The role of Action Learning in supporting cross-cultural adaptation of international students

ABSTRACT

We explore the reflections of a lecturer using Action Learning (AL) meetings for the dissertation module on a one-year Master’s programme with a predominantly international student cohort. We focus on two concerns: to what extent does AL mitigate against the negative experiences of cross-cultural adaptation? And can we surface and share the learning that occurs when (international) scholars become practitioners and practitioners become (international) scholars? In the AL groups, many students seem more at ease with themselves, others and content in AL meetings than in other sessions. We scrutinised AL and our AL meetings to explore what makes it different and perhaps a better learning experience for the international student. This paper emerged following discussions with David, an e-learning and pedagogic specialist. Before continuing, note that there are two terms discussed in the literature: ‘cross-cultural adjustment’ and ‘cross cultural adaptation’. ‘Adjustment’ refers to minor changes to cope with when facing a new situation, ‘adaptation’ to larger scale changes [Haslberger, Arno, and Chris Brewster. 2007. “Domains of Expatriate Adjustment with Special Emphasis on Work.” Presented at the Cadiz University’s VI International Workshop on Human Resource Management, Jerez, Spain]. We suggest that AL be used more often and earlier with international students.     

Computer science and engineering: utilizing action research and lesson study

ABSTRACT

This article explores one group’s use of action research (AR) and lesson study in three US university-level computer science courses affecting 85 undergraduate computer science and engineering students. It offers an overview of three areas including AR, lesson study, and engineering soft skills. The research group identified a problem: undergraduate engineering student soft skill understanding. The group collaborated to enhance participant engagement with this problem by utilizing one lesson focused on soft skills over three research lesson iterations in three distinct university semesters (2017-2018). Field notes were the main data collection method. Observational field notes were recorded in the three research lesson iterations, and themes from the notes were identified. The group valued peer interactions, and the research lesson adaptations as well as pedagogical changes were based on evidence. Four themes were identified, and participant comments were considered as the lessons became more focused . The research group argues that AR and lesson study are separate and distinct ventures based on this yearlong experience, which is counter to some other literature presented. Implications are large for all stakeholders interested in AR, lesson study, soft skill utilization, conflict management, and participant learning impact. Possibilities for enhanced participant engagement exists with honed lesson pedagogy.     

对一位反思型教师成长的追索——一项质的个案研究

本研究运用质的研究方法,以笔者本人为原型,描述自己在教学中如何通过反思来实践“基于网络,导学结合”的教学模式,“如何成为行动研究者”的整个过程。研究结果表明:通过行动研究,可以促进教师本人的自我完善,并在反思中发展自身的创新意识,在学校提供的一种宽松、民主的研究气氛中,最终成长为反思型、研究型教师。     

Developing deep group reflection within a Critical Reflection Action Learning set

This account of practice describes how a manufacturing company in the North of England transformed their approach to problem-solving and action through the use of a Critical Reflection Action Learning (CRAL) methodology. The company, who had been in business for over 25 years, experienced problems due to a diminishing customer base and substantial changes in customers’ buying behaviour. The account presented here is based on a 12-session CRAL project I carried out as part of my Ph.D. Research at the University of Hull Business School [Shepherd, G. 2011. “An Inductive Exploration of Group Learning and Knowledge Generation through Group Reflection and Psychoanalysis.” PhD Thesis, University of Hull Business School]. This paper describes how the organisation changed the way in which they tackled complex, messy problems through the adoption of a CRAL technique using their own hand-drawn images as the focus for their individual, group and critical reflective efforts. As the action learning set improved their reflective practice, the group began to understand and untangle the complex links between the problems they were experiencing and the way in which the business environment had changed. The group completed the project with a more nuanced appreciation of the problems they experienced and developed their own unique problem-solving style, which mixed reflective questioning with emotional honesty.     

哈萨克非有声语言

非有声语言是通过手势、表情、形体动作、行为，以及其它非语音方式或手段来表达某种意义，完成思想交流，传达感情，达到交际的工具之一．对于有声的哈萨克语来说，它是一种补充，是一种辅助性的交际工具．通常，哈萨克非有声语言可以单独使用；在有的场合，它和有声语言相互配合，以达到交际的目的。哈萨克非有声语言可以分为体态语、行为语、象征语、标志语等若干类型。哈萨克非有声语言同作为有声语言的哈萨克语一样，具有鲜明的民族特点，包含着文化和历史的因素．它作为一种非物质文化遗产理应受到保护．     

民事诉讼目的再探

设定一国民事诉讼目的既不能脱离该国具体司法背景，同时又要能使民事诉讼与仲裁、调解等类似于诉讼的制度在目的上区别开来，结合我国今天正在大力推地的审判方式的改革，以设立民事诉讼制度的客观需要和民事诉讼本质属性与规律为基点来重新思考和设定我国民事诉讼目的，从而用以指导重构我国科学可行的民事审判模式，推动我国的司法改革。     

An action learning approach to the question: are ambulance response time targets achievable?

In recent years, NHS Ambulance Trusts throughout the UK have consistently failed to achieve their response time targets for both actual and potential life-threatening calls. To avoid a media and public outcry, the NHS response has been to change the basic parameters upon which the response time targets are calculated. An action learning study, which considered patient experience from initial response to outcome, concluded that the ambulance service must move away from the nearest crew response model to one which provides a defined multi-organisational service to specific categories of need. A key issue with the learning sets, which were made up of front-line crews, was understanding the Trust-wide picture and where acceptable new procedures could provide economic benefits to the Trust, benefits to the patients and help achieve the response time targets. A simulation model driven by parameters agreed by the action learning sets provided proof that new procedures would generate the required benefits. The learning sets also identified that the public should adjust their expectations to understanding that an immediate front-line ambulance response would only be despatched in life-threatening cases, but there would be alternative slower responses for all other cases.     

网络时代的教学设计理论发展应关注的几个问题

教学设计理论的一个最基本的前提假设是 :学习的发生和维持存在着充分条件。教学设计理论的第二条假设是学习发生和维持的充分条件由以下几方面构成 :学习者自身的学习准备 ;有效的学习动力维持系统 ;有效的学习外部行为和活动系统 ;有效的学习环境 ;有效的信息传递。教学设计理论的第三条假设是 :教学设计的设计对象有三 :学习活动、学习环境和媒体传递 ,并且这三个设计对象构成了层次关系。根据网络在活动、环境和媒体传递这三个设计对象中所能发挥的作用 ,该文作者认为至少以下这些问题需要理论研究者关注 :网络环境下协作学习策略的研究 ;如何设计基于资源和工具的学习任务 ;完善学习目标和学习者特征的分析框架 ;如何根据电子信息对教学问题进行诊断     

新加坡人民行动党执政的社会生态研究

人民行动党自身的成功和对新加坡治理的成功，原因就在于它适应了新加坡的社会生态环境。与其他政党的执政环境相比，人民行动党与其执政环境的关系又显现出了执政环境的相对性与被动性，即作为现代新加坡的缔造者，人民行动党的执政环境在相当程度上是由人民行动党自己创设的，所以，人民行动党与其执政环境之问就较少地存在不和谐因素。人民行动党通过议会选举来取得在议会中的多数席位，其首领被任命为政府首脑，几乎垄断了新加坡所有的政治、经济和文化资源。人民行动党执政以后，致力于新加坡的经济发展，经过40多年的发展，已经取得了举世瞩目的成就，为人民行动党执政提供了良好的经济环境。人民行动党在执政之后面临着复杂的社会环境。不管是夺取和维持执政地位，还是推行自己的政策，达到执政目标，都必须考虑到这些因素。对于新加坡而言，其自然生态是其政党制度形成与维持的基本物质条件之一，其独特的自然生态也是人民行动党执政的一个最具现实作用的基础。虽然新加坡是一个合法的独立国家，而且繁荣昌盛，同时却仍然十分脆弱，不大能够自由行事，不管是地区范围的国际环境，还是全球范围的国际环境，都对人民行动党的执政产生了巨大影响。     

行动研究的古典精神及其转化

行动研究从一开始就显示出“教师成为研究者”、“合作”、“改进学校实践”、“科学方法”四个特征。这四个特征在后来的行动研究发展进程中逐步转化为“参与”、“合作”、“改进”和“系统”。