Incorporating a transformational learning perspective in action learning sets

A field study focused on learning capabilities within action learning sets was used to evaluate potential opportunities between action learning and transformational learning. The use of action learning as a methodology for the acquisition, sharing and transfer of information while integrating an added perspective for transformational learning within the action learning set was investigated. There could be occurrences of transformation within action learning and critical action learning sets. However, there could be the added possibility of using action learning as a potential vehicle for an enhanced or more specific focus on transformational learning. It is useful to explore this potential, especially when there is an increased awareness regarding associations between action learning and transformational learning. Within such learning environments, there could also be the increased potential for outcomes that transform an individual, group or organization. The use of transformational elements based on discussions and resulting themes that occur within action learning sessions are discussed with the aim of encouraging personal development, enhancing skills and engaging in adult learning that could lead to organizational development. Recommendations for these environments are also presented.     

The Challenge of Evaluating Action Learning

The paper examines the benefits claimed for action learning at individual, organisational and inter-organisational levels. It goes on to identify both generic difficulties in evaluating development programmes and action learning specifically. The distinction between formative and summative evaluation is considered and a summative evaluation framework is outlined, based on recent reviews of evaluations of development programmes, while recognising that establishing clear causal links remains problematic.     

Leaders learning from leaders as an emergent action learning strategy

This account of practice describes what three executive leaders in a professional association have learned about action learning and their own practices of organizational renewal. Data are approached narratively and stories are told from the perspectives of diverse educators’ experiences, agency, and expertise. Mature organizations can be revitalized and diversified through the action learning of executive leaders who integrate a new and diverse faculty body into the governance structure and decision-making process. The goal of facilitating diversity goals for established organizations has relevance for universities, schools, businesses, and other learning environments. Public conversations can strengthen the diversity-oriented outreach missions of professional organizations.     

我国公共文化服务体系建设中的政府行为研究

我国的公共文化服务体系建设工作开展已近10年,按照国家相关政策文件的精神,我国公共文化服务的供给者主要是政府,但由于各方条件的限制,在公共文化服务的供给上,我国政府在法律法规体系、财政投入力度、供给的均等性及绩效评估等方面还存在着问题和不足。论文总结了我国公共文化服务体系建设中政府的职能与作用,分析了政府在公共文化服务供给上存在的问题,重点提出了解决问题的对策建议。     

南通江海志愿者服务发展探析——以政府支持为视角

南通江海志愿者服务的产生与南通深厚的文化传统和持续的精神文明建设密不可分。经过多年的发展,南通江海志愿者服务的支持体系已形成,服务网络与队伍已具一定的规模,服务资金得到有效的保障,社会效益日益显著。但现阶段,南通江海志愿者服务仍存在服务理念不够科学、组织管理不够规范、服务经常化程度不够理想、服务覆盖面不够广泛等问题,需采取宣传引导、提升管理水平、强化日常服务、拓宽服务群体等措施解决存在的问题,进一步提高其活动的社会效益。     

高技术虚拟产业集群知识产权运营作用机理与策略

为促进高技术虚拟产业集群（High-tech Virtual Industrial Cluster,HTVIC）知识产权运营及价值实现,在分析HTVIC知识产权运营活动后,研究了HTVIC知识产权运营的经济学作用机理,并给出相应的运营策略。     

大学与企业交替作用促进学生自我塑造--德国达姆斯塔特工业大学的办学启示

德国达姆斯塔特工业大学是一所毕业生深受德国企业界欢迎的著名大学。文章通过分析其机械系的培养方案展示了大学与企业交替性发挥作用帮助学生通过自主性学习走向独立工作的过程,给正在改革的中国工程教育提出了几点改善学生自我塑造环境的建议：一是通过建立制度让企业更多地参与;二是聘用具有更多企业经历的、多层次的高校教师;三是要避免教师代替学生忙碌的现象。     

以行动学习法为指导的笔译特色课程立体化建设

本文旨在对以行动学习法为指导的笔译特色课程的立体化建设进行探讨。文章首先叙述了在本科阶段培养具有实践专长和职业技能的翻译人才的必要性,然后介绍了笔译特色课程立体化建设的理论框架和具体建设内容,总结了课程建设的特色以及应用情况,最后指出这样的课程建设能提高学生学习翻译课程的兴趣,增强对自身翻译能力的自信,深入了解当前翻译理论和实践发展的趋势,同时实现了大学教育和进一步升学就业的无缝对接。     

班主任工作的实践与体会

只要有爱心、动真情、有细心、严要求,把它们化为行动,并采取有效的方法,让师生达到性格、心灵的相通,才能弹奏出优美的教育乐章。     

应用功能动作训练对李玄旭400米混合泳技术优化的研究

在明确李玄旭400米混合泳技术结构的基础上,采用技术分析和功能动作训练的方法,优化其混合泳技术,提高运动成绩。认为利用系统论的观点明确李玄旭400米混合泳技术结构,并提出解决、稳定、巩固的优化路径,对奥运备战有着积极的意义;在研究过程中,运用运动技术诊断和功能动作筛查是基础、功能动作训练是关键的思路,收到了较好的效果;明确身体各环节功能,训练较好的身体流线型姿态,提炼关键技术的基本动作是从体能方面优化游泳运动技术的良好手段;奥运会分段成绩提示李玄旭400混蝶泳、蛙泳成绩均有所提高,且蛙泳提高幅度可观。上述实践可为游泳项目运动技术优化提供借鉴。