There is considerable and growing interest in professionals learning across their working lives. The growth in this interest is likely premised upon the increasing percentage of those who are being employed under the designation as professi- als or para-professional workers in advanced industrial economies. Part of being designated in this way is a requirement to be able to work autonomously and in a relatively self-regulated manner. Of course, many other kinds of employment also demand such behaviours. However, there is particular attention being given to the ongoing development of workers who are seen to make crucial decisions and take actions about health, legal and ?nancial matters. Part of this attention derives from expectations within the community that those who are granted relative autonomy and are often paid handsomely should be current and informed in their decisi- making. Then, like all other workers, professionals are required to maintain their competence in the face of changing requirements for work. Consequently, a volume that seeks to inform how best this ongoing learning can be understood, supported and assisted is most timely and welcomed. This volume seeks to elaborate professional learning through a consideration of the concept of authentic professional learning. What is proposed here is that, in contrast to programmatic approaches towards professional development, the process of continuing professional learning is a personal, complex and diverse process that does not lend itself to easy prescription or the realisation of others' intents.

This book fills the need for a text that integrates Information and Communication Technologies (ICTs) into English for Specific Purposes (ESP). It offers insights on current methodological principles in ESP in both academic and professional contexts, drawing on authentic teaching and learning situations, and analyses best practice guidelines. Part I begins with ESP pedagogical principles and technological practice in order to focus on its two main branches: English for Academic Purposes, which includes linguistic skills and students' needs, and English for Occupational Purposes, specifically looking at Business, Medical and Translators courses. This book is a great resource for ESP researchers, educators and students, because it provides case studies of how ICTs can be used in English for multiple purposes. Authors present their experiences of integrating tools into their instructions, with each chapter contributing unique pedagogical implications.

'Colin Jones hits some nails firmly on the head in this enlightening text. Driven by learning and accepting of the fact that contexts change, often at great pace, his writing is firmly placed in the heads of the people who need these experiences, learners who not only need to recognise future opportunities but to reap the benefits of realizing them in meaningful ways. He has been there, wears the T Shirt of failure with pride and develops thoughtful 'spaces' in which we can reflect and move on. More importantly, Jones' position as meddler in the middle now extends beyond his classrooms and conference presentations, providing us with a text that I thoroughly recommend to you.' - Andy Penaluna, CEO Enterprise Educators UK 'Reading this book will greatly help educators in the field of entrepreneurship. As stated by Colin Jones the title could be How to Allow Students to Learn About Entrepreneurship. It means that the author has adopted a student-centric approach emphasizing learning processes in entrepreneurship. The book and its main ideas have emerged from a personal journey combining entrepreneurial and educational experiences. Above all, this book is a fascinating and reflexive approach on how entrepreneurship education should be thought and delivered.' - Alain Fayolle, EM Lyon Business School, France 'It is with delight that I endorse Dr Jones' application of entrepreneurship education in the context of undergraduates. A theory to practice philosophy is maintained, as well as enhancement of the entrepreneurship-directed approach to learning based on the idea of experiential learning, in which new activity produces a new experience and new thinking through reflection.' - Alex Maritz, Swinburne University of Technology, Australia 'Teaching Entrepreneurship to Undergraduates is a mandatory read for all academics who love teaching, and will stimulate discussions and further enquiry on teaching in higher education for many years. This groundbreaking and practical book provides a unique and superior conceptualization of entrepreneurship education, creating a more student-centric approach to learning, not a lecturer-centric approach to teaching. This book focuses on how entrepreneurial educators, and any university faculty, could become much more effective at teaching by a adopting this new perspective on education, its objectives and its outcomes.' - Morgan Miles, Georgia Southern University, US 'I believe this to be the first book in the world to attempt an in-depth exploration of both the philosophy and practice of entrepreneurship education. As such it embodies a number of unique (and entrepreneurial) characteristics. Its emphasis is not upon teaching but on processes of learning. It is written by an entrepreneur who has experience of failure and builds upon a personal learning journey from entrepreneur to teacher and therefore has many thought-provoking insights. The main focus is upon the needs of student learners in higher education and the importance of their taking ownership of learning. The text seeks to demonstrate what this means in practice, how to build upon what learners already know and what they can bring to the party from very diverse perspectives. Unlike many other books in this field it is not prescriptive. It presents a debate and is designed to encourage the reader to think, reflect and indeed argue.' - From the foreword by Allan Gibb, University of Durham, UK

A compendium of insights into academic career development from a wide range of scholars around the world Offers a breath of alternative air for the hordes of early career academics struggling with neoliberal university life Empowers readers to take stock of their career

This edited volume presents a structured approach to a new lean education curriculum, implemented for the education of engineers, managers, administrators as well as human resources developers. The authorship comprises professors and lecturers, trainers and practitioners who educate future professionals in Lean Thinking principles and tools. This edited book provides a platform for authors to share their efforts in building a Body of Knowledge (BoK) for Lean Education. The topical spectrum is state-of-the-art in this field, but the book also includes a glimpse into future developments. This is a highly informative and carefully presented book, providing valuable insight for scholars with an interest in Lean Education.

NOTE: This client booklet is to be used in conjunction with the MSCI (Adult) Facilitators Guide and is not useful for any other purpose. Career development in the 21st century presents many challenges and opportunities. Throughout your life you will make countless decisions and experience numerous transitions. Each decision may be subject to a range of influences, for example people we know may give us an opinion, we may be attracted to a particular place or a particular salary, or we may simply want a change. No two people will have the same pattern of influences. The My System of Career Influences MSCI (Adult) is a qualitative career assessment reflection process based on recent developments in theory and practice. It uses a constructivist view and encourages a narrative and story-based approach to your career development. It has been used successfully with employees by career development practitioners working in a range of businesses and organisations from large to small and in one-on-one career counselling sessions as well as in a group setting.

This book tackles the latest challenges in education in the business sector, outlining how the students of the future must be taught to adapt to a highly fluid business environment in which their ability to acquire new skills and collaborate with others is more important than possessing facts. Taking its cue from the growing body of theory advocating multi-faceted and often multilingual education, the book focuses on competences and collaborative, team-oriented, project-based learning.

Beginning with a set of studies on the differences in individual learning and ways of supporting students, the volume moves on to a collection of papers on learning at the level of the group, which include material on team learning, and the sharing of knowledge in problem-based learning. The editors view these factors in education as an inevitable feature of pedagogy, reflecting the fact that knowledge, and its acquisition, is increasingly collaborative in our working lives, and especially in business. A final section applies the principles developed in the first two parts at an organizational level, evaluating the enormous implications these developments in our ideas about learning have for the educational institutions charged with teaching future generations. Combining research and theory with practical factors in business education and training, the volume provides wide-ranging perspectives on developing best practice in the sector.

China is experiencing an unprecedented phenomenon: breakneck industrialization on a scale and at a pace not seen before. It is trying to achieve in just a few decades what Western nations took more than a century to do. The arrival in the country's cities of tens of millions of rural dwellers, at most semi-skilled, has put huge strain on the country's system of vocational education, known as TVET. How have the Chinese authorities and their education administrators responded? Is China's TVET system adapting to the rapidly evolving needs of its industry? Using the province of Yunnan as a subject, this detailed case study is a closely argued and sanguine analysis of the operation of TVET in China. The authors deployed a set of internationally comparable criteria to offer a searching assessment of current performance, at the same time documenting areas of strength and weakness. The question the authors' methodology answers is how well China's TVET system is performing compared to technical and vocational education structures in other countries. In fact, they discover that in Yunnan, a province representative of the challenges faced nationwide, much has indeed been done, from a wholesale overhaul of programs to make them relevant to industry requirements, to major investment in infrastructure. Teacher training has been reformed, and take-up of professional master's and doctoral courses has been encouraged. Joint initiatives with bodies such as UNESCO have improved training and vocational education at high school level.

While there is a strong international history of such comparative evaluations, which are essential for policy makers to benchmark their administration, few studies have included China despite the enormous amount of value that can be learned from that country's experience. This work will provide vital material for researchers, governments and development agencies alike.

Reputation can be a pivotal factor to potential success throughout one's academic career. By utilizing available technological assets and tools, professionals can effectively manage their personal brands. Digital Tools for Academic Branding and Self-Promotion is an authoritative reference source for the latest research on the interrelationship between digital branding and academic reputation. Showcasing relevant digital platforms and techniques, this book is a compendium of vital material for academics, professionals, practitioners, and marketers interested in effective reputation management.

Career development in the 21st century presents many challenges and opportunities to adults. They must now navigate a complex and rapidly changing world of work influenced by technology, globalisation and fluctuating economic conditions.The My System of Career Influences MSCI (Adult) is a qualitative career assessment tool based on the constructivist theory from cognitive psychology. Acknowledged as the third wave in cognitive science after psychoanalysis and behaviourism, constructivism emphasises the individual in the assessment and counselling process. Individuals actively participate in the construction of their own reality and are encouraged to respond to and deal with both anticipated and unanticipated events that influence their careers.The tool comprises a facilitator guide and participant workbooks. The guide describes the Systems Theory Framework of career development that provides the theoretical background to the MSCI as well as a step-by-step user guide to conducting the MSCI (Adult) process with individuals and groups. Each participant uses the accompanying MSCI (Adult) Workbook (sold separately) which they can complete and keep for later reference.With its attention to an holistic and storied approach to career intervention My System of Career Influences MSCI (Adult) is an essential resource for all career practitioners working with adults in today's workplaces.

Twelve lively accounts are given, based on searching interviews, of very different kinds of managerial jobs. They paint a picture of what the job is like, the work that the individual does, and how he or she feels about it. The jobs are compared and lessons are drawn for career guidance, selection and management development as well as how far managerial skills are transferable. The accounts can also be used as case studies and questions are provided for students.

Focusing on the Asia-Pacific region, which in recent years has been the engine of global economic growth , this volume surveys trends and prospects in technical and vocational education and training (TVET) with particular reference to achieving inclusive growth and the greening of economies. Underlying the increasing pressure for new models of TVET provision is the rapid pace of technological change, demand for a work force which is highly responsive to evolving needs and a transforming market place that calls for higher order skills and lifelong learning. The book proposes a re-engineered, modernized TVET system that fosters an innovative approach which enhances the employability of workers as well as the sustainability of their livelihoods. The book includes contributions from leading policy makers, researchers, and practitioners, including those in the private sector in analyzing and forecasting the most urgent priorities in skills development. The book argues for creative approaches to TVET design and delivery particularly with a view to improve job prospects , and meeting the goals of inclusion, sustainable development and social cohesion. Addressing issues such as the chronic mismatches between skills acquired and actual skills required in the work place, the volume proposes diversified approaches towards workforce development and partnerships with the private sector to improve the quality and relevance of skills development . The new imperatives created by 'greening' economies and responses required in skills development and training are addressed. Developing TVET is a high priority for governments in the Asia Pacific region as they seek to achieve long-term sustainable growth since the .continued success of their economic destinies depend on it. The volume also includes an emerging framework for skills development for inclusive and sustainable growth in the Asia and Pacific region.

Writing for educators and education leaders, Cunningham shows that combining a philosophy of pragmatism with thinking about education as systems can illuminate challenges in contemporary schooling and provide practical solutions for creating a democratic education.

Originally published in 1986, one of the major developments in behavioural psychotherapy and mental health in the previous decade had been the growing involvement of non-psychologists in behaviour therapy. This was a result of the fact that there were too few psychologists to cope with problem behaviour and that other professionals or carers began to appreciate more clearly their potential as agents of behaviour change. Foremost among these 'mediators' of therapy were parents, nurses (particularly psychiatric nurses) and teachers (especially remedial teachers). Their involvement had greatly increased the efficiency of behaviour therapy at the time and opened up a new era in applied psychology. It also entailed the development of new training formats, evaluation procedures and implementation strategies. The main aim of this book was to provide a summary of the research relevant to these issues, and to offer practical guidelines to those who were interested in training or being trained as behaviour therapists. For this reason there are chapters by researchers who have been involved in training parents, nurses and teachers. These chapters provide a detailed account of training in a form that was rarely available in published form at the time, and even today should be of great assistance to readers.

To access the exclusive SAGE Videos, please see the code and instructions on the inside front cover of your textbook. If you have purchased the eBook from Amazon or another online retailer, please visit the book's online resource site to contact SAGE, and we will assist further. This bestselling book introduces you step-by-step to the key skills needed to become a successful coach. Supported by an Online Resource site with over 70 videos of coaching in action, this practical book will be an invaluable resource for novices and trainee coaches.

In today's rapidly changing world a constant renewal of knowledge and skills in every human endeavour can be observed. The characteristics of workers and the jobs that they perform have been attended by technological, social, and political change on a global scale. New forms of employment have made work more mobile to an extent never experienced before. An increasing proportion of workers no longer need come to their employer's job site in order to do their work. The instability of employment is creating a new breed of workers who know how to move efficiently from one job to another. As a consequence workers need flexible qualifications to perform jobs. Key qualifications are the answer! Key qualifications provide the key to rapid and effective acquisition of new knowledge and skills. First, qualifications enable workers to react effectively to, and exercise initiative in, changes to their work. Second, qualifications enable workers to shape their own career in a time of diminishing job security, nowadays frequently defined as employability'.

Given the emphasis on transforming professional work through the adoption of enquiry-based and trans-disciplinary approaches to service development, there is an urgent need for those involved in professional education to develop a robust understanding of how changes in practice occur. A more inclusive approach to the analysis of the processes involved across the varied and interrelated contexts in which they occur is thus very timely.

In this book, Jenny Reeves sets out to explore the gap between the experience of professional learning as an interactive, dynamic and socially contextualised process, and descriptions that are often individualistic, overly linear and largely context-free. She makes the claim that this disjuncture is the outcome of modes of enquiry that concentrate on limited selections of the available data.

Adopting a relational approach to describing practice-based professional development, including graphical means for exploring the spaces produced by the activity, provides a very different picture. It creates a basis for representing the complex movements, relationships and interactions between people and things that occur during professional learning. It also provides a productive approach to describing the exchange and creation of professional knowledge across different contexts over time.

By building a picture of the ephemeral spaces and connections that educating activities produce, mapping relational space allows those engaged in professional education to think rather differently about how professional learning and changes in knowledge and practice may be understood, supported and developed.

With increasing belief by educators that education should include some type of vocational or career-related training, concerns have arisen over just how such programs can be effectively implemented to meet the needs of the teachers, students, and community groups. Teachers and community-based educators have questioned how work education may provide students with an understanding of the realities of life in the job market and at work, while at the same time helping them determine the practices that will define their own working lives. Learning Work directly addresses this concern. Through discussions of teaching methods and actual lesson suggestions, the authors demonstrate how the perspective of a critical pedagogy can be used to develop a clear and principled practice of work education. Numerous examples drawn from interviews and classroom observations involving a cross-section of urban, suburban, and rural schools are included, illustrating the practical implications of a theory of critical pedagogy. In their introduction, the authors provide a discussion of the relationship between a critical pedagogy and work education. The remainder of the book is divided into three parts, the first of which contains chapters that explore the technical issues involved in work education. Separate chapters address the notion of working knowledge, the concepts of skills and work design, and ways in which the learning potential of worksites can be more fully developed through work education programs. The second part examines social relations and includes discussions of workplace relations, occupational health and safety, the interrelationships between work and leisure, and the question of unions. Finally, the authors look at work as an exchange relation and demonstrate how work education can be used to foster self-assessment, help students in job search and salary negotiation processes, and prepare them for future work opportunities. Practical lesson suggestions are included in each section. An invaluable resource for teachers and education students, this book makes a substantial contribution to current debates regarding the place and purpose of work education in our secondary schools, colleges, and community-based service agencies.

Currently, there is a growing world-wide interest in work-integrated learning across higher education institutions. This is arising from the increased emphasis within higher education on courses that prepare people for specific vocational education outcomes, and even for graduates to be job-ready. This edited volume advances understanding and practice associated with how the integration of student experiences across the university and practice settings might best proceed in assisting realise educational purposes associated with preparing graduates who are adept, yet critical practitioners. It does this through drawing on the findings of a series of projects in Australia that investigated diverse aspects of work-integrated learning. Together, these projects provide a powerful platform to consider and appraise different aspects of this educational initiative within the same national higher education context. Through drawing on a series of investigations that address pedagogic and curriculum practices, institutional arrangements of different kinds and partnerships, a consolidated set of perspectives, instances and findings arise whose coherence resides in the organisation and enactment of work-integrated learning in the same higher education context.

Presents four case studies of how organizations practice justice and equity to serve the diversity of their communities Highlights a variety of organizations that represent the diversity of experiences encompassed by adult education Featuresresults of a cross-case analyses of the four case studies, including similarities and differences across organizational structures, systems, policies and procedures in supporting diverse, adult learners a chapter highlighting

For courses in Special Education Law. Long-recognized as one of the top special education law books in the field, The Law and Special Educationpresents the necessary information for educators to understand the history and development of special education laws and the requirements of these laws in the field of special education. In the highly litigated area of Special Education, it is imperative that professionals in the field understand the legal requirements of providing a free appropriate public education to students with disabilities. This indispensable textbook prepares the reader with the essential skills to locate pertinent information in law libraries, on the Internet, and other sources to keep abreast of the constant changes and developments in the field. Now in the third edition, the entire textbook has been thoroughly updated and revised with the latest information on the statutes, regulations, policy guidance, and cases on special education law, as well as the most current information on: the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act and the Elementary and Secondary Education Act, The Family Educational Rights and Privacy Act (FERPA), and the Health Insurance Portability and Accountability Act (HIPAA).