A Study on the Potential of Systematic Unconscious Learning in Fostering the Ties between Individual Learning and Organizational Sustainability

2017 ◽  
pp. 187-193
Author(s):  
Ali Aminrezaei
Keyword(s):  
Individual Learning ◽  
Organizational Sustainability ◽  
Unconscious Learning

Comparing cultural and individual learning tendencies.

2003 ◽  
Vol 58 (2) ◽  
pp. 145-146 ◽  
Author(s):  
Regan A. R. Gurung
Keyword(s):  
Individual Learning

Understanding Organizational Sustainability through African Proverbs

2013 ◽  
Author(s):  
Chiku Malunga ◽  
Charles Banda ◽  
Alan Fowler
Keyword(s):  
Organizational Sustainability

EDUCAÇÃO PARA A SUSTENTABILIDADE: PESQUISA SOB A PERCEPÇÃO DOS ACADÊMICOS DA FAP (FACULDADE ADVENTISTA PARANAENSE)

2020 ◽  
Vol 11 (2) ◽  
pp. 84-99
Author(s):  
Deyverson Ruy Nogueira Da Cruz ◽  
Fernanda Mazzaro Mucillo
Keyword(s):  
Organizational Sustainability ◽  
Final Sample ◽  
Business Course ◽  
Individual Actions ◽  
Quantitative Descriptive

This study aims to analyze the perception of academics in the business course at Faculdade Adventista Paranaense (FAP) about organizational sustainability. To achieve this goal, it was decided to apply in person a questionnaire already validated based on the research by Serafim (2016), with the students of the administration course being classified as population. The final sample had 51 participants representing 94.44% of the population. Methodologically, the research is classified as quantitative, descriptive and survey. The results obtained conclude that academics consider it important to work on the concept of sustainability in the disciplines of undergraduate courses, where the formation of ideas arise, thus being able to help in the development of this awareness in the business sphere, however, when questioned individually, academics still they understand that the concept is very broad, and that individual actions alone are not enough for an effective improvement. 

scholarly journals Facilitating Sustainable Outcomes for the Organization of Youth Sports through Youth Engagement

2021 ◽  
Vol 13 (4) ◽  
pp. 2101
Author(s):  
Anna-Maria Strittmatter ◽  
Dag Vidar Hanstad ◽  
Berit Skirstad
Keyword(s):  
Young People ◽  
Qualitative Data ◽  
Youth Sports ◽  
Change Agents ◽  
Project Design ◽  
Organizational Sustainability ◽  
Sport Organizations ◽  
Youth Engagement ◽  
Organized Sports ◽  
Sport Events

The aim of this study was to explore how a youth sport development programme in connection with a major event may facilitate sustainable outcomes for the organization of youth sports in Norway. The context of the study involved the Norwegian Olympic and Paralympic Committee and Confederation of Sports’ initiative to increase young people’s engagement within Norwegian organized sports. The result of the initiative was the Young Leaders Programme (YLP) in connection with the 2016 Lillehammer Youth Olympic Games. Young people’s perceptions of the YLP, as well as how these perceptions relate to its implementation, are evaluated to determine the extent to which the programme may make a difference to sustainable youth engagement in organized sports. Qualitative data were generated through interviews with 16 YLP participants, aged 16–20, and five implementing agents. Applying the framework of processes affecting sustainability, the study shows how certain forms of sustainability can be enhanced while constraining other forms at the same time. The findings highlight that project design and implementation play a more crucial role in creating organizational sustainability than in creating individual sustainability. Furthermore, we were able to reveal that the engagement of young people in sport events as volunteers fosters individual sustainability, of which sport organizations and sporting communities should take advantage by providing arenas where young people can re-engage in sport organizations and thus contribute as change agents to a sustainable organization for youth sports.

scholarly journals Developing the practice of pre-service physical education teachers through a dyad model of lesson study

2021 ◽  
pp. 1356336X2110046
Author(s):  
Penny Lamb ◽  
Graham King
Keyword(s):  
Physical Education ◽  
Lesson Study ◽  
Computer Mediated Communication ◽  
Learning To Teach ◽  
Individual Learning ◽  
Theory And Practice ◽  
Learning Needs ◽  
Cross Sectional ◽  
Holistic View ◽  
School Based

This article reports on a dyad model of lesson study aimed at scaffolding the theory and practice of learning to teach physical education. Participants were pre-service teachers (PSTs) completing a 38-week Master’s-level Postgraduate Certificate in Education in eastern England, training to teach the secondary age range (11–18 years). A total of 40 PSTs volunteered to participate in the study during their school-based training. A three-year cross-sectional case-study framework involving three distinct cohorts of PSTs allowed for a comparison of data, captured through computer-mediated communication. Dialogue through email communications and electronic evaluations was analysed inductively. Three substantive themes were identified as a result of the PSTs’ experiences: (a) developing confidence in the classroom through collaboration with a peer; (b) developing physical education pedagogies to support students’ individual learning needs; and (c) developing physical education pedagogies to support assessment of students’ progress. The dyad lesson study model provided a safe and non-hierarchical platform for collaboration between PSTs. Peer-to-peer reflection on aspects of their own practice instilled confidence and enhanced understanding, particularly in relation to understanding students’ individual learning needs to promote progress and assessing such progress. Dyad lesson study positively supported PSTs’ professional development against prescribed Teachers’ Standards beyond the formal hierarchical rules and structures associated with the school-based training process. Such collaborative conversations can help to minimise professional isolation for PSTs during their school-based training and address the juxtaposition of connecting the theory of learning to teach with a holistic view of student learning in practice.

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