Role of organizational culture in promoting employee development

The review paper attempts a review and summarization of the existing literature available on organizational culture and employee development. Employee development is seen as an asset for the organizations, which arises from within the organization and is build by the organizational culture. The paper has shown that a positive and direct relationship exists between organizational culture and development of an employee. Employee development is dependent on the culture of the organization and that organizational culture is instrumental in building mental health of the employees.

The Challenges of Using a Feminist Pedagogical Approach

The introduction of a pathbreaking new master’s degree in Gender, Culture, and Development required a pedagogy to match its program contents. Since the aim of the program was to cultivate the next generation of leaders with the knowledge, vision, and skills to not only implement the UN Millennium Development Goals but to set the future goals and agenda, students needed to experience an educational setting that was empowering. As such, we introduced feminist pedagogy into the first seminar, defining feminist pedagogy as the ‘extent to which a community of learners is empowered to act responsibly toward one another and the subject matter and to apply that learning to social action’ (Shrewsbury, 1997, pp. 166–173). But how do we introduce feminist pedagogy in a large class where many students had previously been subjected to the passive, rote memorization teaching utilized in most educational systems in which adult students would have participated, especially given the popularity of what Paolo Freire would call the ‘banking method of education’ in colonial regimes? We responded to that challenge by being as transparent as possible in our teaching, and by modelling feminist pedagogy in all that we did.

Gender and Learning in Rwanda

This book presents an unparalleled mix of aspiration and achievement, of feminist theory and practice. It does not claim to be complete or final, nor is it a snapshot of a single point in time. It falls into two parts. One part containing scholarly chapters written academics involved in developing and teaching in the innovative Master’s program in Gender, Culture and development offered from 2011 at the Kigali Institute of Education in Rwanda. The second part contains statements written by students in the first cohort, most of which have been revised and updated. All the contributions are informed by a set of common experiences, but each writer presents her (or his) own perspective. This is most clearly evident in the short chapters written by the women who brought their diverse scholarly backgrounds together in their passion for the scholarly development of other women and men, in an empowering, feminist, educational experience. This mix of experiences and the diversity of writings make the book a challenging read and an invaluable resource for anyone interested in research-based approaches to social change, the weaving of personal experience into scholarly reflections, and in insights into leaders in working towards gender equality, a policy area which affects social relationships throughout a society, including at the most intimate level.

Establishing the Centre for Gender, Culture and Development at the Kigali Institute of Education

This chapter describes the establishment of the Centre for Gender, Culture and Development at the Kigali Institute of Education in the Rwandan context of strong support from the President, Government and international development agencies for gender equality. The Centre and its graduates have played an important role in national development and the achievement of the Millennium Development Goals (MDGs).

Teaching Gender Research Methods for Leadership: Reflections from Rwanda

This chapter discusses teaching and research undertaken by the author in Rwanda between 1997 and 2011. The author draws on her experiences of establishing and running an institution in Rwanda from 1997 to 1999, undertaking research for her PhD in 2000, visiting the country in 2007 to gain further insights into the reconstruction of education and in 2011 teaching at the Centre for Gender, Culture and Development. Using a gender lens, the author reflects on teaching gender research methods, the interactions with an amazing first cohort of students and the immense leadership potential shown by the students. The chapter concludes with some recommendations and implications.

ACQUISITION OF FOLK HEALING PRACTICES: A PHENOMENOLOGICAL STUDY GROUNDING THE EXPERIENCES OF PARASANTIGWAR IN CAGRARAY ISLAND, PHILIPPINES

For many years, folk medicine has been the resort of many less privileged families who do not have access to modern health care facilities. A parasantigwar is a term coined to a folk healer in Cagraray island, Philippines, a native version of a doctor trained in traditional manner providing indigenous medicinal help in the locale. This study aimed to ground the lived experiences of these parasantigwar on their acquisition of folk healing skills. Phenomenology approach was conducted by immersion and interview to 8 identified parasantigwar through referral sampling technique. Result revealed that (1) apprenticeship to a folk healer in the family and (2) life setbacks of families were grounds which opted the parasantigwar to resort into traditional healing through cultural transmission and motivation by needs deficiency. This resulted to the parasantigwar’s acquisition of practices through (1) passed knowledge and (2) aggregated learned skill. It was concluded that family plays an important role in the assimilation of the folk healing skill where this immediate environment is responsible for the transmission of the observed culture and development of motivation to suffice needs. Further studies need to be conducted to understand healing practices especially to the surrounding islands showing similarity in origins of folk healing practice.

The Teaching Model and Basic Religious Texts Prepared by Jesuits Working in Lithuania and Poland from the 2nd half of the 16th c. to the 1st half of the 17th c.

The article shortly describes the model of teaching and basic religious texts written in Lithuanian in the 2nd half of the 16th c. and in the first half of the 17th c. by Jesuits in the Polish-Lithuanian Commonwealth. The fundamental goal of the Jesuit Society was to spread the Christian faith. To this aim the best and most effective methods were utilised. In the described period two forms of education coexisted, namely the system of schools and pastoral work within the society. While the former focussed on teaching Latin, the latter contributed to the development and codification of vernaculars, and specifically Lithuanian. Good understanding and established social relations were the objective of Jesuits. Pastoral work in a way preceded ethnolinguistic studies.Only those priests and brothers were selected for work with people who knew the language, at least to some extent. The knowledge of Latin was regarded as obvious. The teaching of languages in the spoken and written form was first based on the skills of individual brothers, but after a certain time a seminar devoted to the languages of the Commonwealth was founded. As the time passed and the Lithuanian Province developed, more attention was payed to the culture and development of the language. It was commonly used in apostolic work – in sermons, liturgical texts and pious literature throughout Lithuania. The teaching model applied by Jesuits also contributed, albeit indirectly, to the development of the Lithuanian language and culture.

CRITERIAL APPROACH TO THE LEGAL COMPETENCE OF FUTURE JUNIOR BACHELORS IN THE FIELD OF HUMAN SCIENCES OF HIGHER EDUCATION INSTITUTIONS (HEIs)

The article clarifies the essence of the implementation of the criterial approach to explaining the process of formation of legal competence of future junior bachelors in the field of human sciences of HEIs from two perspectives: structural and methodological.It has been summarized that in the conditions of development of education and informational society, the legal competence of future junior bachelors in the field of human sciences of HEIs cannot be effectively formed without any prior determination of its structure. Legal competence is understood as “an integral quality of a student’s personality, characterized by several features”. These features are the unity of their legal efficiency at the theoretical level and mastering the set of key legal competences; practical readiness and ability to implement professional activities in the modern legal and regulatory field; ability to handle with professional relationships, establish and defend professional rights; self-development and self-improvement of their legal culture and development of legal culture of the society. From the structural perspective, the implementation of the criterial approach to explaining the process of formation of legal competence of future junior bachelors in the field of human sciences of HEIs is reflected in concrete definition of the components of the studied phenomenon. It has been established the key structural elements of the legal competence of future junior bachelors in the field of human sciences of HEIs, which are the following: content components (axiological (value and semantic), epistemological (content and legal), praxeological (functional and activity), reflexive and estimative) as a set of life values, values of professional activity, knowledge and skills to organize this activity in the legal field, reflexive abilities as well as a set of legal competences as generalized ways of action that ensure the productive performance of professional activities.It is determined that the criterial approach to explaining the process of formation of legal competence of future junior bachelors in the field of Human Sciences is the most constructive, because it promotes the connection between education and work more effectively. Keywords: students, competence, specialist, criterion approach, institution of higher education, legal competence, junior bachelors, Human Sciences.

Requirements for Third Generation University: A Conceptual Review of Iranian Studies

Introduction: For more than a decade, Iranian researchers have been concerned about the third- generation university and have conducted various studies in this field. Collecting and analyzing the ideas presented in these studies may pave the way for finding a path for transformation into third-generation university. This study tries to introduce the requirements of moving Iranian universities towards the third generation university by reviewing reliable articles. Methods: This study formed on the conceptual review method using the framework introduced by Arksey and O'Malley in eight steps. All original articles of the last three years (2017-2019) in journals with scientific-research index were extracted from the database for information of national publication and the database of the Scientific Information Center for education, culture and research. By considering the exclusion criteria, 12 articles remained in this study. Result: Conceptual review of articles, separation and recombination of components led to the formation of 9 intra-university requirements divided into: intermediate requirements (entrepreneurship culture and development), basic requirements (vision, mission, goals and strategy, and management and leadership), and providing platform and support (entrepreneurial policy-making, and university development). Conclusion: It appears that the proposed model in this study is suitable for starting to move towards university entrepreneurship and taking the first steps. Of course, depending on the growth rate of entrepreneurship in each university, intense studies of these requirements may be necessary.

Digital Technology at the Edge of Capitalism

It is sometimes argued that there is hardly a place in the world in the 21st century left untouched by global capitalism [111, 112]. Even so, some places remain at the periphery, participating in this system without being fully absorbed by it. In this article, we take a detailed look at the economic life of such a “pericapitalist” [161] community in the Brazilian Amazon region. We detail how the community increasingly participates in global systems and supply chains, yet also organizes economic life around local and traditional values. We pay special attention to the role of digital technologies in the community, including mobile phones and internet. The contribution of the article is as follows: firstly, it provides a detailed analysis of the material practices of a community at the edge . Secondly, it draws attention to the heterogeneous nature of responses to global capitalism, formed from the relationship between specific material practices, new technology, and elements of cultural identity. Thirdly, it argues for an increased sensibility towards these different relations to capitalism when considering design implications. We argue that close attention to material practice goes some way towards resolving those tensions and, further, provides for an appeal to a more pluralistic views of culture and development [61].