Real-world experience: Lessons learnt from my experience of bringing a fully outsourced library service back in-house

2019 ◽  
Vol 36 (2) ◽  
pp. 80-85
Author(s):  
Denise Carter
Keyword(s):  
Real World ◽  
Learning Opportunities ◽  
Information Services ◽  
Work Experiences ◽  
Library Service ◽  
Lessons Learnt ◽  
Information Professional

In my first post as a newly qualified librarian way back in 1987, fresh from Aberystwyth with my BLib, I had, what I assume to be, the rare experience of bringing a fully outsourced library service back in-house and creating a new in-house service. All our work experiences are learning opportunities, but this particular event, so early in my career, taught me some very valuable lessons that I have used and built on throughout my 30 plus years working as an information professional. What I learned I have used both for managing and setting up new library and information services and functions, and also when I have applied outsourcing solutions for different projects or individual services.

Partnerships in the Successful Corporate Internet Programme: The Information Professional's Role

2013 ◽  
Author(s):  
Della Jacobsen
Keyword(s):  
Communication Skills ◽  
Work Groups ◽  
Information Services ◽  
Working Relationships ◽  
Information Professional ◽  
Effective Relationships ◽  
Common Goals ◽  
Shared Roles ◽  
Computer Resources

Responsibility for a corporate Internet programme will typically go to an individual within the information services or computer resources group. The information professional given this responsibility must have the communication skills needed to forge effective relationships between a diverse array of individuals, functional work groups, and departments. The opportunity to establish effective working relationships is realized when common goals are shared, roles are defined, information is communicated, and conflicts are resolved.

“Is There Lead in My Water?”: Employing a Culturally Compelling Instructional Perspective to Teach for Change

2018 ◽  
Vol 14 (1) ◽  
Author(s):  
Fenice B. Boyd ◽  
Monica L. Ridgeway ◽  
Tiffany M. Nyachae
Keyword(s):  
Conceptual Framework ◽  
Real World ◽  
Instructional Practice ◽  
Instructional Delivery ◽  
Learning Opportunities ◽  
Content Area ◽  
Illustrative Case ◽  
Water Crisis ◽  
Alternative Learning ◽  
Instructional Perspective

AbstractIn this paper we build a conceptual framework to argue for culturally compelling instruction that leads to teaching for change. Culturally compelling instruction calls for a substantive shift in how teachers view their students, communities, and what the perspective might mean for students’ future when they have access to alternative learning opportunities. The framework encourages teachers to take a stance and assume responsibility and ownership for their own decisions about the curriculum and instructional delivery. Most prominent is to acquire a depth of understanding of their students’ identities and needs. To represent our vision for culturally compelling instruction we use the lead poisoned water crisis in Flint, Michigan, USA as an illustrative case. Our work provides an example of how a real-world circumstance such as Flint’s may be integrated into content area subjects to frame a culturally compelling instructional practice.

Who’s the BOSS? Analysis of a Fraud

2021 ◽  
Author(s):  
Eileen Z. Taylor
Keyword(s):  
Student Engagement ◽  
Real World ◽  
Financial Statement ◽  
Accounting Students ◽  
Work Experiences ◽  
Red Flags ◽  
Financial Statement Fraud ◽  
Financial Statement Analysis ◽  
News Stories ◽  
Public Company

Based on a real world, public company, $30 million embezzlement and financial statement fraud, this case helps students recognize red flags, analyze a situation using the fraud diamond, perform research and reflect on their own work experiences to support a belief, and conduct financial statement analysis. Its variety of activities are suitable for both undergraduate and graduate accounting students, and in-class and out of class learning. Because it is based on an actual fraud, it includes an epilogue with links to news stories and court documents, which improves student engagement with the material.

scholarly journals Development of Real World Learning Opportunities in Community Exercise Prescription for Healthcare Professional Programmes - ‘Physio Hub’ 

2020 ◽  
Author(s):  
Caitriona Gabrielle Cunningham ◽  
Catherine Blake ◽  
Grainne O Donoghue ◽  
Ciaran Purcell ◽  
Ulrik Mc Carthy Persson ◽  
...  
Keyword(s):  
Health Promotion ◽  
Healthcare Professional ◽  
Student Learning ◽  
Clinical Education ◽  
Real World ◽  
Exercise Prescription ◽  
Future Orientation ◽  
Community Outreach ◽  
Learning Opportunities ◽  
Community Services

Abstract Background Given the challenge of chronic lifestyle diseases, the shift in healthcare focus to primary care and recognised importance of a preventive approach to health, including exercise prescription, the embedding of related learning in healthcare professional programmes is critical. Methods In response to these contemporary demands, a complex curriculum development project was undertaken at University College Dublin, employing a four dimensional curriculum framework for the development of health professional curricula that focused on (1) future orientation of healthcare practices (the why?), (2) defining capabilities of graduates (the what?), (3) teaching, learning and assessment (the how?) and (4) organisation/institution delivery (the where)? The process was informed by exercise, health promotion, educational and health policy literature, alongside engagement with multiple internal university and external community stakeholders. Results Having sufficient clinical education opportunity for translating exercise theory into practice was identified as a key need (the Why?). Development of strategies for health promotion and design and delivery of evidence based exercise programmes with inter-professional and inter-sectoral network building were some of the graduate capabilities identified as being critically important. (the what?) The resultant UCD Physio Hub model of clinical education combines ‘on campus’ and ‘community outreach’ activity to facilitate inter-sectoral ‘real world’ experiential student learning in health promotion and exercise prescription for both healthy and clinical populations. Underpinned by social constructivist educational theory, students are encouraged to be creative and to collaborate in responding to identified health needs of specific community groups by designing and delivering community services. (the how?) In developing new student learning opportunities to enhance curriculum, a supportive organisational culture and context was critical with UCD having excellent exercise infrastructure and the Physio Hub project aligning with a community engagement ethos articulated in the university’s strategy. (the where?) Conclusion This paper provides an overview of Physio Hub, its services, educational practices and translational research ethos, all of which are combined to deliver a rich exercise and health promotion learning experience. Although developed for physiotherapy, the curriculum process and resultant education model could be integrated wholly or in part across medical and other healthcare professional programmes and to facilitate interdisciplinary learning.

scholarly journals Sex Differences in Work Experiences and Work Outcomes among Egyptian Managers and Professionals: An Exploratory Study

2016 ◽  
Vol 8 (1) ◽  
pp. 7-29 ◽  
Author(s):  
Ronald J. Burke ◽  
Ghada El-Kot ◽  
Jacob Wolpin
Keyword(s):  
Sex Differences ◽  
Workplace Learning ◽  
Work Engagement ◽  
Well Being ◽  
Learning Opportunities ◽  
Work Outcomes ◽  
Work Experiences ◽  
Intent To Quit ◽  
Professional Employees ◽  
The Arab Spring

Abstract This research examined potential sex differences in work experiences and work outcomes in a sample of Egyptian managers and professionals. Relatively little research has been undertaken on potential sex differences in human resource management in Egyptian organizations and even less during and following the Arab spring. Data were collected from 121 managerial and professional employees, 77 males and 44 females, using anonymously completed questionnaires. Respondents were relatively young, had university educations, had short job and organizational tenures, and held lower level -management jobs. All measures employed here had been used and validated previously by other researchers. Work experiences included supervisor empowerment behaviors and levels of personal empowerment. Work and well-being outcomes included job satisfaction, organizational commitment, work engagement, exhibiting voice behaviors, workplace learning opportunities, intent to quit and employee health symptoms. Significant sex differences were present on most personal demographic and work situation characteristics: men were at higher organizational levels, earned more money, were older and had longer organizational tenures, among others. There were fewer significant sex differences on work experiences and work outcomes. When differences were observed here, women indicated less positive responses.

Using IT to Augment Authentic Learning

2006 ◽  
pp. 172-181
Author(s):  
Sandra Jones
Keyword(s):  
Real World ◽  
Web Sites ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Learning System ◽  
Learning Activity ◽  
Discussion Boards ◽  
Face To Face ◽  
Access Information ◽  
Student Centred Learning

This chapter discusses how information technology (IT) can be used to augment the authenticity of the learning experience in student-centred learning environments. It argues that technology provides the opportunity to embed students in learning activity by bridging the gap between the “real world” and the classroom. The particular learning environment used to illustrate this is a restaurant complex with a number of outlets that was designed by the author to provide a common work environment. Using the Distributed Learning System (DLS) to which all students have access, the author was able to increase the authenticity of the “case” by first, having students access information (as employees and/or lessees’) about the commercial conditions facing the company, and its policies and practices). Second, “employees” were able to communicate through discussion boards. Third, students were able to access resources through hyperlinks to external Web sites. The author concludes that there is need for a mixture of face-to-face and virtual learning opportunities in order to add real-world authenticity to experiential learning opportunities.

Real World Design Challenge (RWDC) – An Overview

2014 ◽  
Vol 902 ◽  
pp. 437-447 ◽  
Author(s):  
Adeel Khalid ◽  
Brent Terwilliger ◽  
Anthony Coppola ◽  
Jim Marion ◽  
David Ison ◽  
...  
Keyword(s):  
High School Students ◽  
Real World ◽  
Learning Opportunities ◽  
Lessons Learned ◽  
Traditional Curriculum ◽  
School Students ◽  
Real World Problem ◽  
Design Challenge ◽  
And Mathematics ◽  
Feasible Solutions

In this paper, the Real World Design Challenge (RWDC) competition is discussed in detail. This paper highlights the need, history, and approach taken for the design of the challenge. The authors discuss how this challenge promotes Science, Technology, Engineering and Mathematics (STEM) education and provides opportunities for high school students to acquire knowledge and experience beyond their traditional curriculum. The challenge is based around a real world problem. Students are asked to work in teams to find feasible solutions for the identified problem. The process for developing the challenge, student engagement, learning opportunities, student evaluations, publicity and recruitment efforts, design objective and timeline, and assessment metrics are some of the topics discussed. In this paper, the lessons learned from developing and running the challenge are also addressed.

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