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Bylica, Kelly; Roland, Sophie Louise; Benjamins, Laura – Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 2021
Formal music performance studies within university settings strive to prepare the next generation of performers and pedagogues for musical engagement beyond university. Yet literature suggests that these spaces of study do not always lead to a sense of readiness for potential professional worlds, due in part to a lack of opportunities for guided,…
Descriptors: Music Education, Summer Programs, Singing, Theory Practice Relationship
Huggins, Kristin Shawn; Klar, Hans W.; Andreoli, Parker M. – Educational Administration Quarterly, 2021
Purpose: The purpose of this article is to examine how the leadership coaching capacities of experienced school leaders can be developed to support less-experienced school leaders to lead continuous improvement efforts. In this article, we report the findings of a 2-year study of experienced school leaders who developed their leadership coaching…
Descriptors: Leadership Training, Coaching (Performance), Instructional Leadership, Faculty Development
Bennett, Delancy H.S.; Raymond, Mary Anne – Marketing Education Review, 2019
Building upon existing experiential learning processes, this paper presents an extended experimental learning framework for creating Corporate Engagement Programs (CEPs). The research answers the AACSB call for "engagement programs" which leverage passive and active pedagogies to connect in-class-lessons to engagement activities with…
Descriptors: Theory Practice Relationship, Experiential Learning, Learning Processes, Teaching Methods
Sheppard, Maia; Kortecamp, Karen; Jencks, Sarah; Flack, Jake; Wood, Alexandria – Journal of Museum Education, 2019
In collaboration with historic sites in Washington, DC, that have shared commitments to place-based and experiential learning, Ford's Theatre teaches K-12 educators about Civil War history through engagements with places, artifacts, stories, and enduring conflicts that can be made relevant to students' lives. In this article, we provide program…
Descriptors: Theory Practice Relationship, Place Based Education, Experiential Learning, Faculty Development
Trehan, Kiran; Rigg, Clare – Studies in Higher Education, 2015
This article seeks to develop the understanding of critical action learning (CAL) and to make a contribution to its theory and practice. The article begins by conceptualising critical action learning and builds on the work of Revans (1982) to stimulate fresh thinking. It provides a different calibration of his coupling of action and learning. An…
Descriptors: Experiential Learning, Theory Practice Relationship, Concept Formation, Program Descriptions
Stevens, Gillian; de Vera, Manuel – Action Learning: Research and Practice, 2015
The article describes the experience of forming a set in a higher education institution and offers some observations and insights gained from the perspectives of the role of the set adviser, cultural differences and the challenges of attempting to align theory, practice and experience.
Descriptors: Experiential Learning, Cultural Differences, Theory Practice Relationship, Faculty Development
Wawrzynski, Korine Steinke; Jessup-Anger, Jody E. – Journal of Student Affairs Research and Practice, 2014
The Office Consultation Project is an innovative capstone project that partners graduate students in student affairs preparation programs with academic and student affairs practitioners. It provides an opportunity for students to apply research and scholarship to practical settings, while giving practitioners new insight into their units,…
Descriptors: Theory Practice Relationship, Graduate Students, Student Personnel Services, Counselor Training
Welsh, M. Ann; Dehler, Gordon E. – Journal of Management Education, 2013
In this article, we argue for advancing grounded curricula, which explicitly link theory and pedagogy, and executing them in authentic and multidisciplinary settings as a means to facilitate student growth into integrative learners. We describe the development of a student-centered learning experience that combines elements of critical management…
Descriptors: Critical Thinking, Teaching Methods, Theory Practice Relationship, Criticism
Edmonstone, John – Action Learning: Research and Practice, 2010
This article describes the use of "business-driven" action learning in a healthcare setting. It reviews and reflects on an example where action learning does not "take", identifying the likely causes of this. It also poses four questions--whether action learning is counter-cultural in some organisations; whether the…
Descriptors: Experiential Learning, Reflection, Program Descriptions, Program Effectiveness
Giambona, G.; Birchall, D. W. – Educational Media International, 2011
Small- and medium-sized enterprises (SMEs) play an important role in creating a dynamic and successful European economy. Time-poor managers in these organisations generally have fewer opportunities for training and development than their counterparts in larger organisations. As a result, different requirements are placed on training. The aim of…
Descriptors: Foreign Countries, Research Needs, Experiential Learning, Evidence
Gabrielsson, Jonas; Tell, Joakim; Politis, Diamanto – Action Learning: Research and Practice, 2010
Recent calls to close the rigour-relevance gap in business school education have suggested incorporating principles and ideas from action learning in small business management education. In this paper we discuss how business simulation exercises can be used as a platform to trigger students' learning by providing them with a platform where they…
Descriptors: Business Administration Education, Administrator Education, Experiential Learning, Simulation
Bellamy, Jennifer L.; Bledsoe, Sarah E.; Mullen, Edward J.; Fang, Lin; Manuel, Jennifer I. – Journal of Social Work Education, 2008
Little is known about evidence-based practice (EBP) in social service agencies beyond studies of researcher, practitioner, and educator opinions. The Bringing Evidence for Social Work Training (BEST) Project involved 16 participants from 3 social service agencies. The experiential training, delivered by 2 doctoral students, focused on a…
Descriptors: Focus Groups, Social Work, Public Agencies, Partnerships in Education

Teeples, Ronald K.; Wichman, Harvey A. – Innovative Higher Education, 1997
The liberal arts program at Claremont McKenna College (California) departs from the traditional design by involving students and faculty in real-world projects, with outside clients, as class activities. Student teams complete projects in a context more like graduate education. Major successes and difficulties in integrating this approach into a…
Descriptors: College Curriculum, College Instruction, Curriculum Design, Educational Methods

Washbourn, Penelope – Liberal Education, 1996
The New American College is a model of higher education and adult learning which stresses an integrated academic culture, connecting general education with specialized education, including professional education, and theoretical learning with practical application. It provides a highly intentional learning environment and individual attention,…
Descriptors: Adult Learning, College Curriculum, College Instruction, Curriculum Design
Boulden, George P.; De Laat, Richard – Action Learning: Research and Practice, 2005
Pharma Development has used action learning to help participants in their 360[degrees] feedback programme develop their leadership competencies. The article describes how the programme was designed, supported and run across four sites over a period of 2 years. The programme was systematically evaluated and found to be successful in meeting its…
Descriptors: Feedback (Response), Experiential Learning, Peer Groups, Leadership Training
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