scholarly journals Robotics Olympiads: A New Means To Integrate Theory And Practice In Robotics

2020 ◽  
Author(s):  
David Ahlgren ◽  
Igor Verner
Keyword(s):  
Theory And Practice ◽  
Integrate Theory

scholarly journals Establishing an intrapreneurial orientation as strategy: A framework for implementation

2001 ◽  
Vol 1 (1) ◽  
Author(s):  
H. Jacobs ◽  
S. Kruger
Keyword(s):  
Strategic Management ◽  
Point Of View ◽  
Theory And Practice ◽  
Implementation Phase ◽  
Integrate Theory

This paper describes a study aimed at increasing an organisation's ability to implement a strategy for establishing an intrapreneurial orientation effectively. Establishing an intrapreneurial orientation will be treated from a strategic management point of view, with the emphasis on the implementation phase of strategic management. As such, this study seeks to integrate theory and practice from the fields of strategic management and entrepreneurship.

scholarly journals Growing a Discipline

IDEA JOURNAL ◽  
1969 ◽  
pp. 173-184
Author(s):  
Jacqueline Vischer ◽  
Tiiu Poldma
Keyword(s):  
Interior Design ◽  
Industrial Design ◽  
Relevant Literature ◽  
Theory And Practice ◽  
Pedagogical Approach ◽  
Integrate Theory ◽  
Design Program ◽  
Pedagogical Models ◽  
Second Year ◽  
Critical Social

A variety of competing pedagogical orientations have accompanied the evolution of university-based Interior Design teaching. A review of relevant literature indicates that a range of pedagogical models are available, each rooted in a distinct design discipline such as architecture and industrial design. A new undergraduate Interior Design program is described, in order to demonstrate an approach to integrating theory and practice. Diverse teaching influences on the development of a course of study in Interior Design in the context of an established multi-disciplinary design faculty are illustrated. The new program’s pedagogical approach is demonstrated through an examination of the first and second year studio subjects. The paper concludes with a summary of the program’s strengths and weaknesses, and suggestions are made to promote ways to integrate theory and practice through broadening the theoretical discourse that could allow Interior Design to be explored through other relevant and critical social disciplines.

Transition to practitioner: Redesigning a third year course for undergraduate business students

2007 ◽  
Vol 13 (1) ◽  
pp. 65-80 ◽  
Author(s):  
Janis Bailey ◽  
Damian Oliver ◽  
Keith Townsend
Keyword(s):  
Teaching And Learning ◽  
Business Students ◽  
Industrial Relations ◽  
Theory And Practice ◽  
Affective Outcomes ◽  
Capstone Course ◽  
Integrate Theory ◽  
Teaching And Learning Research ◽  
Business Course ◽  
Undergraduate Business Students

AbstractThis paper reports the outcomes from a teaching and learning research project at an Australian University centred on improving a third year course in industrial relations. The paper addresses the cognitive and affective outcomes of the course. Cognitively, students developed a greater understanding of the processes of industrial relations and their interconnectedness; however, research and academic skills were identified as in need of further improvement. Affectively, students responded to the challenges of the course, increasing their confidence and self-efficacy and being better prepared for the transition from student to practitioner. While the course in question was a final year ‘capstone’ course, the findings are applicable to all who are interested in designing, or redesigning, any business course that attempts to integrate theory and practice.

scholarly journals Implementation of Internship in 2 Year B.Ed. Course – A Challenge or Routine Task

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. Parijat Chakrabarty
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Styles ◽  
Teaching Profession ◽  
Theory And Practice ◽  
Teaching Skills ◽  
Integrate Theory ◽  
Practice Plan ◽  
Qualified Teacher ◽  
One Year

<em>In the recent years all over India there has been a drastic change in B.Ed. course. The switch over to one year course to two year B.Ed. course is quite interesting and challenging task. Any teacher education course seeks to train teacher having requisite teaching skills. Practicum approach adopted in the modern teacher education course is to place a student teacher in a classroom situation under the supervision of a qualified teacher. The concept of Internship introduced in the two year B.Ed. course throughout the country is quite challenging one for all the teacher education institutions. The aim of internship program is to incorporate teaching skills among the student teachers.  Internship program is an effective way to give training to the student-teachers about real world of work. It give them an opportunity to integrate theory and practice, plan and deliver lessons properly, critically analyze their own and peers teaching styles and improve them in the light of feedback given by supervisors. Through this program they understand the role and responsibilities of professional teachers. Internship program also give them opportunity to understand different aspects of school program and improve their skills and abilities in teaching profession. An effective and improved internship program is required in developing student-teachers personalities as true professionals in field of education. </em>

A Curious Curriculum Component: The Nonmandated "Given" of Field Seminar

2009 ◽  
Vol 14 (2) ◽  
pp. 31-47
Author(s):  
Nancy Trantham Poe ◽  
Cindy Hunter
Keyword(s):  
Social Work ◽  
Web Sites ◽  
Social Work Education ◽  
Nationwide Survey ◽  
Theory And Practice ◽  
Integrate Theory ◽  
Pedagogical Analysis ◽  
Teaching Learning ◽  
Work Education ◽  
Undergraduate Programs

Purported to integrate theory and practice, field seminars are a neglected area of pedagogical analysis in social work education. Most BSW programs contain seminar components although they are not required by accreditation standards. The authors conducted this research to examine the prevalence, purposes, and practices of BSW field integration seminars. Data were gathered from course descriptions published on the Web sites of undergraduate programs accredited by the Council on Social Work Education and a nationwide survey of BSW field directors. Findings indicate that field seminar is a ubiquitous curriculum component, with wide variation in conceptualization, format, and design; however, there are some striking commonalities in stated purposes, teaching/learning methods, and assignments. Findings also suggest seminars constitute a valued instructional modality in social work education, occupying a unique curricular space in BSW programs. Implications for curriculum development and further pedagogical examination are addressed.

A mixed-methods assessment of the transition to a dedicated educational unit: nursing students’ perceptions and achievements

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Elena Maoz ◽  
Efrat Danino ◽  
Moran Zerahia
Keyword(s):  
Nursing Students ◽  
Focus Group ◽  
Nurse Managers ◽  
Theory And Practice ◽  
Nursing School ◽  
Clinical Instructors ◽  
Clinical Instruction ◽  
Specific Training ◽  
Professional Performance ◽  
Integrate Theory

Abstract Background In 2019, our nursing school shifted clinical instruction from the traditional model to the Dedicated Educational Unit (DEU). Objectives To evaluate the DEU learning atmosphere, instruction quality, clinical instructor’s performance and students’ grades. Methods A sample of 45 nursing students completed the CLES-T; 10 of them participated in a focus group. Students’ grades in the DEU and traditional models were compared. Results Students (77.6%) ranked the DEU outcomes as “good”-“excellent;” “nursing care on the unit” and the “clinical faculty’s ability to integrate theory and practice” were the highest and lowest ranked categories, respectively. The focus group revealed dichotomous opinions regarding the unit atmosphere and the professional performance of the nurse manager and staff. Students in the DEU framework attained higher grades than did their counterparts. Conclusions Clinical instructors need specific training; the clinical staff and nurse managers should be informed about the unit atmosphere’s impact on students’ future professional decisions.

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