The challenge of reflexive pedagogy in executive education: a personal case study

2021 ◽  
pp. 82-94
Author(s):  
Marian Iszatt-White
Keyword(s):  
Executive Education ◽  
Personal Case

Living With Cerebral Palsy in Malaysia

2019 ◽  
pp. 150-167
Author(s):  
Rajvin Kaur Randhawa ◽  
Kiirtaara Aravindhan
Keyword(s):  
Cerebral Palsy ◽  
Support Systems ◽  
Personal Case

The authors in this chapter highlights the reality of cerebral palsy in Malaysia. The chapter is a blend experiential account and factual details. The experiential fragment includes a personal case study, providing 32 years' worth of experience and first-hand details on the life of a cerebral palsy individual in Malaysia. The factual fragment provides researched information on the general reality of cerebral palsy in Malaysia, which includes regulations, existing services and support systems, ergonomics, awareness, and inclusion. This chapter also includes an interview with a fellow CP individual. The chapter ends with an interesting take-home message that aims to encourage and motivate those negatively affected.

Living With Cerebral Palsy in Malaysia

2022 ◽  
pp. 1726-1743
Author(s):  
Rajvin Kaur Randhawa ◽  
Kiirtaara Aravindhan
Keyword(s):  
Cerebral Palsy ◽  
Support Systems ◽  
Personal Case

The authors in this chapter highlights the reality of cerebral palsy in Malaysia. The chapter is a blend experiential account and factual details. The experiential fragment includes a personal case study, providing 32 years' worth of experience and first-hand details on the life of a cerebral palsy individual in Malaysia. The factual fragment provides researched information on the general reality of cerebral palsy in Malaysia, which includes regulations, existing services and support systems, ergonomics, awareness, and inclusion. This chapter also includes an interview with a fellow CP individual. The chapter ends with an interesting take-home message that aims to encourage and motivate those negatively affected.

scholarly journals Genesis and Evolution of Executive Education in India: A Message to CEOs

2019 ◽  
Vol 12 (1) ◽  
pp. 7-11
Author(s):  
Bakul Dholakia
Keyword(s):  
Specific Area ◽  
Executive Education ◽  
Organisational Structure ◽  
Education In India ◽  
Study Mode ◽  
Structure Environment

The approach of executive education in India is changing by following more and more customised approach. Organisations are now looking for outcome-based training for their employees, their needs have changed to a specific area with respect to industry. Organisations should look for long-term collaboration with the executive education provider to be effective throughout the various levels, and continuity needs to be maintained in for the same. The faculties involved in providing executive education must be aware of the organisational structure, environment and process. Also, the case study mode and relevance of the cases matters a lot in providing quality executive education.

scholarly journals Using work-based and work-applied learning to enhance the intellectual capital of organisations

2016 ◽  
Vol 8 (1) ◽  
pp. 56-64 ◽  
Author(s):  
Jonathan Garnett ◽  
Selva Abraham ◽  
Param Abraham
Keyword(s):  
Intellectual Capital ◽  
Strategic Change ◽  
Executive Education ◽  
Learning Needs ◽  
Applied Learning ◽  
Learning Capability ◽  
Content Type ◽  
Individual Preparation ◽  
Practical Implications

Purpose The purpose of this paper is to show how work-based and work-applied learning (WAL) can enhance the intellectual capital of organisations. Design/methodology/approach The paper draws organisational learning- and work-based learning literature and case study illustrations. Findings To achieve major strategic change in organisations requires working at senior level within the organisation to develop the capability of the organisation to learn and apply that learning strategically. WAL is explicitly geared to bring about change and enhance the learning capability within the organisation. Research limitations/implications There is a need for further longitudinal studies of organisations that have used the work-based and WAL approaches. Practical implications The conclusions reached have implications for higher education and non-award bearing executive education. Social implications The alignment of individual learning with organisational objectives positions learning as a co-operative part of working life rather than just individual preparation for employment. Originality/value The paper positions work-based learning and WAL as appropriate responses to the learning needs of organisations as well as individuals.

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