Examining pathways from creative education to work, and preparation for these pathways within higher education programs, in the light of long standing labour debates, this book explores the creative launch experiences, destinations, and contributions of graduates emerging into an enormously diverse and heterogeneous creative workforce. Coming from university degree programs that tend to focus on the development of specialist creative disciplinary skills, graduates emerge into the diverse workforce with fairly narrow career identities. With contributions ranging from quantitative analyses of large longitudinal data sets to in-depth qualitative cases, the book aims to provide a range of studies that speak to the complexity found in creative careers. This book was originally published as a special issue of the Journal of Education and Work.

This book is the first edited volume devoted exclusively to career counseling with African Americans. African Americans are now at parity with the graduation rates of White Americans, yet disparities in employment continue to abound. At the same time the job market is changing and in need of more highly qualified workers, society must begin to understand the career and employment needs of Black Americans if it is to more effectively utilize this available market resource.
Recent data indicates that stronger economies have a competitive edge if they have a more diverse workforce. More effective career counseling must be provided for African Americans so that they can become more thoroughly integrated in the world of work, thus creating stronger economies for society and more satisfying and challenging lives for this segment of the United States. Career Counselors need to be trained to effectively interact with African Americans. This volume begins to shed more light on just how to do that.
This book presents nine significant topics focusing on career counseling for African Americans:
*basic issues and concepts;
*career assessment;
*career counseling with African Americans;
*career counseling with dual career African American couples;
*career transition issues;
*affirmative career counseling with African American women;
*career counseling in non-traditional career fields;
*the impact of the glass ceiling on the career development of African Americans; and
*future directions in career counseling theory, research, and practice with African Americans.

This book provides an integrated treatment of the relationship between political economy and vocational education at the beginning of the twenty-first century. Approaching the subject from a philosophical perspective the author engages with debates about
* the work-related aims of education
* the moral and spiritual significance of work
* the conceptualisation of political economy
* high-skill economies and vocational education
* the 'end of work' thesis
* the relationship between education and training in vocational education
* future work patterns
* the educational consequences of the economic theories of influential economists such as Smith, Mill, Marx, Marshall and Keynes.
This is an essential and ground-breaking study for academics and students of business studies, economics, political economy, and the sociology of work. It will equally be of interest to policy makers concerned with the future development of vocational education and training.

eBook available with sample pages: 0203183274

Accounting and finance have a reputation for complexity and dullness. Financial Games for Training aims to change these perceptions! It is an original collection of more than 65 brainteasers, crosswords, puzzles and quizzes plus all the solutions. They've been specially designed to bring a light-hearted but rigorous approach to the study and teaching of an otherwise 'boring' subject. Whether you're a student or executive, participant or tutor, here's the treasure chest you need to improve your grasp of finance for business. You won't think about the subject in quite the same way ever again!

The ultimate guide to marketing yourself in a CV or resume, and ensuring you make a professional impression in any job search. The job market has never been more competitive, and marketing yourself can be tricky. And nothing raises a red flag for an employer than a poorly-written or badly-presented CV or resume. This handy guide offers practical, step-by-step advice on preparing, writing, and presenting an impressive document - either on paper or online - that will help you to 'get your foot in the door' with prospective employers. Covering essential issues such as identifying your goals, creating different types of CV, or coming up with a fantastic and persuasive letter to go with them, this is a must-read for job hunters at any stage of their career.

Contents:
Introduction 1.What is Practitioner-Based Enquiry? 2.The Basis of Critique of Practitioner-Based Enquiry 3.Opening the Tool Bag: Proactive Behaviour in Planning an Enquiry 4.'Ologies and Analogies: Tuning the Mind to Research Design 5.Contriving Methodology: Bringing Unity to Knowing and Doing in Research Activity 6.Analysing and Writing - Writing and Analysing 7.Making a Difference: Using PBE to Influence Policy and Practice

Advocates for the rights of people with disabilities have worked hard to make universal design in the built environment "just part of what we do." We no longer see curb cuts, for instance, as accommodations for people with disabilities, but perceive their usefulness every time we ride our bikes or push our strollers through crosswalks. This is also a perfect model for Universal Design for Learning (UDL), a framework grounded in the neuroscience of why, what, and how people learn. Tobin and Behling show that, although it is often associated with students with disabilities, UDL can be profitably broadened toward a larger ease-of-use and general diversity framework. Captioned instructional videos, for example, benefit learners with hearing impairments but also the student who worries about waking her young children at night or those studying on a noisy team bus. Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and use-them-now resources.

This book compiles proven strategies and information on civil engineering education and the skills necessary for successful practice of civil engineering such as critical thinking, design thinking, leadership, and communication skills. It also addresses other relevant topics including professional ethics, global perspectives, assessment, recruitment, retention, and more. It is designed so that each chapter can be used separately or in combination with other chapters to help enhance and foster student learning as well as development of skills required for engineering practice. Features Includes overviews of successful academic approaches for each topic including implementation examples in every chapter Explains how assessment and the resulting data can be used for holistic evaluation and improvement of student learning Addresses the complexities of moral and professional ethics in engineering Highlights the importance of adopting a global perspective and the successful strategies that have been used or considered in educating resilient, globally minded engineers Compendium of Civil Engineering Education Strategies: Case Studies and Examples serves as a useful guide for engineering faculty, practitioners, and graduate students considering a career in academia. Academic faculty and working professionals will find the content helpful as instructional and reference material in developing and assessing career skills. It is also useful for intellectually curious students who want a deeper understanding and appreciation of the need for professional development and life-long learning.

First published in 1999, this book analyzes the process involved in implementing Technical and Vocational Education and Training policies in the countries of Jamaica and The Gambia. A critical approach was used to analyse the role played by different actors in this process, both at public and private sector institutions. The study documented a variety of projects and programmes, ranging from those that promoted entrepreneurship or self-employment amongst young people, to those that were more concerned with providing the skills needed for export-led growth. Overall it highlighted the complexities surrounding implementation and of the importance of donor agencies in financing TVET developments in both countries. Furthermore, it also illustrated how the use of foreign technical assistance and components obtained from the developed world, combined with the influence of the physical and political infrastructure, were the major reasons why projects or programmes failed to achieve their stated objectives. The study concludes by suggesting a model which can be used by policy makers to help ensure that programmes or projects are more successful at meeting local labour market needs, rather than those of aid agencies or actors within the state apparatus.

There are a bewildering number of counselling and psychotherapy courses on offer: yet often trainees are not fully aware of the implications of their choice of course for their time, finances and future career until they have already begun training. Choosing a Counselling or Psychotherapy Training takes the reader through all the stages of the therapeutic training path, looking at everything from starting a course to employment prospects.
Informative and realistic, the book includes:
* Theoretical approaches to counselling and psychotherapy
* Preparation for starting a course: costs and course content
*Qualifications, registration, accreditation and research
*Careers in therapy
Choosing a Counselling or Psychotherapy Training is essential preparatory reading for all those embarking on counselling or psychotherapy courses, as well as for trained counsellors and therapists considering their career development.

This book explains and demonstrates how creative writing can be used successfully in the context of professional education where traditionally a more distanced approach to reporting on professional experience has been favoured. It is based on many practical examples, drawn from several years' experience of running courses for social workers, nurses, teachers, managers and higher education staff, in which participants explore their professional practice through imaginative forms of writing. The participants experience of the work is presented through a discussion of interviews and evaluative documents. The book includes a set of distance-learning materials for those wishing to undertake such work for themselves or to establish similar courses, as well as a full analysis of the link between professional reflection and the artistic imagination. The book makes available a new and more broadly-based approach to the process of professional reflection, and the concept of the patchwork text has general relevance for debates about increasing access to higher education qualifications.

During the 1980s and 1990s the elaboration of a reformed system of vocational qualifications was perhaps the most controversial of all the governments efforts to improve the provision of vocational education and training. Based largely on interviews with nearly 100 individuals who were closely involved with these reforms, this book provides an in-depth account of the origins, development and implementation of NVQ and GNVQ policies. In accounting for the progress of vocational qualifications policy three main areas are covered by the book. Firstly the authors look at the origins of the reformed system, then examine the initial implementation of the NVQ and GNVQ policies in the late 1980s and early 1990s and identify the considerable problems that accompanied the reform process. Thirdly, the book focuses on the ways in which the reformed policy was sustained during the 1990s.

During the 1980s and 1990s the elaboration of a reformed system of vocational qualifications was perhaps the most controversial of all the governments efforts to improve the provision of vocational education and training. Based largely on interviews with nearly 100 individuals who were closely involved with these reforms, this book provides an in-depth account of the origins, development and implementation of NVQ and GNVQ policies. In accounting for the progress of vocational qualifications policy three main areas are covered by the book. Firstly the authors look at the origins of the reformed system, then examine the initial implementation of the NVQ and GNVQ policies in the late 1980s and early 1990s and identify the considerable problems that accompanied the reform process. Thirdly, the book focuses on the ways in which the reformed policy was sustained during the 1990s.

Addresses the question of how to provide for your employees' needs in training and education when they are located on the other side of the globe. This book suggests a systematic process model for transcultural customization of training programs that reduces delivery cycle, and enhances the effectiveness and efficiency of existing programs. Theories of culture and instructional systems design models have been reviewed and a case study was conducted to locate transcultural customizations needs and to develop the new model. The book explains why and how to provide culturally adequate training programs using only existing training courses. In addition, it offers specific guidelines on how to utilize the model in order to meet the individual needs of a global organization's headquarters.

The East Asian miracle, or its putative demise, is always news. The four Tiger economies of Hong Kong, Singapore, Taiwan and South Korea have experienced some of the fastest rates of economic growth ever achieved. This work provides an analysis of the development of education and training systems in Asia, and the relationship with the process of economic growth. The authors focus on how these systems facilitated their transition from labour intensive to capital intensive forms of production and explores the crucial role of government in managing this relationship. The hallmark of policymaking in these economies is that governments have been able to gear the output of their education and training systems to the requirements of any particular stage of growth, often by anticipating future skill demands. However, the book also considers to what extent this model of skill formation is being undermined by processes of economic liberalization and democratization. The text provides policy makers with a model of the skill formation process. It has practical implications for all those concerned with facilitating the process of economic development: from policy makers or sociologists to those

Sometimes in medicine the only way to know what is truly going on in a patient is to operate, to look inside with one's own eyes. This book is exploratory surgery on medicine itself, laying bare a science not in its idealized form but as it actually is--complicated, perplexing, and profoundly human. Atul Gawande offers an unflinching view from the scalpel's edge, where science is ambiguous, information is limited, the stakes are high, yet decisions must be made. He investigates such enduring mysteries as the nature of pain, the inability to cure nausea, even the little-understood biology of blushing. He explores how deadly mistakes happen, and why good doctors go bad. He also gives us privileged entry into the inspiring world of ambitious operations, remarkable experiments, and unexpected intuitions. And through it all, we find Gawande's deep concern with the actual experiences of patients and doctors as they negotiate the paradoxes and imperfections inherent in caring for human lives. At once unsentimental and humane, Complications is a new kind of medical writing, nuanced and lucid, unafraid to confront the conflicts and uncertainties that lie at the heart of modern medicine, yet always alive to the possibilities of wisdom in this extraordinary endeavor. From Complications: I had just finished examining someone in the ER when one of the physicians stopped me with yet another patient: twenty-three-year-old Eleanor Bratton had a red and swollen leg. "It's probably only a cellulitis" --a skin infection--"but it's bad," he said. He had prescribed intravenous antibiotics, but he wanted me to make sure there wasn't anything "surgical" going on. The patient looked fit and athletic. There did not seem anything seriously ill about her. I glanced at her chart--she had good vital signs, no fever, and no past medical problems. I asked Eleanor if she had had any pus or drainage from her leg. No. Any ulcers? No. A foul smell or blackening of her skin? No. I le

In the light of changes the government has launched as part of its welfare to work initiatives, this text explores apprenticeship. The authors set the historical context and discuss the theoretical and practical aspects of acquiring the necessary knowledge and skills for competence. The Dearing Report has proposed a work related route for some students and this book focuses on a number of academic and professional perspectives on apprenticeship and its revival. The book concludes with a look at the future of apprenticeship.

Back cover
Language in Social Life Series
General Editor: Christopher N. Candlin, Chair Professor of Applied Linguistics, City University of Hong Kong, Hong Kong
Language in Social Life Series is a major series which highlights the importance of language to an understanding of issues of social and professional concern. It will be of practical relevance to all those wanting to understand how the ways we communicate both influence and are influenced by the structures and forces of contemporary social institutions.
Just as workers are confronting the rapidly changing practices of the restructured, technological workplace and the increasing convergence of working and learning, so those involved in any form of workplace education or training are also restructuring their focus, teaching methods and approaches. This book examines the conceptual and practical challenges facing education and training professionals in redefining their contribution to improving communication and learning at work.
Interweaving theory and commentary with actual case-studies, the book explores a multifaceted approach to workplace education which aims to develop individual workersA skills as well as integrating learning, language and cross-cultural issues into work, communication and management practices. It is a strategic, practical approach which draws on a range of applied linguistic and educational traditions and is informed by related disciplines such as cognitive and social psychology and organisational behaviour.
The book does not present formulae for success; rather it illustrates the complexities and challenges faced by educators as they learn to balance different, and oftenconflicting priorities.
Language and Literacy in Workplace Education: Learning at Work has been written with a wide audience in mind, from language and literacy professionals, Human Resources staff, vocational trainers, managers, as well as students of education and linguistics. The book is clearly presented, and takes care to explain specific educational or organisational terminology making the study accessible to newcomers to the field.
Giselle Mawer is a researcher and consultant in workplace education and training and has worked with a number of tertiary institutions, government departments and leading Australian and international enterprises.

Work now invariably requires a continual focus on learning: to improve productivity, to enhance the flexibility of employees and to develop and transform organizations. This volume brings together leading experts from the United States, Britain, Australia and New Zealand to critically evaluate the current debates on workplace learning and to propose directions for future developments in both research and practice. Topics covered include:

* expectations of learning at work into the twenty-first century
* learning theories, practice and performance implications
* the relationship between workplace learning and other forms of lifelong learning
* the international developments in competency-based approaches to learning and assessment
* the influence of language, power, culture and gender upon the 'construction' of learning.
Topical and informative, this volume will be an invaluable resource for students and researchers of training, HRD, continuing and adult education.

Work now invariably requires a continual focus on learning: to improve productivity, to enhance the flexibility of employees and to develop and transform organisations. The volume brings together leading experts from the United States, Britain, Australia and New Zealand to critically evaluate the current debates on workplace learning and propose directions for future developments in both research and practice.
Topics covered include:
* expectations about learning at work into the twenty-first century
* learning theories, practice and performance implications
* the relationship between workplace learning and other forms of lifelong learning
* the international developments in competency-based approaches to learning and assessment
* the influence of language, power, culture and gender upon the 'construction' of learning.

Most prisoners in the UK are required to work. Yet prison work is a relatively neglected subject in the existing literature on imprisonment and few studies have focused on the nature of prison work, prisoners' experience of it, and the extent to which it meets the need of rehabilitating prisoners.
Prisoners' Work and Vocational Training sheds new light on this crucial area in the work of prisons and examines:
*the nature of training received by prisoners
*the actual work they undertake
*how this relates to the world or work outside
*the role it plays in helping to secure employment on release.
Frances Simon employs a balance of qualitative and quantitative data, including first hand accounts from UK prisons, gathered during field research. Her book will be essential reading for all those studying criminology and prison studies and all professionals working with prisoners, including probation officers and social workers.

Most prisoners in the UK are required to work. Yet prison work is a relatively neglected subject in the existing literature on imprisonment and few studies have focused on the nature of prison work, prisoners' experience of it, and the extent to which it meets the need of rehabilitating prisoners.
Prisoners' Work and Vocational Training sheds new light on this crucial area in the work of prisons and examines:
*the nature of training received by prisoners
*the actual work they undertake
*how this relates to the world or work outside
*the role it plays in helping to secure employment on release.
Frances Simon employs a balance of qualitative and quantitative data, including first hand accounts from UK prisons, gathered during field research. Her book will be essential reading for all those studying criminology and prison studies and all professionals working with prisoners, including probation officers and social workers.

Management Education and Humanities argues that management teachers and researchers seem to be increasingly dissatisfied with the way managers are usually educated in western countries. It claims that educational practices and methods would greatly benefit from reflection on the implicit assumptions and paradigms behind those practices, and debates the role that humanism and humanities might play in the formation of new managerial elites. The book examines three themes that have emerged as central to the contemporary debate on management education: the profession of management; humanism as a philosophy and worldview; and the humanities as an academic field where management schools could find new inspirations for curricula. All three themes are scrutinized in a frame of reference extended between two different points of view: the traditional view, with its tendency to idealize (and even sometimes romanticize) humanism, the humanities and management as a social function; and the 'past-modern' view, which is inclined to skepticism and to the deconstruction of social and cultural phenomena. Providing a lively account of this ongoing debate and exploring new trends and experiences in management education, this book will be invaluable reading for teachers, students and researchers of management, management strategy, and organizational behaviour.

Those responsible for professional development in public and private-sector organizations have long had to deal with an uncomfortable reality. Billions of dollars are spent on formal education and training directed toward the development of job incumbents, yet the recipients of this training spend all but a fraction of their working life outside the training room--in meetings, on the shop floor, on the road, or in their offices. Faced with the need to promote "continuous learning" in a cost-effective manner, trainers, consultants, and educators have sought to develop ways to enrich the instructional and developmental potential of job assignments--to understand and facilitate the "lessons of experience."
Not surprisingly, social and behavioral scientists have weighed in on the subject of on-the-job learning, and one message of their research is quite clear. This message is that much of the knowledge people use to succeed on the job is acquired implicitly--without intention to learn or awareness of having learned. The common language of the workplace reflects an awareness of this fact as people speak of learning "by doing" or "by osmosis" and of professional "instinct" or "intuition." Psychologists, more careful if not clearer in their choice of words, refer to learning without intention or awareness as "implicit learning" and refer to the knowledge that results from this learning as "tacit knowledge."
Tacit Knowledge in Professional Practice explores implicit learning and tacit knowledge as they manifest themselves in the practice of six knowledge-intensive professions, and considers the implications of a tacit-knowledge approach for increasing the instructional and developmental impact of work experiences. This volume brings together distinguished practitioners and researchers in each of the six disciplines to discuss their own research and/or professional experience and to engage each other's views. It addresses professional practice in its totality -- from the technical to the interpersonal to the crassly commercial -- not simply a few aspects of practice that lend themselves to controlled study. Finally, this edited volume seeks to go beyond the enumeration of critical experiences to an understanding of the psychological mechanisms that underlie learning from experience in professional disciplines and, in so doing, to lay a foundation for innovations in professional education and training.

Those responsible for professional development in public and private-sector organizations have long had to deal with an uncomfortable reality. Billions of dollars are spent on formal education and training directed toward the development of job incumbents, yet the recipients of this training spend all but a fraction of their working life outside the training room--in meetings, on the shop floor, on the road, or in their offices. Faced with the need to promote "continuous learning" in a cost-effective manner, trainers, consultants, and educators have sought to develop ways to enrich the instructional and developmental potential of job assignments--to understand and facilitate the "lessons of experience."
Not surprisingly, social and behavioral scientists have weighed in on the subject of on-the-job learning, and one message of their research is quite clear. This message is that much of the knowledge people use to succeed on the job is acquired implicitly--without intention to learn or awareness of having learned. The common language of the workplace reflects an awareness of this fact as people speak of learning "by doing" or "by osmosis" and of professional "instinct" or "intuition." Psychologists, more careful if not clearer in their choice of words, refer to learning without intention or awareness as "implicit learning" and refer to the knowledge that results from this learning as "tacit knowledge."
Tacit Knowledge in Professional Practice explores implicit learning and tacit knowledge as they manifest themselves in the practice of six knowledge-intensive professions, and considers the implications of a tacit-knowledge approach for increasing the instructional and developmental impact of work experiences. This volume brings together distinguished practitioners and researchers in each of the six disciplines to discuss their own research and/or professional experience and to engage each other's views. It addresses professional practice in its totality -- from the technical to the interpersonal to the crassly commercial -- not simply a few aspects of practice that lend themselves to controlled study. Finally, this edited volume seeks to go beyond the enumeration of critical experiences to an understanding of the psychological mechanisms that underlie learning from experience in professional disciplines and, in so doing, to lay a foundation for innovations in professional education and training.