This unique book describes literacy programs that take place in contemporary workplaces and explores their consequences for the employees (especially the managers), the organizations, and society as a whole. Employing a critical sociological perspective, Boyle argues that literacy education in the workplace has as much to do with organizational legitimacy and managerial ideology as with illiterate workers. Her analysis reveals that such programs can be understood as having a range of consequences: Not only do they increase skills, these programs improve work attitudes and show employer beneficence. They also assimilate immigrants, assure retention and stability at the lowest organizational level, legitimize competitive strategy based on investment in human resources, privatize a neglected public good, and allow middle managers to maintain their position in the hierarchy, among other things. As a result, she suggests that employer-sponsored literacy programs have the effect of perpetuating the inequities experienced by those at the bottom of the organizational chart, despite the rhetoric of egalitarianism and opportunity that typically accompanies educational endeavors.

Through the example of workplace literacy programs, Boyle debunks the commonplace assumption that education is an unmitigated good and addresses fears of corporate co-optation. The phenomenon of employer-sponsored education is revealed to be complex and contradictory, with consequences that extend beyond the classroom walls. Economic inequities are exacerbated by such programs, and the social problems associated with illiteracy are not alleviated. By exploring the boundary-blurring that occurs when market organizations become involved with non market ideas and practices, when public and private sector responsibilities shift, and when the workplace becomes the new schoolhouse, Boyle illuminates the complexities involved at organizational, individual, and societal levels.

This book analyses the development of hospitality education from vocational to higher education, and discusses the positioning of hotel schools. It addresses questions such as: Should hospitality management become part of generic business education? Are the technical training programmes that have defined the identity of these schools a remnant of their vocational past, or have they contributed to the successful careers of many hospitality graduates? Topics discussed in the book are curriculum innovation, the theory of experimentation, the nature of hospitable behaviour, information technology, life-long learning and developments for future curricula. The book makes clear that the debate on the balance between theory and practice will not only define the future of hospitality management education, but can also be considered a relevant case study in other business disciplines. The history of hospitality education goes back to the end of the nineteenth and early twentieth century when hotel schools were founded to train the protocol and technical skills required to receive the travellers of those days. Since then, the scale and complexity of the hospitality industry and its professions have changed, as well as our understanding of what makes a business -whether it offers accommodation or something else- "hospitable". The scope and educational level of hotel schools have evolved accordingly, and hospitality management has become a popular discipline in the traditional and renowned hotel schools as well as in universities.

This book recognizes the intersection between individual identity and career needs, exploring the specific cultural meaning of careers, as well as exploring the challenges and potential solutions that are faced by individuals with diverse backgrounds and needs. The book's unique emphasis on interventions allows counseling students to visualize and actualize career counseling with a wide range of clients, providing techniques that can be put into practice directly.

This book explores the realities of adult education practice in the current political and economic climate. With a particular focus on examining the effect of the multitude of changes in policy and philosophy over the past 30 years, the book explores how the values and career expectations of adult educators have been affected, and considers the implications for adult education as a field of professional practice. As well as exploring the broader international picture, the book draws on the findings of recent research into adult and community education practitioners' perspectives in two case study countries - England and Aotearoa/New Zealand - to illustrate how local contexts and cultures, as well as global trends, impact on the structure and organisation of adult education. By presenting the perspectives of adult educators, whose voices have been relatively absent from the recent literature, this book gives a unique insight into how their work has been adversely affected by funding and policy pressures in an increasingly insecure educational environment, and analyses their responses to the contradictions between their professional values and the expectations placed upon them by policy and funding changes. It will be of great interest to students and researchers working in Education and Sociology, and will also make compelling reading for policy-makers.

Educators and those who prepare teachers are facing increased scrutiny on their practice that include pressures to demonstrate their effectiveness, meet the needs of changing demographics and students, and adapt to ever-changing learning environments. Thus, there is a need for innovative pedagogies and adoption of best practices to effectively serve the needs of digital learners. The Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education is an essential research book that takes an in-depth look at the methods by which educators are prepared to address shifting demographics and technologies in the classroom and provides strategies for focusing their curricula on diverse learning types. It takes a look at the use of innovative pedagogies and effective learning spaces in teacher education programs and the decisions behind them to enhance more inquiry learning, STEM initiatives, and prove more kinds of exploratory learning for students. Covering topics such as higher education, virtual reality, and inclusive education, this book is ideally designed for teachers, administrators, academicians, instructors, and researchers.

Often seen as the supporting-cast in the lives of high profile celebrities and businessmen; Personal Assistants do more than run mere errands these days. These machines of modern business are a hybrid of secretary, project manager and confidante to their employer. PA's are demanding more responsibility, autonomy and recognition. And they're getting it. Beyond the Red Carpet provides those seeking information on how to get into this field with the requisite information to be triumphant. It also serves as a continuing education resource for working PA's.

FORWARD to Professorship in STEM: Inclusive Faculty Development Strategies That Work provides best practices on how to design and implement inclusive workshops aimed at supporting faculty and staff in their career development. The book addresses fundamental skills and strategies to excel in academia, with a focus on assisting women and other underrepresented groups to succeed in obtaining tenure-track faculty positions, and in acquiring tenure. Contributors from wide geographical, disciplinary, and career backgrounds offer their insights on challenges in academia, lessons learned, successes, and outcomes, with chapters devoted to tenure and beyond, collaborations and funding, impact on, and of, the deaf culture, and engaging differences.

This practical guide is a must read for students interested in developing the attitudes, knowledge, skills, and values that foster positive relationships with people from diverse cultures both within and outside of the workplace. It contains real-life examples from students drawn from the authors' work across different countries. In an age of growing diversity and increasing global mobility, living and working with people from different cultural backgrounds is becoming the norm. To address this complex topic, the authors invite students to consider key questions such as: How do our cultural backgrounds influence our behavior towards others? What is intercultural competence and how can it help students to get along in work and life? How can institutions help students to develop intercultural competence? What does it have to do with topics like prejudice, discrimination, and racism? How can intercultural competence facilitate social change and help students to succeed in their careers? Written for students in any country and studying in any discipline, this book includes practical activities designed to help students to develop intercultural competence throughout their time at college or university. It is useful for students as an autonomous learning source, or as a resource for taught courses. Drawing on a comprehensive and rigorous knowledge of the field, the authors have written a thought-provoking analysis and a practical guide to understanding and enacting Intercultural Competence. I learnt from and admire their ambitious vision of the significance of intercultural competence for society and for the lives and careers of their readers.- Michael Byram, author of Teaching and Assessing Intercultural Communicative Competence, Durham University, UK This is a wonderfully readable book, which carefully and clearly explains the concept of intercultural competence, exploring its implications for addressing many of the most crucial issues facing the world today. Based on impeccable scholarship, and containing a wealth of practical activities, this book is highly recommended for students and interested laypeople alike.- Martyn Barrett, University of Surrey, UK An exceptionally user-friendly and theory-informed guidebook that would not only benefit university students but anyone with an interest in intercultural communication. The book is second to none in terms of clarity of presentation and coverage of concepts, models and practical ideas relevant to intercultural competence for the contemporary society. -Anwei Feng, University of Nottingham Ningbo, China An essential handbook and excellent addition to conventional textbooks. Nuanced and down-to-earth explanations about intercultural communication which are accessible to everyone. Insightful explanations for educators and students alike. Easy to use self-study guide with thought-provoking exercises. This book has been long needed and has come at just the right time. --Ivett Guntersdorfer, Founder and Director of the Intercultural Communication Certificate Program, Ludwig-Maximilians-Universitat Munchen, Germany

As a growing number of North American educators seek unique cultural and professional experiences by teaching abroad, they need a comprehensive resource that addresses the many questions educators face when pursuing such a path. This collection combines the personal experiences of teachers from varying backgrounds, placements, and teaching assignments, with practical resources such as listings of recruiting agencies, job fairs, country research tools, and salary guidelines.

Growing naturally from people's need to share their stories with those preparing to join the camaraderie of international teaching, this project resists the formalities of academic or purely informative reporting. There are many variables in overseas teaching--culture shock, housing and transportation, schools and classrooms, and securing resources in a foreign land--and important lessons can be learned from how others have dealt with them. The authentic immediacy of these personal narratives will provide answers to important questions, offer insights on a variety of global issues, and inspire and entertain the teacher-reader. Individual chapters discuss core curriculum and ESL instruction in a variety of contexts. Essays are written in a blend of narrative and expository writing styles, transporting the reader to exotic locations and giving a firsthand experience of the challenges and victories encountered by international teaching professionals.

In industrialized societies, individuals are facing major challenges that mobilize many of their psychological and social resources. The world of work is changing constantly. Adults have to adapt their technical skills and knowledge continuously. For teenagers and young adults, choosing a vocation and constructing their future career paths is becoming increasingly difficult. The migration of people and the globalization of the workforce raise questions about social inclusion and the future of affected individuals. These examples highlight of the importance of the field of Career Counseling and Guidance to support citizens individually and collectively in building their future. The challenges our societies face demonstrate how crucial the development of research in this field is. The European Doctoral Programme in Career Guidance and Counselling (ECADOC), funded by the European Commission from 2013-2016, has brought together PhD students working on burning issues in this field, using various theoretical references and methodologies. The four parts of this book present a selection of innovative research aiming to find answers to the named challenges. Part 1 deals with key psychological processes involved in career construction of young adults. Part 2 presents research concerning transitions over the course of life. Part 3 covers research related to interventions of career guidance and counseling. Part 4 outlines perspectives for the future and proposes a European Research Agenda for our field of research. Perspectives on Current Research in Career Guidance and Counseling - Building Careers in Changing and Diverse Societies is dedicated to students, researchers and practitioners in the fields of education, career guidance, psychology, human resource management to inform them about very recent work and promote the development of innovative interventions and programmes.

College and career readiness is essential to promoting the success of all students. Educational and economic changes in today's society demands well thought out strategies for preparing students to survive academically, socially, and financially in the future. African American students are at a disadvantage in this strategic planning process due to a long history of racism, injustice, and marginalization. African American Students' Career and College Readiness: The Journey Unraveled explores the historical, legal, and socio-political issues of education affecting African American students and their career and college readiness. Each chapter has been written based on the authors' experience and passion for the success of students in the African American population. Some of the chapters will appear to be written in a more conversational and idiomatic tone, whereas others are presented in a more erudite format. Each chapter, however, presents a contextual portrayal of the contemporary, and often dysfunctional, pattern of society's approach to supporting this population. Contributors also present progressive paradigms for future achievements. Through the pages of this book, readers will understand and hopefully appreciate what can be done to promote positive college bound self-efficacy, procurement of resources in the high school to college transition, exposure and access to college possibilities, and implications for practice in school counseling, education leadership, and higher education.

All CEOs, managers, supervisors, training professionals, and educators must be able to effectively recruit, train, manage, and promote a culturally diverse work force. Unfortunately, few of them have been adequately trained to do so. Effective management of diversity is good business. It takes effective communication, conflict resolution, and the creation of an inclusive organizational culture to succeed. This comprehensive book helps administrators better understand the problems they face and how to deal with them by dispelling the myths and facing the realities of cultural diversity.

Drawing on numerous examples of successful diversity initiatives, the book gives the reader a balanced view of distinct diversity interventions. Cross-cultural training programs are critiqued, along with specific methods for assuring quality in-service training activities. Self-administered quizzes, surveys, and critical incidents are included to allow the reader to gain self-insight and self-improvement. African Americans, Hispanics, Native Americans, Asians, women, older workers, employees with disabilities, foreign workers, and majority cultural groups are discussed in great detail. Theories and laws, as well as behavioral, cognitive, and affective strategies are among the topics presented.

A volume in Issues in Career Development Book Series Edited by Grafton T. Eliason, John Patrick and Jeff L. Samide California University of Pennsylvania Career Counseling Across the Lifespan: Community, School, and Higher Education is the latest volume in the Issues in Career Development Book Series, edited by Grafton Eliason, John Patrick, and Jeff Samide, from California University of Pennsylvania. The purpose of Career Development Across the Lifespan is to provide a broad and in-depth look at the field of career development as it applies to individuals involved in all areas of community counseling, school counseling, and higher education. The book will examine some of the field's major theories, themes, approaches, and assumptions using the writings of a variety of regional and international experts. Specific emphasis is spent examining issues reflective of today's challenges in developing and maintaining a workforce that is diverse, flexible, and efficient. Readers will be provided with an action based framework built on the best available research information. This text book is truly the culmination of 8 years work, compiling comprehensive studies from three previous volumes and updating key concepts in career counseling with the most contemporary theories and innovations. We examine three primary domains of career counseling throughout all of the developmental stages of the lifespan: community, schools K- 12, and higher education. We include a specific focus on career history and theories, to prepare students for both the counseling environment and for national exams leading to certification and licensure, such as the (NCE) National Counseling Exam. We also include cutting edge research on contemporary topics, including such areas as: military careers, life after the military, athletics, individuals with disabilities or special needs, career counseling in our current socio-economic environment, and current technologies such as virtual counseling. In addition, we have added case studies and key terms as study guides at the end of each chapter. We are fortunate to include many recognized experts in the field of career counseling. Career Counseling Across the Lifespan: Community, School, and Higher Education is a comprehensive text, written to address the broad needs of career counselors, educators, and students today.

Emerging technologies have enhanced the learning capabilities and opportunities in modern school systems. To continue the effective development of such innovations, the intended users must be taken into account. End-User Considerations in Educational Technology Design is a pivotal reference source for the latest scholarly material on usability testing techniques and user-centered design methodologies in the development of technological tools for learning environments. Highlighting a range of pertinent topics such as multimedia learning, human-computer interaction, and online learning, this book is ideally designed for academics, researchers, school administrators, professionals, and practitioners interested in the design of optimized educational technologies.

This book sets out to provide context for innovating counseling for self- and career construction. It gives readers insight into the theory underlying an innovative, integrative qualitative-quantitative approach to career counseling. Three key ideas recur throughout the book. First, the idea of not dispensing "advice" to people-instead, enabling them to advise themselves. Second, the idea of listening for instead of to people's stories to help them choose and construct careers and themselves and shape their career identities. Third, the idea of helping people connect what they know about themselves consciously with what they are aware of subconsciously. The book confronts some of the main challenges posed by Work 4.0 on the workplace but also foreshadows the imminent advent of Work 5.0. It endeavors to promote career counselors' ability to help people "thrive" at a time when many speculate that work itself is at risk, occupational contexts no longer "hold" workers in the way they used to, and the coronavirus pandemic is disrupting the workplace.

This book presents a duoethnographic exploration and narrative account of what it means to be a teacher educator today. Adopting a narrative approach, the book presents different personal, political and institutional perspectives to interrogate common challenges facing teacher education and teacher educators today. In addition, the book compares and contrasts the teacher education landscapes in Australia and the UK and addresses a broad range of topics, including the autobiographical nature of teacher educators' work, the value of learning from experience, the importance of collegiality and collaboration in learning to become a teacher educator, and the intersection of the personal, professional and political in the development of teacher educator pedagogies and research agendas. Each chapter combines personal narratives and research-based perspectives on the key dimensions of teacher educators' work that can be found in the literature, including self-study research. Readers will gain a better understanding of the processes, influences and relationships that make being a teacher educator both a challenging and rewarding career. Accordingly, the book offers a valuable asset for university leaders, experienced and beginning teacher educators, and researchers interested in the professional learning and development of teacher educators.

This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers. Teacher induction, defined as the guidance provided to new teachers, is increasingly gaining traction as a key stage in promoting quality education. Major efforts have been put into reducing transitional challenges from being a student teacher to a practicing teacher; optimizing professional relationships and socialization into school dynamics; and increasing teacher retention. Mentoring has been proven to add benefits in assisting beginning teachers during the early years of their teaching career, because it provides the required knowledge and skills to face uncertain school scenarios and the complexities of practice. However, teacher induction programs are not part of regular instruction in many countries. The lack of teacher training during the induction phase might result in lower levels of commitment, professional isolation, or even attrition. This book calls for more concrete mentoring processes for early career teachers, and questions how this can be put into practice.

Values are of critical importance in the practice of career counseling as evidenced by the pervasive use of values surveys and values card sorts by career counselors, vocational and counseling psychologists, career development facilitators, career coaches, and other career development practitioners. The purpose of this book is to provide practitioners, faculty, and researchers in vocational psychology and career counseling with a foundational tool to guide their work. This book focuses on the critical role that values play in a person's career, addressing values from a broad array of perspectives, including cultural and international perspectives, to illuminate the place of values within vocational psychology and career development. The book will be directed primarily toward psychology and counselor education faculty who teach advanced undergraduate and graduate courses in vocational psychology, career development, career assessment, and career counseling. Although there is a range of readership (undergraduate and graduate students as well as professionals already in the field), the authors understand the differences in reading level and agree to write for all levels.

This book contributes to our understanding how teachers can improve classroom dialogue and thereby boost student learning. The book reports the results of intervention research based on professional development program for teacher. Participating teachers strived, with the help of the researchers, to instigate a rich and authentic dialogue in their classrooms. The data shows that teachers were able to change their talk and interaction patterns, and this was followed by a desirable change in their students who started to talk more and expressed more complex thoughts. The book not only reports on a successful intervention, but most importantly investigates in depth the teacher experiences and ways of learning during the intervention project.

Technology and Workplace Skills for the Twenty-First Century examines many of the rapid changes taking place at the intersection of workplace demands and higher education throughout the Asia Pacific region. The globalized, interdependent twenty-first century workforce is built around computing, communication, and automation. These characteristics have changed the ways in which higher education is connected to the workforce and raised the stakes for educating students for the changing workforce. In this book, scholars and education leaders throughout Asia Pacific and the US investigate how the changing needs of the workforce have shaped higher education's curriculum, methods, and orientation, and show how different Asia Pacific countries have responded differently to these challenges.

The third book in the Getenergy Guides series, The Evolution of Four Energy Nations considers how four very different countries have evolved as oil and gas-producing nations and how the interventions of government, industry and the education and training sector have addressed workforce and skills development challenges in each of these countries. This volume will explore - in each case - the historical growth of the industry, the dynamics of the industry today and the projected direction of travel for the industry in the future. Within this context, the volume will examine the nature of the skills and workforce demands that each country has experienced and will analyze the influence of policy initiatives (including those related to the establishment and running of national oil companies), the impact of industry activities, and the role of education and training providers. Each of these four extended case studies will reveal what we can learn from past and recent experiences. The case studies will also explore the extent to which the effectiveness of approaches to skills and workforce development within the oil and gas industry are contextual and what commonalities there are in terms of success factors. The Guide will conclude with a set of observations regarding best (and worst) practices that can inform future interventions in hydrocarbon-producing nations across the world.

This book examines how industry-desired employability skills-or "soft skills"-are taught and learned in high school career and technical education (CTE) engineering and engineering technology programs. Identifying, recruiting, and keeping workers with strong personal and interpersonal skills is a constant challenge for STEM employers who need to hire young workers to replace an aging technical workforce. To answer the call, teachers interviewed explained that they maintain regimented daily classroom routines that include individual and small group hands-on activities and projects. In turn, their students explain learning personal responsibility, work ethic, teamwork, leadership, conflict management, and social skills in the classroom. Narratives from the workforce and classroom interweave to put employability skills frameworks into action.

This book draws on the stories of thirty-two young Australians to identify the barriers and obstacles they face in 'getting a job' in precarious times and from their vantage point. It maps the kinds of educational policies and practices that need to be created and more widely sustained to assist their career aspirations and life chances. It is timely in terms of contributing to an alternative set of possibilities based on a commitment to the principles and values of social justice, respect, trust, care, democracy and citizenship. In constructing an alternative vision and practice for education and training it advocates the right of all young people to have a say in these broader public debates. In pursuing this agenda, it deliberately sets out to listen to what young people themselves have to say with a view to interrupting the way things are. In other words, the book seeks to identify and explain the dreams, desires and aspirations of young people with a view to creating a new imaginary and socially just future.

A volume in Research in Careers Series Editors S. Gayle Baugh, University of West Florida and Sherry E. Sullivan, Bowling Green State University The first volume of the series, Maintaining Focus, Energy, and Options Over the Career, examines how individuals enact and keep their career vital over their work life. Awarding-winning, internationally renowned researchers, including Daniel Feldman, Jennifer Deal, Phyllis Tharenou, and Terry Beehr examine the dynamic nature of contemporary careers and how careers change as individuals change in response to such factors as aging, learning, experience or contextual changes. Volume 1 includes theoretical perspectives on maintaining personenvironment "fit" over the course of the career, the shifting constellation of developmental relationships over time and place, a new framework for examining midcareer renewal, a reconceptualization of the retirement transition, and potential gender differences in self-initiated international careers. Empirical studies in volume 1 examine provocative questions including: Is the traditional career really dead? Are there significant generational differences in learning and development? Can career plateauing be positive for the individual or the organization? The focus throughout this volume is on how careers unfold over time and how individuals remain productive and successful as they navigate career changes.