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\"In response to national concerns a decade ago, driven by research that showed that higher education was making little impact on students' development of broad competencies and critical thinking, the provost and president of Purdue University, a research university, instituted a program whose goals were to build on the accumulated knowledge on effective teaching to facilitate student learning, improve outcomes, and change the institutional culture around teaching and learning - objectives to which many institutions aspire, but which few consistently attain, or attain at scale\"--.

Global disruption, technological advances, and population demographics are rapidly affecting the types of jobs that are available and the workers who will fill those jobs in the future of work. Successful workers in the dynamic and uncertain landscape of the workplace of the future will need to adapt rapidly to changing job demands, highlighting the necessity for lifelong learning and development. With few exceptions, industrial-organizational (I-O) psychologists have tended to take an organization-centered perspective on training and development; a perspective that promotes worker development as a means to organizational success. Hence, we call for a broadening of this view to include a person-centered perspective on workplace learning focused on individual skill development. A person-centered perspective addresses lifelong learning and skill development for those already in the labor force, whether they are working within or outside of organizations (e.g., gig workers), or those looking for work. It includes the most vulnerable people currently working or seeking work. We describe the factors affecting the future of work, the need to incorporate a person-centered perspective on work-related skill learning into I-O research and practice, and highlight several areas for future research and practice.

In response to national concerns a decade ago, driven by research that showed that higher education was making little impact on students' development of broad competencies and critical thinking, the provost and president of Purdue University, a research university, instituted a program whose goals were to build on the accumulated knowledge on effective teaching to facilitate student learning, improve outcomes, and change the institutional culture around teaching and learning - objectives to which many institutions aspire, but which few consistently attain, or attain at scale.This book describes the development of Purdue's IMPACT program (Instruction Matters: Purdue Academic Course Transformation), from its tentative beginning, when it struggled to recruit 35 faculty fellows, to the present, when 350 have been enrolled and the university has more applications than it can currently handle. Overall, more than 600 courses have been impacted, many of which have seen significantly reduced DFW rates. Chantal Levesque-Bristol, whose Center for Instructional Excellence is part of an institutional team that comprises the Provost's Office, Teaching and Learning Technologies Unit, Institutional Assessment, the Purdue University Library and School of Information Studies, and the Evaluation and Learning Research Center, describes the evolution of IMPACT, lessons learned, and the central tenets that have led to its success. The purpose of this book is notonly to describe the program, but also to highlight the importance and implications of the underlying motivational theoretical framework guiding the initiative. Having started as a course redesign program that faltered in achieving its objectives, the breakthrough came with the introduction of the fundamental motivational principles of self determination theory (SDT) followed by the applications of these principles to the research in higher education leadership and pedagogy. Giving faculty fellows the autonomy to build on their

The importance of formative assessment in student learning is generally acknowledged, but it is not well understood across higher education. The identification of some key features of formative assessment opens the way for a discussion of theory. It is argued that there is a need for further theoretical development in respect of formative assessment, which needs to take account of disciplinary epistemology, theories of intellectual and moral development, students stages of intellectual development, and the psychology of giving and receiving feedback. A sketch is offered of the direction that this development might take. It is noted that formative assessment may be either constructive or inhibitory towards learning. Suggestions are made regarding research into formative assessment, and how research might contribute to the development of pedagogic practice. (HRK/text adopted).

This article describes experiences of 610 Dutch students and 241 students from other European countries who studied at least three months abroad within the framework of an international exchange program. The Dutch students went to a university in another European country and the foreign students went to a Dutch university. By means of a questionnaire students' perceptions of three main characteristics of the university learning environment were measured concerning the home university, the host university and the ideal learning environment. The students were also asked about their way of learning at the home university and at the host university, in particular about the extent of constructive learning and reproductive learning. Evidence was found for the influence of aspects of the learning environment on the two learning approaches; e.g., a learning environment characterized as student-oriented discourages reproductive learning and promotes constructive learning, especially when conceptual and epistemological relations within the learning domain are stressed. The learning environment preferences of the students were partly related to their learning orientations at the home university, but they were strikingly similar for students from different countries. There was a strong preference for those learning environment aspects that promote constructive learning. (HRK/text adopted).

Through a series of leading-edge contributions from pre-eminent international scholars in the field, Organizing Reflection makes a stimulating and distinctive contribution to the study of reflection. By doing so, it offers the first shift from the individual reflective practitioner to processes of collective and public reflection. The unique and varied contributions focus on the development of notions such as public reflection, collective reflection, and critical reflection. In doing so, they provide critical insights into new thinking and approaches to the role of reflection in organizations, as well as the conceptualization and delivery of learning and change. Organizing Reflection will be of interest to scholars working in business, professional, management and organization studies, to human development academics, and to scholarly practitioners in organizations. Professor Michael Reynolds is Professor of Management Learning, Lancaster University Management School. Professor Russ Vince is Professor of Organizational Behaviour and Human Resource Management, The Business School, Hull University. Contents: Foreword, Joe Raelin; Organizing reflection: an introduction, Michael Reynolds and Russ Vince; P(l)aying attention: communities of practice and organized reflection, M. Ann Welsh and Gordon E. Dehler; From reflection to practical reflexivity: experimental learning as lived experience, Ann L. Cunliffe and Mark Easterby-Smith; The dynamics of reflexive practice: the relationship between learning and changing, Elena P. Antonacopoulou; The limits and consequences of experience absent reflection: implications for learning and organizing, D. Christopher Kayes; In search of the 'structure that reflects': promoting organizational reflection practices in a UK health authority, Davide Nicolini, Mannie Sher, Sarah Childerstone and Mara Gorli; Thinking with feeling: the emotions of reflection, Elaine Swan and Andy Bailey; A reflection of what exactly? questioning the use of 'Critical reflection' in Management Education contexts, Linda Perriton; Dialoguing for development; lessons for reflection, Janet McGivern and Jane Thompson; Educating the reflective educator: a social perspective, Mary Hartog; A collaborative inquiry into reflective practice in a graduate program in adult education, Dorothy A. Lander, Leona M. English, and B. Allan Quigley; Practicing a pedagogy of hope: practitioner profiles as tools for grounding and guiding collective reflection in adult, community and youth development education, Scott J. Peters, Hélène Grégoire, and Margo Hittleman; Subject index; Author index.

The change in paradigm in our field is away from the great man or woman theory of leadership and the teacher in his or her own classroom to the development of learning communities which value differences and support critical reflection and encourage members to question, challenge, and debate teaching and learning issues. How to achieve such learning communities is far from clear, but we believe the areas of problem-based learning (PBL) and organizational learning (OL) offer valuable clues. The indications are that the successful educational restructuring agenda depends on teams of leaders, whole staffs and school personnel, working together (i.e., OL) linking evidence and practice in genuine collaboration (i.e., PBL). The book is unique in that it is both about and uses these two concepts. The book is made up of four sections: 1. An introductory rational in which the case for using only quality evidence in school reform efforts is argued. Results from a quality research project are then presented. These results are organised around six questions: The section concludes with a plea that given the accumulation and consistent quality of the evidence from across systems and countries, w.

Im Diskurs über das organisationale Lernen wird viel über Reorganisation gesprochen, ohne dass reflektiert wird, was für ethische Implikationen die Einführung neuer Anreize, Strukturen o.ä. haben. Neue Organisationsformen stellen aus der Sicht der Mitarbeiter neue Rahmenordnungen dar, nach denen sie ihr Handeln ausrichten. In dem Aufsatz wird die Hypothese entfaltet, dass ein Zusammenhang zwischen den strukturellen Bedingungen von organisationalem Lernen und der Möglichkeit von Unternehmensethik besteht. Zu diesem Zweck wird der deutschsprachige Diskurs zur Unternehmensethik rekonstruiert und ein Modell des organisationalen Lernens vorgestellt, das den Zusammenhang zwischen Unternehmensethik und organisationalem Lernen verdeutlicht.