scholarly journals Developing Sustainability Mindset through Experiential Learning Spiritual Development Phases in Business School

2019 ◽  
Vol 2 (3) ◽  
pp. 150-163
Author(s):  
Amelia Naim Indrajaya
Keyword(s):  
Environmental Impact ◽  
Experiential Learning ◽  
Spiritual Development ◽  
Business School ◽  
Real Life ◽  
Spiritual Intelligence ◽  
Development Programs ◽  
Development Goals ◽  
Development Phases ◽  
Life Challenge

This paper aims to examine how experiential learning spiritual development programs have developed a sustainability mindset in Business School. In this paper, a sustainability mindset is embedded in the students' lifestyle through spiritual development experiential learning phases. By integrating the head, hands and heart students are asked to conduct real-world projects. The curriculum offers an opportunity for students to develop cognitive, emotional and spiritual intelligence simultaneously while completing their school projects. At Sekolah Tinggi Manajemen IPMI (IPMI School of Management) the journey begins by students designing their Life Map, in which students are invited tocreate their vision with theassumption that they can freely pursue their dreams. The real-life challenge begins when they create their own Business as aForce of Good project in which they have to plan and run a proitable business which answers at leastoneof theSustainable Development Goals (SDGs) with a minimum amount of investment. This paper shows that students after engaging through the transformational spiritual development experiences have shifted toward the sustainability mindset. Students are now committed to support proitable businesses with social and environmental impact as a force of good.

Experiential Learning in Graduate Archival Education at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Olefhile Mosweu
Keyword(s):  
Experiential Learning ◽  
Work Experience ◽  
Real Life ◽  
Opportunity To Learn ◽  
Theory And Practice ◽  
Records Management ◽  
Archival Theory ◽  
Snowball Sampling ◽  
The Real ◽  
The University

Most curriculum components of archival graduate programmes consist of contextual knowledge, archival knowledge, complementary knowledge, practicum, and scholarly research. The practicum, now commonly known as experiential learning in the global hub, is now widely accepted in library and information studies (LIS) education as necessary and important. It is through experiential learning that, over and above the theoretical aspects of a profession, students are provided with the opportunity to learn by doing in a workplace environment. The University of Botswana’s Master’s in Archives and Records Management (MARM) programme has a six weeks experiential learning programme whose purpose is to expose prospective archivists and/or records managers to the real archival world in terms of practice as informed by archival theory. The main objective of the study was to determine the extent to which the University of Botswana’s experiential learning component exposes students to real-life archival work to put into practice theoretical aspects learnt in the classroom as intended by the university guidelines. This study adopted a qualitative research design and collected data through interviews from participants selected through purposive and snowball sampling strategies. Documentary review supplemented the interviews. The data collected were analysed thematically in line with research objectives. The study determined that experiential learning does indeed expose students to the real world of work. It thus helps to bridge the gap between archival theory and practice for students without archives and records management work experience. For those with prior archival experience, experiential learning does not add value. This study recommends that students with prior archives and records management experience should rather, as an alternative to experiential learning, undertake supervised research, and write a research essay in a chosen thematic area in archives and records management.

Slum Kampong Tourism “Jakarta Hidden Tour”: Designing Eco-Cultural Based Pro-Poor Tourism

2015 ◽  
Vol 1 (3) ◽  
pp. 111
Author(s):  
Retnayu Prasetyanti
Keyword(s):  
International Development ◽  
Poverty Alleviation ◽  
Real Life ◽  
Tourism Development ◽  
System Thinking ◽  
Development Programs ◽  
Community Based ◽  
Economy Condition ◽  
Business Sectors ◽  
Community Movement

Forecasts of high tourism development in Jakarta, Indonesia, where massive poverty cases also exist, has directed tourism as a way of alleviating poverty; this is usually termed “pro-poor tourism” which involves multi variant stakeholders and interests. Jakarta has widespread poor areas called “slum Kampongs”, where government and business sectors are supported by international development agencies have tried to tackle down poverty by economy-community (eco-community) based development programs. However, distinguished from those programs, slum kampong development based pro-poor tourism is yet unsupported by bureaucracy agencies. “Jakarta Hidden Tour” (see “Jakarta Hidden Tour” in Trip Advisor) a “wild” tour activity which is promoted by community movement led by Ronny Poluan indicates a term of economy and cultural (eco-cultural) based slum kampong tourism that basically can pursue a better community development and economy condition through a unique culture and real life portrait experience. This paper analyses the dilemma of “Jakarta Hidden Tour” which is claimed as a poor exhibition while in another hand tries to offer a new design and approach of pro-poor tourism by utilizing thematic Kampong development with local culture excellences as such “Green Slum Kampong in Ciliwung river”, or “Sailor Slum Kampong in North Jakarta”. Key learn from Brazil with slum kampong tourism in Santa Marta is a motivation for government to live a recognition, that like any other global/industrial policies, tourism is highly driven by political interest. By conducting a system thinking perspective base, this paper analyses how “Jakarta Hidden Tour” and government’s supporting policy will ensure eco-cultural pro-poor tourism development and how stakeholders as a system’s element need to uphold poverty alleviation towards sustainability

Support and Recognition for Workplace Learning

1991 ◽  
Vol 5 (4) ◽  
pp. 201-208
Author(s):  
Lois Lamdin
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Workplace Learning ◽  
Growth And Development ◽  
Learning Assessment ◽  
Development Programs ◽  
Prior Learning ◽  
Prior Learning Assessment ◽  
The Usa

In this article, Lois Lamdin reviews current perceptions of ‘employability’ in the USA, the kind and extent of training sponsored by industry, and the difficulties perceived by industry in interacting with higher education in relation to training. She stresses the importance of recognizing the workplace as learning place, discusses the development and benefits of prior learning assessment, and sets out the importance of establishing a national credentialling system for the workforce, taking into account the variety of academic and non-academic ways learning is achieved. Finally, she describes the existing work of the Employee Growth and Development Programs of the Council for Adult and Experiential Learning, which demonstrate how business, unions, government, and higher education can work together to help respond to the crucial challenge of training and retraining a national workforce.

scholarly journals Pendidikan Akhlak untuk Meningkatkan Kecerdasan Spiritual Anak di RA Ulul Albab Jember

2021 ◽  
Vol 2 (1) ◽  
pp. 9-18
Author(s):  
Renda Nur Rofiah
Keyword(s):  
Qualitative Research ◽  
Moral Education ◽  
Spiritual Development ◽  
Early Childhood Development ◽  
Spiritual Intelligence ◽  
Childhood Development ◽  
Education Planning ◽  
Standard Level ◽  
Implementation Plans ◽  
Islamic Values

This research aimed to investigate the implementation of moral education to develop spiritual intelligence in children aged 4-5 years at Raudlatul Athfal (kindegarten) Ulul Albab Mangli Jember. This type of research was descriptive qualitative research. The results show that the implementation of moral education to develop spiritual intelligence in children aged 4-5 years at RA Ulul Albab Mangli Jember includes planning, implementation, and evaluation. Moral education planning through the preparation of annual programs, semester programs, Weekly Learning Implementation Plans (RPPM), and Daily Learning Implementation Plans (RPPH). Implementation of moral education through exemplary, learning and habituation methods. Evaluation of moral education using assessment sheets and monitoring books. RA Ulul Albab is an institution consistent in developing all aspects of early childhood development, especially spiritual development based on Islamic values ​​and the Standard Level of Child Development Achievement (STPPA). Penelitian ini bertujuan untuk mengetahui implementasi pendidikan akhlak untuk mengembangkan kecerdasan spiritual pada anak usia 4-5 tahun di RA Ulul Albab Mangli Jember.  Jenis penelitian ini adalah penelitian kualitatif deskriptif. Hasil penelitian menunjukkan bahwa Implementasi pendidikan akhlak untuk mengembangkan kecerdasan spiritual pada anak usia 4-5 tahun di RA Ulul Albab Mangli Jember meliputi perencanaan, pelaksanaan, dan evaluasi. Perencanaan pendidikan akhlak melalui penyusunan program tahunan, program semester, Rencana Pelaksanaan Pembelajaran Mingguan (RPPM), dan Rencana Pelaksanaan Pembelajaran Harian (RPPH). Pelaksanaan pendidikan akhlak melalui metode ketauladanan, pembelajaran, dan pembiasaan. Evaluasi pendidikan akhlak menggunakan lembar penilaian dan buku monitoring. RA Ulul Albab merupakan lembaga yang konsisten dalam mengembangkan segala aspek perkembangan anak usia dini khususnya perkembangan spiritual yang berdasarkan nilai-nilai keislaman dan Standart Tingkat Pencapaian Perkembangan Anak (STPPA). Kata Kunci: pendidikan akhlak, kecerdasan spiritual, anak usia dini

scholarly journals A Capability Approach to Entrepreneurship Education: The Sprouting Entrepreneurs Programme in Rural South African Schools

2020 ◽  
Vol 11 (1) ◽  
pp. 119-133
Author(s):  
Matthias Forcher-Mayr ◽  
Sabine Mahlknecht
Keyword(s):  
South African ◽  
Capability Approach ◽  
Real Life ◽  
Rural Poverty ◽  
Youth Unemployment ◽  
Entrepreneurship Education ◽  
The Sustainable Development ◽  
Life Challenges ◽  
Development Goals

AbstractSprouting Entrepreneurs is a three-year teaching programme for rural primary and secondary schools that focuses on entrepreneurship in agriculture. It addresses the South African real-life challenges of food insecurity, youth unemployment and rural poverty from a classroom perspective, by linking agriculture, food and entrepreneurship as main learning areas. This paper outlines the programme in its local social and economic context. It argues for the need for a concept of entrepreneurship education that views opportunities in the context of young people’s positive freedoms. Its didactical model combines the EntreComp framework with the capability approach developed by Amartya Sen and others. It emphasises the role of capabilities or freedoms in developing and implementing ideas that create value for others. The Sustainable Development Goals form a medium of learning.

scholarly journals How strong is the integrity disclosure in Indonesian Province website?

2021 ◽  
Vol 3 (1) ◽  
pp. 33-44
Author(s):  
Maria Hellenikapoulos ◽  
Intiyas Utami
Keyword(s):  
Sustainable Development ◽  
Content Analysis ◽  
Local Governments ◽  
Sustainable Development Goals ◽  
Real Life ◽  
Good Image ◽  
The Public ◽  
Strategic Issue ◽  
Development Goals ◽  
High Level

The high level and trend of corruption in Indonesia Province could hinder the goal of Sustainable Development Goals point 16. This study aims to identify disclosures of integrity through websites and classify the Indonesia Provinces into 3 categories, namely high, medium, and low based on the integrity disclosure index using institutional theory. The data is based on content analysis to analyze practices through disclosure of integrity on 34 Indonesian Province websites using the Integrity Framework Disclosure Index instrument. The findings indicate that Indonesia has disclosed 775 items (48%). The items of vision, mission, and integrity report are the biggest disclosed items among other items that show Indonesia’s effort to create a “good image” in the public eyes. Several Provinces are in the moderate category because of a strategic issue in the field of education. Local governments still have to review the increase in integrity disclosure on websites and their real-life implementation to improve integrity and fight corruption in Indonesia.

scholarly journals Experiential Learning: A Definitive Edge In The Job Market

2010 ◽  
Vol 3 (2) ◽  
pp. 115-118 ◽  
Author(s):  
James Clark ◽  
Gayle Webb White
Keyword(s):  
Experiential Learning ◽  
Business Strategy ◽  
Real Life ◽  
Marketing Research ◽  
Free Enterprise ◽  
Business Majors ◽  
Learning Program ◽  
Corporate Leaders ◽  
Learning Programs ◽  
Complete Detail

The value of experiential learning is explored as it has now become a given among educators and corporate leaders that a university must provide experiential learning programs such as internships; real-life cases in marketing research, advertising, etc.; and voluntary student participation in income tax preparation for the needy and elderly; and many additional types of programs to promote the application of learning and involvement with the world of work.  The paper presents one unique experiential learning program in complete detail—Student in Free Enterprise’s Walgreens Wrangle.  This is a twelve-university business strategy competition sponsored by the Students in Free Enterprise team at Southern Arkansas University that has the three-day involvement of managers of four major corporations.  This period of time to interact both professionally and socially with a corporate group has proven to be invaluable to business majors and provided them with many experiential learning experiences.

Teaching sustainability-oriented capabilities using active learning approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Priscila Borin Claro ◽  
Nathalia Ramajo Esteves
Keyword(s):  
Active Learning ◽  
Business School ◽  
Business Schools ◽  
School Context ◽  
Real Life ◽  
Learning Approach ◽  
Case Study Methodology ◽  
Content Type ◽  
Positive Effects ◽  
The Impact

Purpose This paper aims to discuss how educators can teach sustainability-oriented capabilities (SOCs) using an active learning approach. Design/methodology/approach Using a case study methodology centered on a Brazilian business school, this research combines qualitative analysis of content, such as teacher notes and student work, with quantitative analysis of student grades. The authors used variance analysis and Bonferroni tests to establish whether the means of three test groups were significantly different. The authors also tested for normality, using the Skewness Kurtosis test, and for homoscedasticity, using Levene. Findings The authors’ findings suggest that the active learning (AL) method may be useful in developing SOCs related to the capabilities of “to know,” “to do,” “to interact” and “to be” because it improved student engagement in the program. In addition, this improved engagement was shown to have a positive influence on grades. Research limitations/implications Using convenience sampling, the authors studied a limited number of the mandatory management courses offered by Insper. There is a need to check for nonlinear positive effects over a more extended period of time and considering more courses. Practical implications This paper offers a practical and replicable technique for teaching SOCs in a business school context using AL. Originality/value The existing literature on education and sustainability discusses the role of business schools in the development of SOCs, especially with respect to curricular changes that integrate content and frameworks related to the conceptualization of sustainable development for business (Cebrián and Junyent, 2015; Cortese, 2003; Fairfield, 2018; Aleixo et al., 2020; Leal Filho, 2020; Arruda Filho et al., 2019). However, some studies suggest that the learning process at many business schools fails to explore the complexity of real life by not using a teaching approach that favors the development of SOCs (Leal Filho et al., 2015). Thus, prior studies have pointed to the need for further research on the impact of the active learning approach in teaching about sustainability (Leal Filho et al., 2015; Fisher and Bonn, 2011; Hesselbarth and Schaltegger, 2014). The aim of this research is to contribute to this discussion.

Experiential Learning Opportunities

2018 ◽  
pp. 189-217 ◽  
Author(s):  
Ping Yang
Keyword(s):  
International Students ◽  
Experiential Learning ◽  
Language Learning ◽  
Cultural Context ◽  
Language Skills ◽  
Real Life ◽  
Cultural Immersion ◽  
Project Outcomes ◽  
Mobility Programs ◽  
Past Experiences

This chapter examines how international students use experiential learning to improve their Chinese language skills through cultural immersion in China. This experiential learning mobilizes them to practice their Chinese communication skills in authentic context and in real use. Furthermore, they immerse themselves in the cultural context, reflecting on language and cultural differences, appreciating cultural diversities, and improving communicative competence. Using a qualitative method, the researcher collected data from various sources about six international students from five countries. The subjects' real-life experiences mirror their daily activities. Using Nvivo 11 as a tool, the researcher critically analyzed data, categorized contents into emerging themes. The project outcomes are useful for international students currently studying in China to reflect on their past experiences and are also beneficial to those who want to join study abroad and mobility programs, better prepare themselves for language learning and cultural immersion in China in the future.

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