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 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: 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.

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.

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.

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 book provides an introduction to the philosophy of technology that is accessible to non-philosophers. It offers a survey of the current state-of-affairs in the philosophy of technology and also discusses the relevance of that for teaching about technology. The book includes questions and assignments and offers an extensive annotated bibliography for those who want to read more about the discipline.

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 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

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.

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 self-guided workbook is suitable for young adults aged 16-26 with ASD (Autism Spectrum Disorder) or LD (Learning Differences), to teach the necessary skills for entering the workforce and forging a meaningful career path. Providing insight into a range of industries and workplace settings, this workbook will help you to support young people in choosing rewarding and successful careers. Detailing the College Internship Program's (CIP) successful Mploy program, the information in this book will help young adults to develop self-confidence and build social connections. Including activities and ready-to-use worksheets, this is a focused look at preparing for work. Key topics include: * Career assessments * Creating effective resumes/CVs * Interview skills * Employer expectations * Professional communication * Performance appraisals * Handling stress in the workplace * Social thinking * Executive functions in the workplace

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.

Coaching Psychology offers a science-based approach for nurturing personal and professional growth. This guide offers a high-level overview of the process, describes the learning and coaching models on which it is based, explores some of the available tools used in coaching, examines the research on the effectiveness of coaching methods, and explains how psychologists can acquire the skills they need to become effective coaches. A final chapter examines some of the ethical issues that psychologists in organizational settings might confront.

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.

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.

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.

Make the sky the limit and reach your career goals through positive affirmations and journal entries to motivate you to new heights. Career Glow Up: How to Own Your Ambition and Create the Career of Your Dreams is your new best friend, helping you climb the corporate ladder and promote shamelessly as you aim to reach your goals. With original and helpful advice throughout, this workbook gives you the confidence to go after what you want. Bring your career aspirations to life with prompts and journal entries to help you reflect on what you want to achieve, why you want to achieve it, and how you will. Daily affirmations will bring positivity into your journey to success and help you get what you want. Find the encouragement, inspiration, and useful advice you need to be happy and lift up not only yourself but those around you with Career Glow Up: How to Own Your Ambition and Create the Career of Your Dreams.

Der Autor untersucht den Stellenwert volkswirtschaftlicher Inhalte innerhalb der kaufmannischen Berufsbildung. Wahrend fachorientierte Lehrplane durch enge inhaltliche Vorgaben gekennzeichnet sind, eroeffnen lernfeldbasierte Rahmenlehrplane mit Blick auf die unterrichtliche Umsetzung unterschiedliche inhaltliche Schwerpunktsetzungen. Der Autor zeichnet die fachliche Genese volkswirtschaftlicher Inhalte nach und pruft, welche Einflussfaktoren die unterrichtliche Relevanz volkswirtschaftlicher Inhalte beeinflussen. In diesem Rahmen stehen personelle Aspekte auf Seiten der Lehrpersonen sowie die Wirkung von Abschlussprufungen im Fokus der Arbeit.

Das Buch setzt sich theoretisch und empirisch mit den Anforderungen an didaktisch hochwertige Lernaufgaben zum ERP-Einsatz auseinander. Trotz der grossen Bedeutung von ERP-Systemen wie SAP und Infor LN fur Unternehmen und damit auch fur das kaufmannische Schulwesen gibt es bisher wenige wissenschaftliche Beitrage uber deren Einsatz im Unterricht an Schulen. Der Autor zeigt didaktische Defizite derzeitiger Lernaufgaben auf und leitet Empfehlungen ab, die das Lehren und Lernen im kaufmannischen Unterricht anhand von drei exemplarisch entwickelten prototypischen Lernaufgaben-Sets verbessern sollen.

Der Autor untersucht das kontrovers diskutierte Thema des bundesdeutschen Systems der dualen Berufsausbildung. Zum einen erscheint das System unverzichtbar, um dem drohenden Mangel an Fachkraften in der Wirtschaft zu begegnen, zum anderen wird jedoch die duale Berufsausbildung von der anhaltenden Akademisierungswelle mehr und mehr zuruckgedrangt. Zusatzlich scheint die Ausbildungsbereitschaft der Betriebe weiterhin nachzulassen, wahrend sich alternative Formen der Erstausbildung entwickelt haben, die zum Teil in der Berufsvorbereitung zu einer internen Konkurrenz verschiedener Systemansatze gefuhrt haben. Schliesslich gilt es, vorgegebenen Massnahmen der Europaisierung zu folgen, die sich nicht in allen Belangen als stutzend fur das Duale System erweisen.

To live is to communicate, and to communicate with confidence is a craft that one will do well to master early rather than later in life. If only the gift of the gab were enough to sail smoothly through the rough waters that the tough world is teeming with, every glib conversationalist would have a successful vocation, but that's not the case. The means of communication come naturally to human beings, but the skills that make communicating worthwhile and meaningful do not. Thankfully, anyone who wishes to can learn-and even perfect-these skills. This concise handbook focuses on the ways in which students can develop a robust career after completing their academic studies. The foundational work of nurturing and strengthening individual abilities begins during university life, but these skills need to be complemented with strategies that help the student turned professional to not only interact well with society but also earn its respect through clear, precise, and honest communication. Talent needs to be matched with competence, and the book shows exactly how one goes about doing that. It spells out the ingredients of a sound and strategic action plan that definitively aligns one's goals with one's aspirations, no matter how lofty. This plan has to be closely related to the choices, conditions, and possibilities that will be available for the kind of education and experience that individuals have and the aspirations they harbor. Students entering high school or university can use the book to review the necessary courses to choose during their academic life. Young people will find solid guidelines in it that provide a structure for planning and focusing on the skills needed when one embarks upon a fulfilling career.

How to Coach: First Steps and Beyond is an essential guide for anyone starting out in the coaching profession and for existing coaches seeking to develop their craft. It is a practical introduction to the theory, skills and art of coaching. This extremely practical introduction contains numerous case studies showing theory in action, aiding in understanding of how to apply theory to actual practice in a variety of settings. The book: Uses clear, uncomplicated language throughout Explains key ideas through brief illustrations from the author's practice and quotes from leading writers on coaching Contains a wide selection of ideas, models and exercises to stimulate the reader's learning Encourages students to try things out in conversation, and reflect upon and make sense of their experiences How to Coach is a must-have book for anyone interested in coaching skillfully, ethically and effectively.

Im Buch wird das padagogisch-psychologische Konstrukt der erwartungswidrigen Minderleistung vor dem Hintergrund von Belastung, Bewaltigung und berufsschulischem Unterricht genauer beleuchtet. Mittels eines mehrebenen- und prozessanalytischen Forschungsansatzes wurden vom Autor sowohl psychologische und physiologische Produkt- und Prozessdaten als auch unterrichtliche Beobachtungsdaten erhoben. Die Befunde weisen u. a. darauf hin, dass es zwischen den unterschiedlichen Datenebenen entsprechende Zusammenhange zu verzeichnen gibt.

Wie koennen Verhaltenstrainings in Unternehmen so gestaltet werden, dass jeder einzelne Mitarbeiter genau das lernt, was er braucht, um nach dem Training sein Tagesgeschaft besser zu meistern? Der Autor dieses Buches hat sich dieser Frage zwoelf Jahre lang als Forscher, Trainer und Coach gewidmet. Er bietet Personalentwicklern, Trainern und Fuhrungskraften in diesem Buch einen wissenschaftlich fundierten, innovativen und praxisnahen Loesungsweg an. Beim coachingbasierten Training werden Coachingmethoden unter vier Augen vor der Gruppe ins Training integriert und die Vorteile beider Verfahren vereint. Anhand von zwei Trainingsdesigns, drei adaptierten Coachingmethoden und 14 Coachingsitzungen erhalt der Leser eine Fulle neuer Impulse, wie persoenliche Lernziele und individuelle Kommunikationssituationen in Gruppentrainings praxisnah gecoacht werden koennen. Gleichzeitig zeigt die qualitative Grounded Theory Studie zum Praxistransfer mit 15 Evaluationsinterviews, von welchen Erfolgsfaktoren der Transfer beim coachingbasierten Training aus Teilnehmersicht abhangt.