Bibliography: Climate Change (page 443 of 472)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the Water Protectors . Info website.  Some of the authors featured on this page include Bjorn Stensaker, Peter Hurst, Marilyn E. Laiken, Nicole Lurie, Kaye Schofield, Stan M. Shapson, Nanette Relave, Peter Eckel, Neil Smith, and Clint Sidle.

Buchanan, Renee L. (1998). Integrating Service-Learning into the Mainstream: A Case Study, Michigan Journal of Community Service Learning. Describes an effort to institutionalize service learning within the academic departments of the University of Utah. A community service center at the university, through its faculty advisory committee, developed campus-wide support for incorporating service learning into the core offerings of 14 academic units. Models developed by the academic units are presented, with key elements for successful program integration. Descriptors: Change Strategies, College Faculty, Departments, Higher Education

Hurst, Peter; Matier, Michael; Sidle, Clint (1998). Fostering Teamwork and Teams from the Institutional Research Office, New Directions for Institutional Research. Institutional researchers' work to support analysis and decision making can be more valuable if they are trained in group dynamics and facilitation. By practicing these arts, institutional researchers can help college and university decision-makers make decisions that are grounded in the support of institutional constituents. The Step Ladder Theory of group effectiveness offers an approach to creating effective groups. Descriptors: Change Strategies, College Administration, Decision Making, Educational Change

Lurie, Nicole (1996). Preparing Physicians for Practice in Managed Care Environments, Academic Medicine. Discussion of managed health care looks at its evolution and characteristics, implications for medical education, and the competencies needed by physicians in this new environment, including epidemiological thinking, understanding of human and organizational behavior, familiarity with information technology, quality control skills, knowledge of health systems financing and delivery, ethics, and systems-based care. Descriptors: Change Strategies, Delivery Systems, Economic Climate, Educational Change

Frost, Susan H.; Bidani, Pankaj (1998). Using Teams in Higher Education: Resources for Researchers and Practitioners, New Directions for Institutional Research. Provides an annotated list of articles on use of teams in higher education, including organizing concepts for effective team-building, administrative strategies and effectiveness, case studies of teams at work, and lessons learned from the business context. Descriptors: Administrative Organization, Annotated Bibliographies, Business Administration, Case Studies

Andrade, Sally J. (1998). UTEP Jump-Starts Strategic Planning, Planning for Higher Education. The context of and the participatory strategic planning process at the University of Texas, El Paso, from 1993 to 1996 is described. The internal and external factors that influence the intensive interactive process are reviewed; the university's conceptual framework for strategic planning is described; and the role of the university's planning and evaluation center is noted. Descriptors: Change Strategies, College Administration, College Planning, Higher Education

Relave, Nanette (2001). Involving Employers in Welfare-to-Work Efforts, Issue Notes. The success of work-centered welfare programs depends on clients connecting to the workforce and sustaining employment. Engaging employers in welfare and workforce development policies and programs is critical to achieving positive labor market outcomes for clients. Employer involvement in welfare-to-work activities can benefit public agencies, service providers, clients, and employers alike. The following are among the steps that public agencies can take to create a more businesslike and business-ready environment: (1) provide employers with a single point of contact; (2) create a more accountable service system; (3) modify policies to maximize flexibility in service delivery; (4) invest in staff training to support a culture of employment; and (5) decentralize program activities so that more services can be delivered in the workplace. The following are among the ways agencies and providers can address employers' needs: (1) expand the pool of qualified entry-level job applicants through pre-employment job readiness programs and training; (2) reduce labor costs through financial incentives; (3) improve workers' reliability with work supports and income enhancements; and (4) help fund and coordinate customized training. Research has identified useful lessons on working with employers and designing welfare-to-work programs to meet labor market needs. (Nine resource contacts and 14 references.)   [More]  Descriptors: Agency Cooperation, Agency Role, Cooperative Planning, Coordination

Barratt-Pugh, Llandis (2001). Searching for Extended Identity: The Problematised Role of Managing People Development, as Illuminated by the Frontline Management Initiative. Australia's Frontline Management Initiative (FMI) marks a political move toward workplace learning and provides evidence concerning development of managing identities and management of such workplace learning. The FMI was examined as a technology of identity within the discourse of enterprise and an instrument of textualization of the workplace. Evidence collected from more than 200 interviews and 500 questionnaires indicated that the FMI text has been subject to diverse interpretations. According to the research findings, within some enterprises, the FMI appears within a discourse of flexibility but is represented by codified national competences and regulated by managerial imperatives. Within other organizations, meaning is more defined by participants, often in a developmental partnership with wider management. Occupying the central space in the field of interpretation is the people development manager. FMI thus appears positioned on the battleground of representation, subjectivity, and production for the development of manager identity. The emergence of enterprise-directed learning processes, such as the FMI, have immediate implications for organizational actors as they are asked to reinvent identity and adapt subjectivity as a cyclic responsibility. As the workplace develops as a pedagogic agency, the critical and problematized role of managing people development has emerged as a primary future research focus. (Contains 33 references.)   [More]  Descriptors: Administrators, Context Effect, Corporate Education, Education Work Relationship

Schofield, Kaye; Walsh, Anne; Melville, Bernice (2001). Online Learning and the New VET Practitioner: Implications for the Organisation of Their Work. Working Paper. The attitudes and experiences of 18 vocational education and training (VET) practitioners considered to be at the leading edge of online education in technical and further education (TAFE) in South Australia were examined to determine how leading-edge VET practitioners engaged in designing, developing, and facilitating online learning understand their changing roles and professional practice. The practitioners' responses reinforced the fact that online learning is a new frontier pedagogically, technologically, and organizationally. The new tasks of designing, developing, and facilitating online learning both required and stimulated new forms of work organization for VET practitioners. The practitioners generally considered this work a positive experience and credited it with increasing their job satisfaction. However, they also cited negative effects of the introduction of online instruction that call into question the long-term sustainability of online work as it is currently organized. It was concluded that the quality and extent of online education will inevitably be constrained unless the human resource management of training organizations addresses the organization of online work more explicitly. Issues that must be addressed include better job design to accommodate the working conditions associated with online work and institution of sophisticated strategies for building and sustaining work and knowledge networks. (Contains 24 references.)   [More]  Descriptors: Adjustment (to Environment), Computer Attitudes, Computer Uses in Education, Delivery Systems

Auer, Peter, Ed. (2001). Changing Labour Markets in Europe: The Role of Institutions and Policies. This book contains five papers on the role of institutions in changing labor markets in Europe. "Introduction" (Peter Auer) explores the following topics: institutions and labor market forces; macroeconomic policy; redistribution of working times; equality of opportunity; and industrial relations and social dialogue. "Small-Economy Macroeconomics" (Ronald Schettkat) discusses monetary and fiscal policies aimed at achieving stability, economic growth, and unemployment. "Working Time: From Redistribution to Modernization" (Gerhard Bosch) considers the following topics: working time in Austria, Denmark, Ireland, and the Netherlands; causes of variations in national working time profiles; and work sharing, employment policy, and work organization. "Equal Opportunities and Employment Policy" (Jill Rubery) addresses the following topics: an equality perspective on employment performance in Organization for Economic Cooperation and Development countries; employment performance from a gender equality perspective; equal opportunities by age and education; social equality and social exclusion; and equality, employment performance, and employment practices. "Industrial Relations and Social Dialogue" (Jelle Visser) examines the following topics: the European mosaic of persistent diversity; trade unions and employers' associations as means of collective representation; patterns of collective bargaining and coordination; bipartite and tripartite national institutions and corporatism; and the role of social dialogue and social learning. One hundred two tables/figures/boxes are included. Most papers include substantial bibliographies. Descriptors: Age Discrimination, Collective Bargaining, Comparative Analysis, Coordination

2001 (2001). Learning Organization. Symposium 36. [AHRD Conference, 2001]. This symposium on learning organization consists of three presentations. "Perception of Learning Culture and Concerns About the Innovation on Use of Innovation: A Question of Level of Analysis" (Rebecca Fatima Sta. Maria, Karen E. Watkins) reports a study of the relationship between organizational members' perception of learning culture and concerns about the innovation and their influence on use of one innovation (ISO 9000) in the Malaysian public sector across 11 organizations. It suggests that theories that try to explain organizational innovation implementation be tested across organizations and take into account organizational context "'Shared Vision': Are We at Risk of Creating Monochromatic Organizations?" (Verna J. Willis) is a case study of the formation of a voluntary organization that found that differences in points of view and in personal aspirations could not be papered over by the real caring that group members developed for one another and that shared vision meant different things to different people and in general was an idealized concept that never reached full fruition in the organization. "Critical Reflective Working Behavior: A Survey Research" (Marianne van Woerkom et al.) operationalizes critical reflective working behavior and raises the question of which factors have impact on critical reflective working behavior. It finds that self-efficacy and participation are important influencing factors.   [More]  Descriptors: Adoption (Ideas), Behavior Modification, Case Studies, Comparative Analysis

Eckel, Peter (1998). Thinking Differently About Academic Departments: The Academic Department as a Team, New Directions for Institutional Research. Explores the appropriateness of team models and concepts to the academic side of higher education through a case study investigation of the collective functions and processes of a department of business administration in a large public university. Findings are compared to two conceptual models of teams: self-managing teams from industry and presidential teams from colleges and universities. Descriptors: Business Administration Education, Case Studies, Change Strategies, College Administration

Stensaker, Bjorn (1998). Culture and Fashion in Reform Implementation: Perceptions and Adaptation of Management Reforms in Higher Education, Journal of Higher Education Policy and Management. Examines how two government-initiated reforms, result-oriented planning and quality assessment, were perceived by 43 department heads and faculty at Norwegian colleges and universities. While result-oriented planning was perceived as an unnecessary reform, causing high tension and having only symbolic effects, quality assessment was seen as valid, with strong support in institutions, and incremental but concrete effects. Descriptors: Accountability, College Administration, College Environment, College Faculty

Laiken, Marilyn E. (2001). Models of Organizational Learning: Paradoxes and Best Practices in the Post Industrial Workplace. A research project studied Canadian organizations that are using informal organizational learning approaches to embed ongoing learning within the actual work processes. Five organizations that self-identified as learning organizations at mature stages of development were studied in depth. No organization was a paragon of organizational learning. This phenomenon was much less an outcome than an ongoing process of managing paradoxes. Each research site provided both examples of the dilemmas that challenged them continuously and examples of creative responses to these dilemmas with which they were experimenting with varying degrees of success. These paradoxes included the tensions inherent in action versus reflection and the need to achieve the task by attending to the process; the need for structured leadership as well as freedom and autonomy; the challenge of translating values into action; the use of conflict and confrontation to enable collaboration; and the balancing of individual and organizational learning needs. Responses to these dilemmas are, respectively, mentoring relationships, communities of practice, skill development, shared set of values; shared leadership, participative decision making; values clarification, gap examination, behavior modeling; interpersonal skill training, time for reflection, multi-user feedback; and maintaining the balance. (Contains 36 references.)   [More]  Descriptors: Adult Education, Adult Learning, Corporate Education, Developed Nations

Bohen, Shawn Jacqueline; Stiles, James (1998). Experimenting with Models of Faculty Collaboration: Factors That Promote Their Success, New Directions for Institutional Research. Although interdisciplinary approaches to complex problems are not new to Harvard University (Massachusetts), there is new interest in structured faculty collaboration. Some of the barriers to faculty teamwork are explored, models that enable interaction outside traditional departmental confines are examined, and some ways that other colleges and universities can encourage similar work are discussed. Descriptors: Case Studies, Change Strategies, College Faculty, Cooperation

Shapson, Stan M.; Smith, Neil (1999). Transformative Teaching: An Agenda for Faculties of Education, Education Canada. The 1990s literature and the weight of John Goodlad's research show that faculties of education have failed to contribute to educational reform. Teacher-education programs should advance a transformative approach to teaching that is responsive to student diversity and aligned with K-12 education reform. Questions of mission, pedagogy, organizational cohesion, and mutually beneficial partnerships must be reviewed. Descriptors: College School Cooperation, Educational Change, Elementary Secondary Education, Faculty Development

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