The Japanese Meaning of Work and Small Group Activities in Japanese Industrial Organizations

1990 ◽  
Vol 25 (3-6) ◽  
pp. 819-832 ◽  
Author(s):  
Jyuji Misumi
2017 ◽  
Vol 26 (4) ◽  
pp. 410-432 ◽  
Author(s):  
Jennifer R. Ledford ◽  
Kathleen N. Zimmerman ◽  
Kate T. Chazin ◽  
Natasha M. Patel ◽  
Vivian A. Morales ◽  
...  

2011 ◽  
Vol 51 (3) ◽  
pp. 330-361 ◽  
Author(s):  
Benjamin Justice

They sat in the Cubberley Education Lecture Hall to hear visiting experts. More often they could be found meeting in reduced-size classes, or working on small-group activities. They usually took notes; sometimes they took field trips. They memorized lists and sat for exams, but they also watched films and acted out scenarios. Rather than take regular courses in the disciplines, they studied an integrated curriculum referred to as “Area Relationships.” Some faculty collaborated, team taught, and drew on students' prior knowledge. Even some administrators joined in the role-playing for the big culminating activity. The head of the program explained the reason for such a break from the traditional Stanford experience: “Special effort must be made to supply the student with points of view and methods of procedure which will enable him most quickly and most surely to survey a situation, analyze a problem, and formulate a solution.”


2007 ◽  
Vol 30 (1) ◽  
pp. 47-57 ◽  
Author(s):  
Oliver Brdiczka ◽  
Jérôme Maisonnasse ◽  
Patrick Reignier ◽  
James L. Crowley

Sign in / Sign up

Export Citation Format

Share Document