Evidence suggests that research on mentorship has been dominated by the West, and little is known about the cultural variations of the mentoring phenomenon. This book aims to provide a deeper understanding of the contextual interpretation of mentoring by focusing on the Asian experience in countries such as China, India, Korea and Taiwan.
The International Handbook of Research in Professional and Practice-based Learning discusses what constitutes professionalism, examines the concepts and practices of professional and practice-based learning, including associated research traditions and educational provisions. It also explores professional learning in institutions of higher and vocational education as well the practice settings where professionals work and learn, focusing on both initial and ongoing development and how that learning is assessed. The Handbook features research from expert contributors in education, studies of the professions, and accounts of research methodologies from a range of informing disciplines. It is organized in two parts. The first part sets out conceptions of professionalism at work, how professions, work and learning can be understood, and examines the kinds of institutional practices organized for developing occupational capacities. The second part focuses on procedural issues associated with learning for and through professional practice, and how assessment of professional capacities might progress. The key premise of this Handbook is that during both initial and ongoing professional development, individual learning processes are influenced and shaped through their professional environment and practices. Moreover, in turn, the practice and processes of learning through practice are shaped by their development, all of which are required to be understood through a range of research orientations, methods and findings. This Handbook will appeal to academics working in fields of professional practice, including those who are concerned about developing these capacities in their students. In addition, students and research students will also find this Handbook a key reference resource to the field.
This two-volume work discusses internal organisational and external organisational communication seperately, first explaining how communication functions within the confines of a modern orgnaisation, then addressing how organisations interact with various stakeholders, such as customers, clients, and regulatory agencies.
Mentoring is the most cost-efficient and sustainable method of fostering and developing talent within your organization. It can be used to stretch talented individuals, power diversity programmes and ensure that knowledge and experience is successfully handed down. As such, the benefits of a mentoring programme are numerous: the mentee receives a helping hand to identify and achieve goals, and the mentor gets the satisfaction of helping others to develop. Organizations offering mentorship gain from improved employee performance and talent retention. Everyone Needs a Mentor explains what mentoring is, what various models there are and how these differ from coaching. It shows you how to make a business case for mentoring and then how to set up, run and maintain your own programme. This fully revised 5th edition of Everyone Needs a Mentor has been revised and updated to include a wealth of international case studies alongside developments in the field such as multinational mentoring, maternity mentoring and the impact of social media on mentoring.
While public affairs faculty study administration and management techniques, few administrators of public affairs programs receive formal training in the nuts and bolts of academic administration. Even those faculty who come to academia after distinguished careers in managerial positions may not be ready for the very different (and difficult) environment of university administration. The Public Affairs Faculty Manual argues that public affairs as a field needs to ensure that knowledge about administration and management is applied to the running of its academic programs, and brings together major leaders in the discipline to explore key features of academic administration. Many of these leaders have served as Master of Public Administration (MPA) directors, chairs, and deans at the nation’s top public affairs programs. Crucial issues of academic administration discussed include the basics of public affairs programs, models of governance, roles of different administrative leaders, planning and budgeting for programs, navigating the accreditation process, assessing and improving student learning, ensuring social equity and cultural competency, mentoring faculty, developing curriculum, and helping provide service and applied research to community partners. Contributors have served as MPA directors, chairs, and deans at the nation’s topic public affairs programs. Themes running throughout the book’s chapters are examined, and additional resources to help manage public affairs programs are offered. This collection of essays and the strategies within it are designed to encourage faculty to assume positions of leadership in their programs and manage those programs in an effective, efficient, and fair manner. The Public Affairs Faculty Manual is required reading for new, seasoned, and aspiring academic administrators in public administration, public policy, and nonprofit management programs, as well as schools of government.
A comprehensive source that demonstrates how 21st century Christianity can interrelate with current educational trends and aspirations The Wiley Handbook of Christianity and Education provides a resource for students and scholars interested in the most important issues, trends, and developments in the relationship between Christianity and education. It offers a historical understanding of these two intertwined subjects with a view to creating a context for the myriad issues that characterize—and challenge—the relationship between Christianity and education today. Presented in three parts, the book starts with thought-provoking essays covering major issues in Christian education such as the movement away from God in American education; the Christian paradigm based on love and character vs. academic industrial models of American education; why religion is good for society, offenders, and prisons; the resurgence of vocational exploration and its integrative potential for higher education; and more. It then looks at Christianity and education around the globe—faith-based schooling in a pluralistic democracy; religious expectations in the Latino home; church-based and community-centered higher education; etc. The third part examines how humanity is determining the relationship between Christianity and education with chapters covering the use of Christian paradigm of living and learning; enrollment, student demographic, and capacity trends in Christian schools after the introduction of private schools; empirical studies on the perceptions of intellectual diversity at elite universities in the US; and more. Provides the breadth and depth of knowledge necessary to gain a sophisticated and nuanced understanding of the complex relationship between Christianity and education and its place in contemporary society A long overdue assessment of the subject, one that takes into account the enormous changes in Christian education Presents a global consideration of the subject Examines Christian education across elementary, secondary, and post-secondary levels The Wiley Handbook of Christianity and Education will be of great interest to Christian educators in the academic world, the teaching profession, the ministry, and the college and graduate level student body.
The technologies of the Internet have exerted an enormous influence on the way we live and work. This book presents research on the transformation of the workplace by the use of these information technologies. It focuses on the deleterious transformations, emergence of virtual teams, and the ways the troubling transformations can be redeemed.
How can a society prevent-not deter, not punish-but prevent crime? Criminal justice prevention, commonly called crime control, aims to prevent crime after an initial offence has been commited through anything from an arrest to a death penalty sentence. These traditional means have been frequently examined and their efficacy just as frequently questioned. Promising new forms of crime prevention have emerged and expanded as important components of an overall strategy to reduce crime. Crime prevention today has developed along three lines: interventions to improve the life chances of children and prevent them from embarking on a life of crime; programs and policies designed to ameliorate the social conditions and institutions that influence offending; and the modification or manipulation of the physical environment, products, or systems to reduce everyday opportunities for crime. Each strategy aims at preventing crime or criminal offending in the first instance - before the act has been committed. Each, importantly, takes place outside of the formal criminal justice system, representing an alternative, perhaps even socially progressive way to reduce crime. The Oxford Handbook of Crime Prevention is a comprehensive, up-to-date, and authoritative review of research on crime prevention. Bringing together top scholars in criminology, public policy, psychology, and sociology, this Handbook includes critical reviews of the main theories that form the basis of crime prevention, evidence-based assessments of the effectiveness of the most important interventions, and cross-cutting essays that examine implementation, evaluation methodology, and public policy. Covering the three major crime prevention strategies active today-developmental, community, and situational-this definitive volume addresses seriously and critically the ways in which the United States and the Western world have attempted, and should continue to strive for the of crime.
The three-volume set LNCS 8009-8011 constitutes the refereed proceedings of the 7th International Conference on Universal Access in Human-Computer Interaction, UAHCI 2013, held as part of the 15th International Conference on Human-Computer Interaction, HCII 2013, held in Las Vegas, USA in July 2013, jointly with 12 other thematically similar conferences. The total of 1666 papers and 303 posters presented at the HCII 2013 conferences was carefully reviewed and selected from 5210 submissions. These papers address the latest research and development efforts and highlight the human aspects of design and use of computing systems. The papers accepted for presentation thoroughly cover the entire field of human-computer interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas. The total of 230 contributions included in the UAHCI proceedings were carefully reviewed and selected for inclusion in this three-volume set. The 78 papers included in this volume are organized in the following topical sections: universal access to smart environments and ambient assisted living; universal access to learning and education; universal access to text, books, ebooks and digital libraries; health, well-being, rehabilitation and medical applications; access to mobile interaction.
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices. Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers. Issues associated with equity are embedded within each chapter. Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.