Business Education in the USA

The chapter explores drivers, dynamics, and developments of business education in American colleges and universities. A contemporary business education in the U.S. is historically rooted in medieval Europe. It has progressed through several developmental stages and four industrial revolutions. Critical drivers affect American universities and colleges, bringing about strategic disruptions, technological and pedagogical innovations, and exerting competitive pressures for change on higher education. They also create opportunities for the development and growth in the post-COVID prospective, which is likely to be different from previous patterns and trends. These factors of impact range from stagnant domestic and falling international student enrollments, high student loan debt burden, and skyrocketing college tuition to the devastating impacts of the COVID pandemic. In examination of implications of the 4IR and emerging socio-economic trends for B-schools, the chapter discusses developmental trends, outlook, and emerging instructional innovations.

The Effects of Flipped Learning Approaches in Anatomy Class

Pedagogical innovations applying flipped learning models are being applied in nursing education. The aim of this study was to verify the effects of the flipped learning approach in an anatomy class among undergraduate nursing students. This was a non-randomized controlled study. Of 154 nursing students enrolled in an anatomy class in South Korea, 79 were in the lecture-based group and 75 were in the flipped learning group. Data were collected using structured questionnaires. Problem solving ability and self-leadership improved significantly in the flipped learning group after the intervention but decreased in the lecture-based group. There was no difference in critical thinking between the flipped learning and control groups. The participants in the flipped learning group were more satisfied with the class than those in the lecture-based group. Flipped learning facilitates interactive activities that support the needs of advanced learners and provide more opportunities to develop problem-solving abilities and self-leadership.

Implementing a Program on Poly- / Multiculturalism for Future Teachers of Foreign Languages: Practice-Oriented Approach

The article considers the key aspects for implementation of a university program on poly- / multiculturalism for future teachers of foreign languages (FL), teachers / instructor of languages for specific purposes (LSP), lecturers and teachers of translation, aiming at the practical value. The two concepts ‘polycultural education’ and ‘multicultural education’ are differentiated; it is substantiated that more research is required and the clarifications are to be introduced among academics locally and globally as the mentioned concepts and relevant labels in terminology are misused / confused in the research works laid out in Ukrainian and Russian. Next, the course “Poly- / multiculturalism for future teachers of foreign languages” aims at mastering pedagogical innovations in the field of poly- / multicultural education, development of students' ethno-cultural competence and pedagogical creativity, respectively. The purpose of the optional / specially designed is to form students' ideas about cultural pluralism as an objective social reality and nurture such ideas in support for everyday communication inside and outside the classroom. It is found relevant to single out the following course objectives: 1) to develop poly- / multicultural and ethno-pedagogical competences of students who are training to become FL teachers / instructors, LSP teachers / instructors, translation lecturers, philologists, translators, etc.; 2) to form the students’ ability in future to conduct professional activities in a poly- / multicultural environment, taking into account the peculiarities of the socio-cultural situation of development; 3) to keep developing the students’ ability to use in professional activities the basic development laws of the modern social and cultural environment. It is specified that the course designs the cornerstones by highlighting the relevance in the modern global and educational environment; aim and objectives; the contents; the structure; and the methodology of the course. It is concluded that the research findings contribute to good practices of designing and developing university curricula from a practice-oriented perspective and help bring quality change to the modern educational space.

Education as Loosely Coupled System of Technology and Pedagogy

The recent development of education seems to be driven mainly by technology; assigning version numbers is an attempt to tame this development. But education is more complex than buzzwords like “Learning 4.0” may suggest. In this article, we argue for viewing education as a loosely coupled system of two interacting layers, technology and pedagogy: closely connected, but not glued together. Using several examples, we show that sometimes technological innovations trigger pedagogical innovations and sometimes pedagogical needs initiate the development of technological solutions. We intend the model of loosely coupled layers of technology and pedagogy as a starting point for opening an overdue discussion on how to make the best use of technology for teaching and learning. We argue that complementing technology with established and proven principles of situated contextualized pedagogy is a key element for the future development of education.

Cognition as a process in dynamic systems

The purpose of this article is to show the importance of the neurophenomenological approach for education, specifically in the digital society, where, more than ever, learning requires the co-development of our observation and analysis skills in conjunction with our abilities to design and implement actions in our surroundings in order to reduce complexity and increase our capacity for action. To this end, the connections between neurophenomenology and related theories will be firstly addressed. These theories provide us with the hermeneutical framework to introduce then some of the most relevant cognitive approaches to learning, with emphasis on new literacies related to advances in information technologies. Finally, the most relevant conclusions of the study are summarized, stressing the importance of promoting pedagogical innovations in the age of digital technologies that can facilitate inclusive education and learning environments.

Cultivating Pedagogy for Transformative Learning: A Decade of Undergraduate Agroecology Education

Existing scholarship on agroecology and food systems education within U.S. colleges and universities has focused primarily on preparing students to be professionals working in agrifood systems. Developing students' skills and competencies, though vitally important, may not suffice for supporting transformative learning. Transformative learning shifts students' perceptions and awareness and informs future actions, constituting a potential avenue for leveraging education to support transformations toward more socially just and ecologically viable agrifood systems. It is unclear, however, what pedagogies and educational practices enable transformative learning. This paper explores the integration of multiple pedagogical innovations within an advanced agroecology course taught at the University of Vermont. Over a decade, the teaching team has made iterative adjustments to course content and pedagogies with the goal of catalyzing action toward transforming agrifood systems. In this paper, we evaluate our pedagogical approach, asking: (1) How well do course content and pedagogy align with our definition of transformative agroecology as transdisciplinary, participatory, action-oriented, and political? (2) How well does our approach enable transformative agroecological learning, and how is that identified? We present our course evaluation as a case study comprising qualitative analyses of course syllabi, student comments on University-administered course evaluations, and most significant change (MSC) reflections. MSC reflections proved to be a valuable method for identifying and assessing transformative learning. Through a curricular review, we found that substantial changes to course content and evaluative assignments between 2010 and 2020 align with a transformative approach to agroecology. This is validated in students' MSC reflections, which provide evidence of transformative learning. In sharing evaluative results, processes, and insights, we aim to contribute to a broader movement of scholar educators committed to iteratively and collaboratively developing transformative pedagogies within agroecology and sustainable food system education. We contend that reflexive practice among educators is necessary to leverage education for transforming agrifood systems.

Identifying pedagogical innovation in cultural minority classrooms: A cultural historical activity theory and appreciative inquiry perspective in the Philippines and New Zealand

<p>This is a multiple case study which investigates teachers’ pedagogical innovations in cultural minority classrooms using Cultural Historical Activity Theory and Appreciative Inquiry as theoretical lens. Pedagogical innovation refers to a new idea or the development of an existing product, process, strategy, or method in teaching and learning that is applied in a specific context with the intention to create added value or the potential to improve student learning. The purpose of the study was to investigate teachers’ pedagogical innovations in cultural minority classrooms; the ways in which teachers mediate the learning of their students through pedagogical innovations in cultural minority classrooms; and how individual teachers’ school environments promote or inhibit the implementation of pedagogical innovations in cultural minority classrooms. A total of nine teachers and their classes from five public or state secondary schools in the Philippines and Aotearoa New Zealand participated in the study. Data were collected using observations, talanoa, audio-visual recordings, and documents, which consisted of lesson plans, school newsletters, and publications. Data were analysed within and across cases using a thematic approach and a comparative approach in relation to the five standards of effective pedagogy. The data suggest that there are two aspects to understanding pedagogical innovation in cultural minority classrooms: the tangible aspects or artefacts for learning, and the intangible aspects or appreciative mediation for learning. Artefacts for learning pertain to any human-made objects available in the learning environment such as classrooms, which are essential in engaging student learning. These are concrete manifestations of teachers’ creativity utilised in teaching and learning. Common examples of artefacts for learning used by teachers across all case studies were student modules or kits and teaching instruments such as visual aids, photos, and information and communications technology. Appreciative mediation for learning pertains to the positive and strength-based operations and/or actions, attitudes, behaviours, and outlooks of teachers, which result in student learning. These include genuine appreciation and collaboration with students, teaching initiatives, positive disposition, and self reflection. Factors that affect the implementation of teachers’ pedagogical innovations are grouped into two: the social support system and the structural regulation of the school system. The social support system identified in the study that promoted teachers’ pedagogical innovation, and are common across all case studies, were family, community, school staff, and students. The structural regulation of the school system was found to hinder teachers’ pedagogical innovation. Examples common across all case studies are lack of and/or limited artefacts for learning, inadequate professional development for teachers, impassive curriculum, and poor student attendance.</p>

Identifying pedagogical innovation in cultural minority classrooms: A cultural historical activity theory and appreciative inquiry perspective in the Philippines and New Zealand

<p>This is a multiple case study which investigates teachers’ pedagogical innovations in cultural minority classrooms using Cultural Historical Activity Theory and Appreciative Inquiry as theoretical lens. Pedagogical innovation refers to a new idea or the development of an existing product, process, strategy, or method in teaching and learning that is applied in a specific context with the intention to create added value or the potential to improve student learning. The purpose of the study was to investigate teachers’ pedagogical innovations in cultural minority classrooms; the ways in which teachers mediate the learning of their students through pedagogical innovations in cultural minority classrooms; and how individual teachers’ school environments promote or inhibit the implementation of pedagogical innovations in cultural minority classrooms. A total of nine teachers and their classes from five public or state secondary schools in the Philippines and Aotearoa New Zealand participated in the study. Data were collected using observations, talanoa, audio-visual recordings, and documents, which consisted of lesson plans, school newsletters, and publications. Data were analysed within and across cases using a thematic approach and a comparative approach in relation to the five standards of effective pedagogy. The data suggest that there are two aspects to understanding pedagogical innovation in cultural minority classrooms: the tangible aspects or artefacts for learning, and the intangible aspects or appreciative mediation for learning. Artefacts for learning pertain to any human-made objects available in the learning environment such as classrooms, which are essential in engaging student learning. These are concrete manifestations of teachers’ creativity utilised in teaching and learning. Common examples of artefacts for learning used by teachers across all case studies were student modules or kits and teaching instruments such as visual aids, photos, and information and communications technology. Appreciative mediation for learning pertains to the positive and strength-based operations and/or actions, attitudes, behaviours, and outlooks of teachers, which result in student learning. These include genuine appreciation and collaboration with students, teaching initiatives, positive disposition, and self reflection. Factors that affect the implementation of teachers’ pedagogical innovations are grouped into two: the social support system and the structural regulation of the school system. The social support system identified in the study that promoted teachers’ pedagogical innovation, and are common across all case studies, were family, community, school staff, and students. The structural regulation of the school system was found to hinder teachers’ pedagogical innovation. Examples common across all case studies are lack of and/or limited artefacts for learning, inadequate professional development for teachers, impassive curriculum, and poor student attendance.</p>

EDUCATIONAL INNOVATION AS A RELATIONSHIP BETWEEN THEORY AND PRACTICE OF EDUCATIONAL ACTIVITY

The article considers innovation in the field of education through the synthesis of theory and practice as a branch of scientific knowledge. It is noted that educational innovation is aimed at finding the most effective methods of transmitting information from teacher to student, in the field of education, it is based primarily on pedagogy and psychology; innovation in education is perceived as a branch of scientific knowledge that explores the educational process and methods of its implementation. Pedagogical innovation includes the doctrine of the inseparable relationship of the following components of the innovation process: the development of educational innovations, their testing and implementation, application in practice and dissemination; the subject of pedagogical innovation is considered to be a set of tools and patterns in the field of development and implementation of pedagogical innovations in educational institutions. The article analyzes a number of concepts, in particular: “innovation”, “innovative person”, “educational innovation”. Thus, the concept of “innovative person” is interpreted as a person of such socio-cultural development, who is able to work creatively, to be competitive in today’s conditions. Attention is paid to the problems of forming innovative models of education in higher education. The model of innovative learning in higher education proposed by scientists is taken into account, which provides for: active participation of the student in the learning process; opportunities for applied use of knowledge in real conditions; bringing concepts and knowledge in a variety of forms, not just in text; approach to learning as a collective rather than individual activity; shifting the focus to the learning process rather than memorizing information. The article draws attention to the interpretation of the definition of “pedagogical innovation”. Pedagogical innovation is a purposeful change that introduces innovations into the educational environment that improve the characteristics of individual parts, components and the educational system as a whole; the process of mastering innovation; search for ideal methods and programs, their implementation in the educational process and their creative rethinking. It is noted that innovative processes in the education system are perceived as controlled processes of creation, perception, evaluation, development and application of pedagogical innovations. The classification of pedagogical innovations is given, in particular: by types of activity; by the nature of the changes; on the scale of changes; by scale of use; by source.Key words: innovation, innovative models, pedagogical innovation, educational environment, pedagogical innovations. У статті розглянуто інноватику у сфері освіти через синтез теорії та практики як галузь наукового знання. Зауважується, що освітня інноватиканацілена на пошук найбільш дієвих методів передачі інформації від вчителя до учня, у сфері освіти вона спирається в першу чергу на педагогіку і психологію; інноватика у сфері освіти сприймається як галузь наукового знання, що досліджує освітній процес і методи його втілення в життя. Педагогічна інноватика включає в себе вчення про нерозривний взаємозв’язок таких компонентів інноваційного процесу, як: розробка освітніх нововведень, їх тестування та впровадження, застосування на практиці і поширення; предметом педагогічної інноватики вважають сукупність засобів і закономірностей в області розробки і впровадження педагогічних нововведень в освітніх установах. У статті проаналізовано ряд понять, зокрема: «інноватика», «інноваційна людина», «освітня інноватика». Так, поняття «інноваційна людина» тлумачиться як особа такого соціально-культурного розвитку, яка здатна творчо працювати, бути конкурентноспроможною в умовах сьогодення. Звертається увага на проблеми формування інноваційних моделей навчання у вищій школі. Взято до уваги запропоновану науковцями модель інноваційного навчання у вищій школі, яка передбачає: активну участь студента у про-цесі навчання; можливості прикладного використання знань у реальних умовах; наведення концепцій і знань у найрізноманітніших формах, а не тільки у текстовій; підхід до навчання як до колективної, а не індивідуальної діяльності; зміщення акценту на процес навчання, а не на запам’ятовування інформації. У статті звертається увага на потрактування дефініції «інновація педагогічна». Інновація педагогічна – це цілеспрямована зміна, що вносить в освітнє середовище нововведення, які поліпшують характеристики окремих частин, компонентів і самої освітньої системи в цілому; процес освоєння нововведення; пошук ідеальних методик і програм, їх впровадження в освітній процес і їх творче переосмислення. Зауважуєть-ся, що інноваційні процеси в системі освіти сприймаються як керовані процеси створення, сприйняття, оцінки, освоєння і застосування педагогічних нововведень. Наводиться класифікація педагогічних інновацій, зокрема: за видами діяльності; за характером внесених змін; за масштабом внесених змін; за масштабом використання; за джерелом виникнення.Ключові слова: інноватика, інноваційні моделі, педагогічна інноватика, освітнє середовище, педагогічні нововведення.