The book asks how we can make sense of career paths for PhD graduates, something that has rarely been systematically studied. It offers a coherent synthesis of the empirically-based insights that arose from the experiences of 48 early career researchers, who were participants in a 10-year qualitative longitudinal research program. The book has the power to inform other researchers' conceptual and methodological approaches to the study of post-PhD career trajectories. The authors draw on the conceptual lens of 'identity-trajectory', which emerged from their research program, to examine the decision-making processes underpinning the careers of PhD graduates, whether contingent researchers and teachers, assistant professors within the academy or professionals elsewhere. The book highlights the role of personal agency in negotiating academic and non-academic work and careers within broader personal lives. It will be compelling reading for researchers and students working in the areas of Education and Sociology, particularly those with an interest in examining career development and decision-making.

When is the "right" time? How can I meet the demands of a professorship whilst caring for a young family? Choosing to become a mother has a profound effect on the career path of women holding academic positions, especially in the physical sciences. Yet many women successfully manage to do both. In this second edition, which is a project of the Women Chemists Committee (WCC) of the American Chemical Society (ACS), 40 inspirational personal accounts describe the challenges and rewards of combining motherhood with an academic career in chemistry. The authors are all women at different stages of their career and from a range of institution types, in both tenure and non-tenure track positions. The authors include women from different racial and ethnic backgrounds, who became mothers at different stages of their career, and who have a variety of family structures. Aimed at undergraduate and graduate students of chemistry, as well as postdoctoral fellows and early career faculty, these contributions serve as examples for women considering a career in academia but worry about how this can be balanced with other important aspects of life. The authors describe how they overcame particular challenges, but also highlight aspects of the system, which could be improved to accommodate women academics, and particularly encourage more women to take on academic positions in the sciences.

This book offers a platform for engineering educators who are interested in implementing a "creative ways of knowing" approach to presenting engineering concepts. The case studies in this book reveal how students learn through creative engagement that includes not only design and build activities, but also creative presentations of learning, such as composing songs, writing poems and short stories, painting and drawing, as well as designing animations and comics. Any engineering educator will find common ground with the authors, who are all experienced engineering and liberal arts professors, who have taken the step to include creative activities and outlets for students learning engineering.

This book, by combining sociocultural, material, cognitive and embodied perspectives on human knowing, offers a new and powerful conceptualisation of epistemic fluency - a capacity that underpins knowledgeable professional action and innovation. Using results from empirical studies of professional education programs, the book sheds light on practical ways in which the development of epistemic fluency can be recognised and supported - in higher education and in the transition to work. The book provides a broader and deeper conception of epistemic fluency than previously available in the literature. Epistemic fluency involves a set of capabilities that allow people to recognize and participate in different ways of knowing. Such people are adept at combining different kinds of specialised and context-dependent knowledge and at reconfiguring their work environment to see problems and solutions anew. In practical terms, the book addresses the following kinds of questions. What does it take to be a productive member of a multidisciplinary team working on a complex problem? What enables a person to integrate different types and fields of knowledge, indeed different ways of knowing, in order to make some well-founded decisions and take actions in the world? What personal knowledge resources are entailed in analysing a problem and describing an innovative solution, such that the innovation can be shared in an organization or professional community? How do people get better at these things; and how can teachers in higher education help students develop these valued capacities? The answers to these questions are central to a thorough understanding of what it means to become an effective knowledge worker and resourceful professional.

This volume problematizes different facets of management education in India---pedagogy, curricula, and disciplinary and institutional practices---from the perspective of the Global South. The essays in this volume bring out the institutional challenges of crafting a relevant academic programme that converses with both national specificities and global realities. Coming from diverse academic specializations, the contributors traverse the interface of their respective disciplines with management education. In doing so, they engage with the ongoing global debate on management education. This volume fills a noticeable gap of serious, scholarly reflection on the state of management education. While there have been sporadic reflections and occasional critiques, a critical stocktaking of the institutional and disciplinary aspects of management education has been long wanting. This volume is of interest to scholars and practitioners of management education across the globe, and is likely to generate debate on its contemporary relevance and future trajectory.

This book takes a fresh look at professional practice and professional education. In times of increased managerialism of academic teaching and a focus on graduate learning outcomes, it discusses possibilities to teach and learn otherwise. A deliberate professional is someone who consciously, thoughtfully and courageously makes choices about how to act and be in the practice world. A pedagogy of deliberateness is introduced that focuses on developing the following four characteristics of professionals: (1) deliberating on the complexity of practice and workplace cultures and environments; (2) understanding what is probable, possible and impossible in relation to existing and changing practices; (3) taking a deliberate stance in positioning oneself in practice as well as in making technical decisions; and (4) being aware of and responsible for the consequences of actions taken or actions not taken in relation to the 'doing', 'saying', 'knowing' and 'relating' in practice. Educating the deliberate professional is a comprehensive volume that carves out and explores a framework for a pedagogy of deliberateness that goes beyond educating reflective and deliberative practitioners. As a whole, this book argues for the importance of educating deliberate professionals, because, in the current higher education climate, there is a need to reconcile critique (thinking), participation (doing) and moral responsibility (relating to others) in professional practice and professional education.

This volume considers, rethinks and reorganizes how support for learning across working life can be best conceptualized, organized and enacted. It considers educational and learning support processes that include approaches that fit well within working lives and workplaces, and support work and learning as a co-occurrence. These are the key focuses for individual and collective contributions to this edited volume, which provide discussions about what constitutes learning across working lives and how this differs from lifelong learning and lifelong education. Accounts of learning across the working lives of social workers, doctors working in hospitals and in general practice, teaching, aviation, nursing, mining, aged care and more. These accounts advance a range of ways in which workers' learning across working lives is being supported and how this support is also linked to other changes, such as to the occupational practice in which they engage.

The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews, designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: Teacher educators; and, students of teaching. The first examines teacher educators, their role, and the way that role influences the nature of teaching about teaching. In turn, the second explores who students of teaching are, and how that influences the relationship between teaching and learning about teaching.

The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: The organisation and structure of teacher education; and, knowledge and practice of teacher education. The first section explores the complexities of teacher education, including the critical components of preparing teachers for teaching, and various aspects of teaching and teacher education that create tensions and strains. The second examines the knowledge and practice of teacher education, including the critical components of teachers' professional knowledge, the pedagogy of teacher education, and their interrelationships, and delves into what we know and why it matters in teacher education.

This book provides a global overview of developments and discussion around the evaluation of quality of early childhood education environments, and the professional development of early childhood teachers, during the last decade. It reports on the Early Change project, a European-funded research project with the participation of six European countries: Cyprus, Denmark, Finland, Greece, Portugal, and Romania; and offers an in-depth view on the perspectives of early childhood teachers regarding their professional development and the quality of early childhood education environment. Additionally, it discusses the policies and educational framework supporting the professional development of early childhood teachers across Europe. Finally, it proposes an alternative way to integrate the use of observational rating scales of early childhood education environments' quality in teachers' professional development. Presenting up-to-date scholarly research on global trends, this is an easily accessible, practical, yet scholarly source of information for researchers, policy makers and practitioners.

Das Berufsbildungsinstitut Arbeit und Technik - kurz biat - wurde 1997 an der Flensburger Universitat gegrundet. Es hat sich in relativ kurzer Zeit zu einer namhaften Einrichtung fur die Ausbildung von Lehrkraften an berufsbildenden Schulen in den beruflichen Fachrichtungen Elektrotechnik, Fahrzeugtechnik, Informationstechnik und Metalltechnik entwickelt. Daruber hinaus ist das biat eine renommierte Statte der Berufsbildungsforschung geworden. Nach 20 Jahren des Bestehens blicken die Herausgeber zuruck, beschreiben die gegenwartige Situation, und wagen einen Ausblick auf die Zukunft. So versteht sich das biat auch heute noch als starker Fursprecher der beruflichen Bildung: verortet in Flensburg, ausstrahlend regional, national und international.

This volume provides a critical and reflexive view into the counselling profession in India. Counselling and psychotherapy are emergent fields in India; there is inadequate synergy between theory and practice at present, as psychotherapy and counselling practice in the field have not sufficiently informed research, and vice versa. While research on counselling, the counselling process and training, and development of counsellors is extremely vital for the growth of the profession, practitioners seldom feel the need to wear the lens of the researcher. Drawing upon primary research on counsellors and psychotherapists in different parts of India, this volume bridges this gap and discusses the personal and professional journeys of counsellors at various stages of their career, which in turn facilitates further research on counselling in India. The chapters discuss practical issues like the challenges faced by novice counsellors, which contribute to feelings of inadequacy and incompetence; synergy between the personal and professional lives of counsellors and the effect of the counselling process on the self; elements that go into training and how counselling education could be positioned and developed; the use of creative arts in therapy; and the role of school counsellors and the process of negotiating boundaries among various stakeholders in the school system. The volume also examines ethical dilemmas in the field, which have wider policy ramifications.

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.

This book examines the challenges of cross-professional comparisons and proposes new forms of performance assessment to be used in professions education. It addresses how complex issues are learned and assessed across and within different disciplines and professions in order to move the process of "performance assessment for learning" to the next level. In order to be better equipped to cope with increasing complexity, change and diversity in professional education and performance assessment, administrators and educators will engage in crucial systems thinking. The main question discussed by the book is how the required competence in the performance of students can be assessed during their professional education at both undergraduate and graduate levels. To answer this question, the book identifies unresolved issues and clarifies conceptual elements for performance assessment. It reviews the development of constructs that cross disciplines and professions such as critical thinking, clinical reasoning, and problem solving. It discusses what it means to instruct and assess students within their own domain of study and across various roles in multiple contexts, but also what it means to instruct and assess students across domains of study in order to judge integration and transfer of learning outcomes. Finally, the book examines what it takes for administrators and educators to develop competence in assessment, such as reliably judging student work in relation to criteria from multiple sources. "... the co-editors of this volume, Marcia Mentkowski and Paul F. Wimmers, are associated with two institutions whose characters are so intimately associated with the insight that assessment must be integrated with curriculum and instructional program if it is to become a powerful influence on the educational process ..." Lee Shulman, Stanford University

DJs have gone from being underpaid live jukeboxes to becoming premier entertainers, producers, businessmen, and musicians capable of commanding admiration from thousands and earning serious money. Bill Brewster and Frank Broughton's Last Night a DJ Saved My Life was the definitive history of the DJ. Now they gather their mastery of the artistic and technical aspects of being a DJ into a clear, accessible, and entertaining guide. How to DJ is the perfect guide -- from the most basic keys to establishing a music collection and a distinctive sound, to elementary record-spinning, to the complex skills of scratching, hot-mixing, and beat-juggling, as well as the inimitable art of creating an evening of sound that is perfectly timed, balanced, and unforgettable. Diagrams throughout illustrate phrases, beat timing, and song structure with no reliance on music theory, and resource lists recommend everything from which songs are best (and most fun) to learn with, to good sources for building a library of disks, CDs, and MP3s. For those who want to turn pro, the authors give sage advice on the vagaries of the club and music business. Short quotes, anecdotes, and photos of famous DJs such as Grandmaster Flash and Derrick Carter are featured.

Expanded and revised to reflect a broader understanding of the complementary approach to therapeutic treatment, this is the only text to integrate expressive arts counseling techniques with major theories of counseling and psychology. Substantial changes to the second edition include new chapters that address Neuroscience and Counseling, Trauma-Informed Counseling, Animal-Assisted Therapy, Mindfulness and Counseling, and Family Counseling, along with a greater emphasis on cultural and diversity considerations throughout. The book is updated with over 30 new interventions including animal-assisted and videographic interventions, and new information about the neuroscientific foundations of expressive arts therapies. Updated references in each chapter, and a suite of Instructor's Materials also add to value of the second edition. The text integrates expressive arts therapies with 12 commonly used treatment modalities. Each chapter reviews a particular theory and describes how expressive and creative techniques can support and be easily integrated within that orientation. Over 90 field-tested, step-by-step interventions-created by leading practitioners-offer students and clinicians techniques that can be put to use immediately. New to the Second Edition: New chapters address Neuroscience and Counseling, Trauma-Informed Counseling, Animal-Assisted Therapy, Mindfulness and Counseling, and Family Counseling and the Expressive Arts. Cultural and diversity considerations in each chapter. Updated with new references. Over 30 new interventions including videography. Instructor's materials. Key Features: Integrates expressive arts counseling techniques with 12 major theories of counseling and psychology. Presents over 90 expressive art interventions in easy, step-by-step format. Includes art, writing, bibliotherapy, drama, music, movement, dance, puppetry, and sand play. Discusses appropriate populations, settings, and diagnoses for each intervention. Includes interventions that can be put to use immediately.

Die Beitrage fragen, wie sprachbezogene Curricula und Aufgaben in der beruflichen Bildung gestaltet werden mussen, um aktuellen Anspruchen und gesellschaftlichen Bedarfen gerecht zu werden. Curricula sind ein Steuerungsinstrument fur Schul- und Unterrichtsentwicklung - auch fur die Sprachfoerderung in der Berufsbildung. Aufgaben hingegen steuern Unterrichtsprozesse und sind der Dreh- und Angelpunkt der konkreten Spracharbeit; sie setzen Anforderungen und eroeffnen Lernmoeglichkeiten. Beide stehen seit einiger Zeit im Fokus der empirischen Forschung: Curricula sollen sich an empirisch feststellbaren Bedarfen orientieren, Aufgaben sollen empirisch auf Wirksamkeit uberpruft werden. Der Band nimmt insbesondere die Foerderung von Neu-Zugewanderten/Deutsch-Zweitsprachlern, die Schreibfoerderung sowie die Sprachfoerderung im Fachunterricht in den Blick.

Everything students need to know to help them land a place at Oxbridge. With brand new insights into what it takes to have a successful application right now, and guidance on things to focus on when applying from either an independent or state school, this book is a must-have for any student wanting to secure a place at one of the most prestigious universities in the country. Updated annually to ensure the most current information, this guide will give you the inside track on every aspect of the application process from choosing your course and preparing a compelling personal statement to taking the written tests and surviving the interview. Packed full of help and advice, Getting into Oxford & Cambridge will guide you through: Choosing the right subject, university and college for you The best types of experience that will support your application Ways to make your UCAS personal statement shine, with examples from successful applicants Advice on how to succeed in the written tests, with sample questions Recommended interview techniques, with advice and tips from current students MPW Guides explain the complex procedures for getting into higher education. Written by acknowledged experts in a clear and concise format, they go beyond the official publications to give would-be students straightforward, practical advice on how to secure a place on a course of their choice.

Wie fuhre ich erfolgreich Prasentationen innerhalb und ausserhalb meines Unternehmens durch? Diese Frage stellt sich zunehmend, da Prasentationen immer wichtiger werden. Eine Antwort liefert dieses Buch mit zahlreichen Beispielen und Tipps aus der Praxis. Die duale Lehr-Methode spricht gleichzeitig die Verstandes- und die Gefuhlsebene an und fordert damit nachhaltiges Lernen.

Diese aktualisierte Auflage wurde insbesondere im Kapitel uber die Prasentation mit Beamern grundsatzlich uberarbeitet.

Der Autor ist seit vielen Jahren ein erfolgreicher Anbieter von Prasentationsseminaren.

Im Rahmen der risikoorientierten Unternehmensfuhrung hat das institutionalisierte Controlling zunehmend Bedeutung erhalten. Jedoch erfahrt die Frage nach dem Controlling als Risiko-Trager kaum Beachtung. Diesen blinden Fleck der Literatur beziehungsweise betrieblichen Praxis greift dieses Buch auf, um das Controlling als Risiko-Trager im Fuhrungsgeschehen zu identifizieren und Bewaltigungsoptionen im Rahmen dialogischer Fuhrung aufzuzeigen. Im Ergebnis macht der Autor nicht nur systemische Risiken des Controllings im Fuhrungskontext sichtbar. Vielmehr erlaubt der Bezug auf dialogische Fuhrung eine Perspektiverweiterung auf ein "foederalistisches", auf Teilhabe getragenes und vertrauendes Fuhrungsverstandnis und ermoeglicht den am Fuhrungsgeschehen beteiligten Akteuren eine kritisch-konstruktiv reflexive Auseinandersetzung mit sich und ihrem Verstandnis von betrieblicher Fuhrung.

This book contains an evidence-based pedagogic guide to enable any motivated teaching/training professional to be able to teach effectively and creatively. It firstly summarises the extensive research field on human psychological functioning relating to learning and how this can be fully utilised in the design and facilitation of quality learning experiences. It then demonstrates what creativity actually 'looks like' in terms of teaching practices, modelling the underpinning processes of creative learning design and how to apply these in lesson planning. The book, having established an evidence-based and pedagogically driven approach to creative learning design, extensively focuses on key challenges facing teaching professionals today. These include utilising information technologies in blended learning formats, differentiating instruction, and developing self-directed learners who can think well. The main purpose of the book is to demystify what it means to teach creatively, explicitly demonstrating the principles of good pedagogic design and communication strategies that underpin such activity. The message is clear - creative teaching competence is both a highly useful and a learnable capability.

Flipcharts, klassisch auf Papier beim Prasenztraining oder auf digitalen Whiteboards fA1/4r Online- Training, sind ein sympathisches Medium. Je souveraner und gezielter man Flipcharts nutzt, desto praziser und eindringlicher kann man Botschaften damit transportieren, die Teilnehmenden zum Mitmachen motivieren und nachhaltige Trainingserfolge erzielen. Gute Flipcharts zu erstellen ist eine Kunst ? aber man muss nicht unbedingt kA1/4nstlerisch begabt sein, um sie zu erlernen. Folgt man den Tipps, Tricks und praxisnahen Hinweisen im erfolgreichen Buch FlipchartArt der Trainerinnen Elke Meyer und Stefanie Widmann, koennen alle, die Trainings geben oder Workshops leiten, mit ein wenig A bung zu Flipchart-Profis werden. FA1/4r die fA1/4nfte Auflage dieses Klassikers haben die Autorinnen ein Kapitel zum Thema Flipcharts in Online-Trainings hinzugefA1/4gt. Gerade wegen der ?erschwerten Bedingungen? aufgrund der naturgemaA geringeren Interaktion der Leitenden und Teilnehmenden untereinander helfen die erprobten Flipchart-Techniken im Blick auf Visualisierung, Verstandlichkeit und Prazision bei virtuellen Trainings und Workshops ebenso wie bei klassischen Veranstaltungen im Konferenzraum. Mit mehr als 200 Bildern bietet das Buch eine FA1/4lle konkreter Beispiele zur Gestaltung von Flipcharts und eine Palette von Gestaltungsmoeglichkeiten, aus denen jeder Anwender mit wenig Aufwand seinen individuellen Stil ableiten kann. AuA erdem stellt es einen Katalog mit Symbolen zu VerfA1/4gung, die jeder fA1/4r sich modifizieren und einsetzen kann.