دانلود رایگان مقاله لاتین مدیریت مهمان نوازی از سایت الزویر
عنوان فارسی مقاله:
یادگیری کار بین فرهنگی: ایجاد دانش آموزان مدیریت مهمان نوازی تحصیلات تکمیلی در موسسات عالی بین المللی
عنوان انگلیسی مقاله:
Learning to work interculturally and virtually: Developing postgraduate hospitality management students across international HE institutions
سال انتشار : 2016
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بخشی از مقاله انگلیسی:
2. Literature review
2.1. Experiential learning A variety of pressures have reinforced the role of student employability on the agendas of business schools (Avramenko, 2011) as long term career prospects and graduate competencies are directly linked with the students' reasons to study. Experiential learning is of growing interest in higher education as it carries the student closer to an area of knowledge as well as facilitating deep knowledge (Ruhanen, 2005). Bringing students closer to the world of work through the linking theory and practice in the curricula is gaining greater importance with simulation activities and virtual interactions proving to be useful tools in higher education settings (Ruhanen, 2005; Tiwari, Nafees, & Krishnan, 2014). “Learning in such a way is more effective even than learning within the real work environment or “on the job”, as the latter, while providing direct experience, is limited by the routine nature of tasks and the complexity of the work environment” (Avramenko, 2011, p. 356). This type of experiential learning promotes new competencies related to industry knowledge and understanding (Lee, 2008) and proves effective as students have higher levels of enthusiasm towards the learning approach, leading to increased knowledge retention and skill acquisition (Ruhanen, 2005). Experiential learning explores learning by doing and reflecting. This type of learning is beneficial for deep learning and allows students to better assimilate knowledge and its future application as future managers (Edelheim & Ueda, 2007; Tiwari et al., 2014). Experiential learning is based on the perspective that learning is a holistic process that incorporates all our life experiences and, indeed, to learn, people should engage in higher order thinking to personalise information (Edelheim & Ueda, 2007; Finch, Peacock, Lazdowski, & Hwang, 2015). Communication of the experiences associated with experiential learning form a crucial part of this approach (Baker, Jensena & Kolb, 2002) which means that learning in preparation for diverse and dispersed environments should form a core part of experiential learning. Experiential learning is also seen to be at the root of lifelong learning (Kolb & Kolb, 2005) as it is often conceived as a process of learning from direct life experiences controlled by the individual. Following from this relationship between learning and life experiences, experiential learning as Kolb's research (2005) indicates should balance the academic input and life experience. Huddleston and Unwin (2007) believed that a great deal of higher education teaching fails to recognise the importance of these experiences. Consistent with constructivist learning theory (Vygotsky, 1978) involving students in a number of processes that actively encourage them to move through the experiential learning cycle and value previous experiences and knowledge is crucial. In an attempt to emphasise the value of experiential learning, students in this study participated in practical workshops in addition to classroom-based sessions linked to the same theoretical areas as the workshop sessions. As part of these learning aspects, Maier and Thomas (2013) affirm that students in vocational/professional areas, such as J. Gannon et al. / The International Journal of Management Education 14 (2016) 18e27 19 hospitality, engage in experiential learning activities to achieve higher perceptions of learning outcomes and gain more competencies relevant for industry job placement and expected performance (Lee, 2008).
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کلمات کلیدی:
Working with multicultural virtual teams: critical factors for facilitation ... https://slejournal.springeropen.com/articles/10.1186/s40561-015-0018-7 by K Cagiltay - 2015 - Cited by 2 - Related articles Jun 13, 2015 - Working with multicultural virtual teams: critical factors for facilitation, satisfaction ... from different cultures and locations to work and learn collaboratively. .... When each individual uses their intercultural difference for synergy, ... [PDF]Virtual Learning Environments for Culture and Intercultural Competence ict.usc.edu/.../Virtual%20Learning%20Environments%20for%20Culture%20and%20I... by A Ogan - 2011 - Cited by 12 - Related articles The authors review six virtual learning environments built to support the ... cultural settings, including representations of buildings, streets, art work, dress, voice, ... Transforming Virtual World Learning - Page 265 - Google Books Result https://books.google.com/books?isbn=1780520522 Randy J. Hinrichs, Charles Wankel - 2011 - Education ... evaluates the potential of virtual worlds for intercultural collaborative learning. ... examine what they have learned from working in an intercultural virtual team, ... Intercultural learning and «virtual mobility» https://www.czp.cuni.cz/ispos/index.php/.../intercultural-learning-and-virtual-mobility You are here: Home Background Intercultural learning and «virtual mobility» ... in accordance with the ongoing international work on developing guidelines for ...
