Developing knowledge through different spaces in work-related settings: insights from the United Kingdom

This article will discuss the notion of spaces as learning contexts and explore how this concept can enhance our understanding of experiential learning in work-related settings. This article aims to consider how employees learn and develop their knowledge through different pathways, and through the different learning spaces in which they are building on their knowledge. The research has demonstrated that employees develop their knowledge through different environments that are often associated with different types of learning spaces: (1) formal learning spaces/academic spaces (which relate to learning through formal courses) and (2) experiential learning spaces (which relate to learning experientially, e.g. from day to day workplace activities). The articles draws on the concept of the learning space as a framework for illustrating the interplay between employees’ learning styles and different types of learning environments

El desarrollo de conocimientos a través de diferentes espacios en entornos laborales: una visión del Reino Unido

This article will discuss the notion of spaces as learning contexts and explore how this concept can enhance our understanding of experiential learning in work-related settings. This article aims to consider how employees learn and develop their knowledge through different pathways, and through the different learning spaces in which they are building on their knowledge. The research has demonstrated that employees develop their knowledge through different environments that are often associated with different types of learning spaces: (1) formal learning spaces/academic spaces (which relate to learning through formal courses) and (2) experiential learning  spaces (which relate to learning experientially, e.g. from day to day workplace activities). The articles draws on the concept of the learning space as a framework for illustrating the interplay between employees’ learning styles and different types of learning environments.En este trabajo se discutirá la noción de espacios como contextos de aprendizaje y se explorara cómo puede este concepto mejorar nuestra comprensión del aprendizaje experimental en los entornos laborales. Este artículo tiene por objeto reflexionar sobre cómo los empleados aprenden y desarrollan sus conocimientos a través de diferentes vías y de diferentes espacios de aprendizaje en los que se construye su conocimiento. Las investigaciones han demostrado que los empleados desarrollan sus conocimientos a través de diferentes ambientes que se asocian a menudo con diferentes tipos de espacios de aprendizaje: (1) los espacios de aprendizaje formal / espacios académicos (que se relacionan con el aprendizaje a través de cursos formales) y (2) espacios de aprendizaje experiencial (que se relacionan con el aprendizaje por experiencia, por ejemplo, de actividades del día a día del lugar de trabajo). El artículo se basa en el concepto del espacio de aprendizaje como marco para ilustrar la interacción entre los estilos de aprendizaje de los empleados y los diferentes tipos de ambientes de aprendizaje

Cash Rules Everything Around Me (C.R.E.A.M): The Balancing Act of Competition and Revenue in a Collegiate Athletic Department

Competiveness within a culture is often discussed as an important factor to the degree that knowledge is shared within an organization. In this paper, I consider the influence of the degree of competitiveness of such organizational cultures on knowledge sharing, a crucial process in knowledge management, and on how competiveness affects team-to-team relationships in the athletic department. Through my research, I wanted to find out: To what degree does the competitiveness of an organization’s culture play on the way knowledge is shared in that organization, and what methods are used inside an athletic department for creating a culture that promotes openness and success? In doing this, I sat interviewed multiple members of an athletic department and documented their meetings. Results showed competiveness to not be helpful in a department more geared towards competiveness with other institutions. Knowledge sharing is too important in this industry and stakeholders rely too much on the department for competiveness to interfere with an open culture

An Insurmountable Obstacle: Denying Deference to the Bia’s Social Visibility Requirement

In the last fifteen years, the Board of Immigration Appeals has imposed a requirement that persons seeking asylum based on membership in a particular social group must establish that the social group is “socially visible” throughout society. This Comment argues that the social visibility requirement should be denied administrative deference on several grounds. The requirement should be denied Chevron deference because Congress’s intent behind the Refugee Act of 1980 is clear and unambiguous and, alternatively, the requirement is an impermissible interpretation of the statute. The requirement is also arbitrary and capricious under the Administrative Procedures Act. This Comment argues that courts should instead follow the United Nations High Commissioner for Refugees’ definition of a particular social group, in which social visibility is one of two methods to establish a particular social group. An adoption of this framework would serve Congress’s intent to adhere to the United States’ international obligations