their tacit knowledge seeking, acquisition and sharing. Study two surveyed 233 junior doctors to test direct and indirect relationships between individual and social factors and their tacit knowledge seeking and acquisition from consultant doctors. The key findings support the contention that the individual and social factors which effect knowledge seeking are not interchangeable with those that effect knowledge acquisition and sharing. Various individual and social factors effect knowledge seeking at different stages of this behaviour. Furthermore, findings indicate that knowledge seeking can enhance successful acquisition of tacit knowledge through the organisational learning process of interpreting. This is the first study to compare individual and social factors which influence behaviours of seeking, acquisition and sharing in one study. It is also the first to empirically examine the 4i framework, and specifically the mediating effect of interpreting to explain the relationship between knowledge seeking and acquisition. Both studies provide actionable insights to improve successful knowledge sharing practices for tacit tasks

Developing the future workforce through apprenticeships : a case study of an industry-education partnership.

In recent years economic and demographic changes, concerns with high school dropout and academic achievement, high college incompletion rates and a skills gaps in the labor market have caused policy makers, educators and employers to seek solutions to the education and training of students that enhance their skills to make them college and career ready. Apprenticeships have resurfaced as an educational approach that can bridge the gap between education and work when aligned with the values and expectations of major key players, namely students, employers and educators, with the substantive support of policy makers. The purpose of this qualitative case study was to describe an apprenticeship program targeted at high school students and aimed at addressing the employer skills needs in an advanced manufacturing company located in the Midwestern United States. The participants included students, teachers, administrators, and employers involved in the program. The main research question guiding the study was, what is the role of apprenticeships in enhancing adolescents’ college and career readiness and meeting employer skills needs? Additional sub-questions provided insights into participants’ experiences as they engaged with the program. Study findings revealed how a strong collaborative partnership between the employer and educational institutions was vi critical to the successful organization and implementation of the program. The uniqueness of the program was how it was structured to allow for career exploration and progression into higher education. Students reported that their academic, technical and employability/soft skills had been enhanced as a result of participating in the program. The study also revealed the importance of aligning students’ career goals with the employer’s goals. Findings from this research may be of interest to employers looking to partner with educators to address their skills needs. Additionally, lessons learned from this program could inform future programs targeted at high schoolers enrolled in skilled trades programs in career and technical education. A logic model that provides the basis for an effective high school-industry apprenticeship program that can address the skills gap was proposed. Building on the traditional framework of youth apprenticeship, the model also stressed flexibility and progression: values that are central to American youth in the 21st century. Keywords: apprenticeships, college and career readiness, skills ga