- 2015-03-09 (x)
- Eksir, Alexander (x)
- Learning. (x)
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Show moreAdaptive, transformative changes are not just a luxury for the chosen few but a vital necessity for all organizations. The brutality of market forces, the ephemeral qualities of customer needs, the revolutionary powers of technology and the ravages caused by the passage of time make the need to constantly adapt and renew competitive advantages an undeniable high priority for organizations. Most adaptive changes begin with learning. That learning often inspires a new vision and mindset, and the actions that ensue could result in new cultures, skills, systems and processes. We have collectively referred to all these elements as the mental universe of the organization. This mental universe often governs all the interactions in the organization – from the language used internally to the delivery of their value proposition externally. In a limited context we have explored the impact of this mental universe on external performance yardsticks. Perhaps this is just a small indicator of much greater value to be extracted. The chain of events that begins with learning and transforms the mental universe of an organization to become more adaptive and resilient and, as a result, continually renew its competitive advantages is an exciting link that merits further research and development.
Doctorate of Management Programs
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Show moreAt its heart, service learning is a form of experiential learning that employs service as its modus operandi. Fundamentally, to engage effectively in service learning, teachers go beyond the basic requirements of their academic instructional role in the classroom with no additional monetary reward or compensation when service learning is not mandated. This research examines the overarching hypothesis that specific attitudes are present in a successful implementation of school wide service learning, and that the extant attitudes exist as a byproduct of the conscious choice made by teachers. This research explored classroom teacher participation in service learning projects, as it relates to the tendency to collaborate, service learning recruitment, professional responsibility and perceived support for service learning. A finding of this work implies that a teacher’s discretionary choice to implement service learning projects has a strong relationship with the elements of how teachers were recruited into the service learning sphere and it is mediated by volunteerism in school. There are also significant relationships between service learning recruitment and teacher participation in school activities. The relationship between professional responsibility and community activity participation is also mediated by volunteerism in school. One hundred seventy-three teachers in five schools in the State of Ohio recognized for school wide service learning implementation completed an anonymous survey. Respondents at all levels of service learning participation were able to provide a sense of the attitudes that support successful school wide implementation. As essentially unpaid volunteers in the workplace, teachers engaged in service learning indicate their willingness to help others and be involved in a supportive role through an experiential learning encounter for their students. The positive relationship to personal recruitment of individual teachers implies that school leadership needs to make an investment in resources and organizational development that support collegial relationships among teachers engaged in service learning projects. Service learning places emphasis on diversity and pluralism that leads to empowerment in a time of social and socio-economic difficulty. It helps teachers and students understand and appreciate the values of volunteerism, while underscoring the need for, and benefit of, democratic citizenship behaviors.
Doctorate of Management Programs
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