Exploring Integrative Learning in Service-Based Alternative Breaks

Graduates of international business (IB) programs are facing a complex dynamic world in which they need both specific and generalist knowledge they can activate in socially negotiated situations. Their competencies must go beyond narrowly applying knowledge, which requires open minds, transferable social competencies, and skills for crossing multiple boundaries to serve their organizations to deal with global challenges. In order to facilitate the development of such professional and personal competencies, we established a learning laboratory, a space providing simulated opportunities in real multinational organizational structures, where students experiment with intercultural encounters while solving business challenges and reflect on their experiences to develop their managerial practices. This article introduces our instructional innovation by discussing the underlying learning framework and providing an illustration of the approach. The lab has three main learning outcomes: building conceptual knowledge, developing sociocultural practices in multinational organizations, and enhancing self-awareness and reflective competencies. At the core of the lab are a series of IB strategy challenges which students solve by organizing, managing, and leading global virtual teams (GVTs) that are formed with members from five overseas universities. We detail the alignment of our framework, review the actions and interactions that facilitate learning, and discuss learning effectiveness and implementation of the lab.

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Reflective and integrative learning and the role of instructors and institutions—evidence from Malaysia

Higher Education ◽

10.1007/s10734-021-00689-5 ◽

2021 ◽

Author(s):

Rosna Awang-Hashim ◽

Amrita Kaur ◽

Norhafezah Yusof ◽

S. Kanageswari a/p Suppiah Shanmugam ◽

Nor Aziah Abdul Manaf ◽

...

Keyword(s):

Integrative Learning

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Integrative Learning for Population of Dynamic Networks with Covariates

NeuroImage ◽

10.1016/j.neuroimage.2021.118181 ◽

2021 ◽

pp. 118181

Author(s):

Suprateek Kundu ◽

Jin Ming ◽

Joe Nocera ◽

Keith M. McGregor

Keyword(s):

Dynamic Networks ◽

Integrative Learning

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Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

journal for the education of the gifted ◽

10.1177/0162353218781753 ◽

2018 ◽

Vol 41 (3) ◽

pp. 217-241 ◽

Cited By ~ 2

Author(s):

Angie L. Miller ◽

Amber D. Dumford

Keyword(s):

Student Engagement ◽

General Education ◽

First Year ◽

Integrative Learning ◽

Education Students ◽

First Year Students ◽

General Education Students ◽

Honors College ◽

Faculty Interaction ◽

College Participation

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

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Fredholm's alternative breaks the confinement of electromagnetic waves

AIP Advances ◽

10.1063/1.4821336 ◽

2013 ◽

Vol 3 (9) ◽

pp. 092114 ◽

Cited By ~ 7

Author(s):

J. M. Velázquez-Arcos

Keyword(s):

Electromagnetic Waves ◽

Alternative Breaks

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Teaching civic engagement: Evaluating an integrative service-learning program

Gateways International Journal of Community Research and Engagement ◽

10.5130/ijcre.v5i0.2399 ◽

2012 ◽

Vol 5 ◽

Cited By ~ 1

Author(s):

Jed Metzger

Keyword(s):

Service Learning ◽

Community Intervention ◽

Academic Discipline ◽

The United States ◽

Lessons Learned ◽

Integrative Approach ◽

Community Practice ◽

Integrative Learning ◽

Learning Program ◽

Community Environments

The demands on successfully teaching intervention skills in macro (community) environments are numerous and extend beyond the confines of any one academic discipline. In particular, when considering community, the compounding of the multiple factors of social economics, diversity, social policy, history and political agendas requires an integrative approach. This mixed-methods retrospective article analyses the use of service-learning in an advanced Master of Social Work community practice course. Special attention is given to the construction of academic and community experience that facilitates learning integration and understanding of the ways in which factors compound on community wellbeing. Specifically this project involved students in efforts constructed to address violence directed by and against inner-city youth in a mid-sized northeastern city in the United States that is beset with gang violence and has led its state in per capita murders for four of the past five years. Recommendations and lessons learned presented in this article are directed at exploring a construction of service-learning that could address integrative learning in community intervention courses. Keywords: Service-learning, teaching, macro practice, violence

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