Search Results for
"Teaching"

Human Resource Management for the Hospitality and Tourism Industries takes an integrated look at HRM policies and practices in the tourism and hospitality industries. Utilising existing human resource management (HRM) theory and practice, it contextualises it to the tourism and hospitality industries by looking at the specific employment practices of these industries, such as how to manage tour reps or working in the airline industry. It initially sets the scene with a broad review of the evidence of HRM practice within the tourism and hospitality industries. Having identified the broader picture, the text then begin to focus much more explicitly on a variety of HR policies and practices such as: recruitment and selection: the effects of ICT, skills required specific for the industry and the nature of advertising legislation and equal opportunities: illegal discrimination and managing diversity staff health and welfare: violence in the workplace, working time directives, smoking and alcohol and drug misuse remuneration strategies in the industry: the 'cafeteria award' approach, minimum wage and tipping Human Resource Management for the Hospitality and Tourism Industries is illustrated throughout with both examples of best practice for prescriptive teaching and discussion, and international case studies to exercise problem solving techniques and contextualise learning. It incorporates a user friendly layout and includes pedagogic features such as: chapter outlines and objectives, HRM in practice - boxed examples, reflective review questions, web links' discussion questions and further reading. Accompanying the text is a companion website which includes extra case studies to aid teaching and learning. © 2007, Dennis Nickson. All rights reserved

ABET, ASEE, and the wider engineering community have long acknowledged the potential benefits of interdisciplinary education, including the opportunity to develop non-technical skills such as communication and teamwork while cultivating a broader awareness of the ethical, societal, historical, and environmental impacts of engineering work. Instructors have encountered many challenges in planning and implementing integrated courses, such as the difficulty of coordinating the teaching methods, content, and learning objectives of different academic disciplines in a finite and already overcrowded curriculum. This paper presents the goals, design approach, implementation, and selected outcomes of one integrated project-based course (using Paul Revere and other case studies to integrate materials science with the history of technology) and uses it to discuss the advantages of disciplinary integration, particularly with respect to improved student self-direction and contextual understanding. Assessments administered during and after class suggest that this integrated course successfully engendered high student motivation along with an increase in student aptitudes over the course of the semester without a corresponding loss of discipline-specific knowledge. The implementation of this integrated course and the evaluation of its outcomes are works in progress, and future assessments are being designed to shed additional light upon these issues. © American Society for Engineering Education, 2007.

Discussion of communities of practice in workplace learning is widespread. Here the authors seek to consider how we can make use of communities of practice theory in practical teaching in a formal undergraduate educational context. The concept of what the authors call the double shift is discussed; a shift from the workplace as community of practice to the educational institution then the shift back from the educational context to the workplace. The authors describe methods used to manage the transition between different communities based on reflection linked to the development of Continuing Professional Development programmes. They conclude that the learning that takes place in an educational context is in a dynamic relationship with the community of practice of the workplace and the methods proposed can contribute positively to this relationship. © 2007 The Vocational Aspect of Education.

Eminus provides Distance Learning for severe disabled students who are not able to visit a school because of mobility problems, tiredness or special care. In this article we will show you how ICT and the Internet can be used to include this group into society through virtual class rooms, online internships and teleworking. © 2007 The authors and IOS Press. All rights reserved.

In an increasingly e-literate society, new technologies are being developed and traditional teaching approaches are challenged to meet new requirements. Other aspects such as teamwork and knowledge exchange are also becoming more important. Collaborative work methods are more dominant in the networked working environment. The vocational training at universities is therefore continuously confronted with new challenges. The objective of this paper is to show how the implementation of a holistic teaching approach including the idea of blended learning can be an effective way to train students in collaborative and academic working skills, methodological expertise, information competence, as well as making students aware of new developments in media literacy. This approach follows our proposed concept DIAMOND (Didactical Approach for Media Competence Development) with a main focus on the implementation of the "knowledge- enhancing helix." This pedagogical concept was developed correspondingly the requirements for "good online learning." The paper accordingly discusses the theoretical framework and presents a case study where the concept was implemented in practice.

This paper sets the scene for a collection of papers based on The impact of policy on learning and inclusion in the learning and skills sector, a research project funded from January 2004 until July 2007 by the UK Economic and Social Research Council (ESRC) as part of their teaching and Learning Research Programme (TLRP). We raise some general issues about researching the impact of policy, and offer a brief description of the learning and skills sector in England, highlighting two important features: its turbulent recent history, and the diversity and divisions within the sector. We then outline the scope of our research and discuss aspects of our methodology, which has sought to engage practitioners and policymakers in a variety of ways throughout the project. Finally we introduce the six other papers produced by members of the project team in the second and third year of the research, and the two commentaries from our external discussants, Mary Hamilton and Phil Hodkinson. © 2007 The Vocational Aspect of Education Ltd.

There is a recognised gap in information and communications technology (ICT) learning and teaching in higher education for entry-level healthcare professionals. This paper proposes a research model for understanding the dimensions of this gap. We describe methodological approaches to understanding present practices, identifying levers for change and learning by doing. We discuss issues faced in getting started and sustaining momentum on the research that is an essential prerequisite to effectively build the ICT capacity required by the clinical workforce in a sustainable healthcare system. © 2007 The authors. All rights reserved.

This paper explores the impact of change on tutors and managers in 24 learning sites in England, in vocational courses at Level 1 or Level 2 1 in further education (FE) colleges and in basic skills provision in adult community education and workplaces. We discuss the views of these participants in the research project, The Impact of Policy on Learning and Inclusion in the Learning and Skills Sector, funded through the teaching and Learning Research Programme (TLRP) of the UK Economic and Social Research Council (ESRC), in relation to other research on professionals in the sector. We then consider in turn the diversity in a group of tutors and managers we interviewed; their perceptions of the sources of change in their sector; and changes in the learner groups with whom they work. Three examples of changes affecting staff, and their responses to those changes, are then discussed, one from each of the research contexts: FE colleges, adult and community learning (ACL) and work-based learning (WBL). We raise serious questions about the pace of policy-led change, the management of change and professionals’ responses to turbulence in the sector, and stress the need to consider the impact on staff, and to listen to those who work closely with learners. © 2007 The Vocational Aspect of Education Ltd.

For many registrars, general practice is regarded as a compromise between the more exciting work in hospitals and a compromise for a life outside medicine. There are, nevertheless, known significant stresses experienced by registrars in general practice training. The aim of this qualitative study of 32 semi-structured interviews with registrars (six as pilot) and one focus group of 11 registrars was to investigate the problems faced on becoming a GP registrar and how the trainer and practice help or fail to help. It was found that registrars felt a sense of a jump in knowledge and skills needed to cope with general practice. Expressions of isolation were common including the isolated nature of general practice work, problems within specific practices, isolation from peers and the isolating experience of responsibility for making decisions. Challenges came from clinical situations and not from formal teaching. The registrar was helped through these potential difficulties by good relationships with trainers, feeling part of the practice and meeting peers outside the practice. Poor confidence and the need to maintain feelings of competence in front of patients and trainers were often apparent. More than one registrar in a practice and specific steps to increase involvement within the practice may alleviate isolation. Poor relationships with trainers occurred occasionally and should be identified early. © 2007 Radcliffe Publishing Limited.

SCHOOLS ARE THE main institutions preparing young people to enter productive roles in society. To support the assumption that schools respond to labor-market needs, many scholars refer to human-capital and functionalist theories. Even critics who disparage such responsiveness believe that it occurs (Bowles and Gintis 1976). Nonetheless, at the high school level research has produced little evidence to indicate how this correspondence might take place. Indeed, until recently the general observation has been that high schools and employers do not have much to do with each other (Lortie 1975; Useem 1986). Dan C. Lortie (1975) notes that the teaching role is characterized by its containment within individual classrooms, with no expectation of action outside the school. Studying high school staff and employers, Elizabeth Useem (1986) finds great suspicion of each toward the other, and a reluctance to trust each other or to interact. Moreover, many studies find that recent high school graduates with higher achievement do not get better jobs and pay than lower-achieving graduates, a circumstance implying that employers do not have much regard for high school achievement (Gamoran 1994; Griffin, Kalleberg, and Alexander 1981; Miller 1998; Murnane, Willett, and Levy 1995). Copyright © 2007 by Russell Sage Foundation.