A volume in Research in Management Education and Development Series Editors: Charles Wankel, St. John's University and Robert DeFillippi, Suffolk University This volume covers cutting edge theory and cases in lifelong learning in both corporate and higher educational contexts. It includes studies of both prestigious world-class executive education and programs of regional universities. Analysis of the experience of innovative efforts to provide management education transcending normal degree program structures in both advanced nations and developing ones is provided. Partnering of corporate universities with traditional ones is discussed as a means of helping 21st century firms to develop management know-how to fit changing needs and opportunities. Executive education programs are presented as laboratories in which curriculum innovations integrating adult learning theory with professional development can be nurtured. How executive education programs can be designed to create learning communities that foster learning mindsets is described. One frame-breaking approach described is that of arts-based management learning as an expressive means to generate innovative and stimulating continuing management education experiences. Another chapter presents and explains best practices in leadership development are presented from a study of top firms. How the capacity for creative lifelong learning can be developed in undergraduates through embedded assessments is reported. A chapter reports on the efforts to support the European Council by constructing Europe-wide lifelong management learning and its provision to participants of a toolbox of ideas, concepts, models and methods that can be usefully used to promote lifelong learning.
This book's unique perspective stems from its “knowledge diamond” framework to examine how individuals, communities, organizations and host industries reciprocally influence each other in the course of knowledge work. This highly topical book focuses on work-based projects as a focus for organizational learning. Establishes the link between individual, community, organization and industry learning. Suggests that organizations need to recognise and understand this link if they are to capitalize on project-based learning. Incorporates material on project-based learning in virtual communities. Refers to different examples, such as the film industry, the software industry and the boat building industry. Includes end-of-chapter questions provoking reflection and discussion.
A volume in Research in Management Education and Development Series Editors: Charles Wankel, St. John's University Being and Becoming a Management Education Scholar is a volume that is comprised of reports by the scholars leading the main research publication venues in the discipline of management on what it takes to succeed in academic management education and development scholarship, presenting perspectives on the opportunities, constraints and requirements of contemporary research in management education. Issues that are discussed in this volume include: the changing career implications of coming to be a researcher on management education rather than on management topics, leveraging leadership roles in management education scholarship and its venues including journals, book series, handbooks, textbooks and scholarly societies. The chapter authors address these issues through research grounded in personal biography, institutional history, and critical reflection.
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