Academic literature on the topic 'Service learning – Ethiopia – Case studies'
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Journal articles on the topic "Service learning – Ethiopia – Case studies"
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Millar, Ruth, and Wilfred Rieger. "Pastoral Care and Service Learning: A Thai Case Study." Journal of Christian Education os-45, no. 3 (December 2002): 49–60. http://dx.doi.org/10.1177/002196570204500306.
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Hardin-Ramanan, Sarita, Loga Devi Balla Soupramanien, and David DeLapeyre. "Project #NuKapav: a Mauritian service-learning case study." Equality, Diversity and Inclusion: An International Journal 37, no. 2 (March 14, 2018): 167–81. http://dx.doi.org/10.1108/edi-01-2017-0008.
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Purpose Prompted by the enlarging skills gap between the university graduate and the desired employee in Mauritius, the Charles Telfair Institute embarked its students on the #NuKapav project for an authentic work integrated learning (WIL) experience which endeavours to fight for the societal inclusion of Persons with Disabilities. The purpose of this paper is to examine the impact of this service-learning project on the students from professional, civic engagement and social justice perspectives. Design/methodology/approach This research used a focus group methodology, allowing the 23 students who participated on the #NuKapav project to share their experiences. Findings This paper recommends that universities in Mauritius and other regional countries consider incorporating service-learning into their WIL programmes to reinforce graduate employability skills and encourage good citizenship through lasting allegiance to community causes. Research limitations/implications The higher education system in Mauritius operates within a broader context facing constant mutations influenced by socio-economic and political factors. As such, research on service-learning cannot be conducted in isolation but should instead include the perspective of various stakeholders on both the demand and supply side of community learning projects. The main limitation of this research relates to its focus on capturing student participants’ perspective alone. Further research is, therefore, recommended to examine how other stakeholders, including employees, employers and community service project supervisors, value service-learning for a more comprehensive view. Originality/value The main contribution of this paper is the examination of how service-learning can help equip graduates with crucial career skills, while bringing an enduring mind-set shift in the future workforce for sustained commitment to social change and inclusion.
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Hirschauer, Sabine, Regina Karp, Michele Kekeh, and Muge Akpinar-Elci. "Service-learning study-abroad and Europe’s migration crisis – a case study." Intercultural Education 32, no. 2 (February 11, 2021): 121–44. http://dx.doi.org/10.1080/14675986.2020.1859992.
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Mitki, Yoram, and Ram Herstein. "From crisis to success: three case studies in organizational learning." Learning Organization 18, no. 6 (September 20, 2011): 454–67. http://dx.doi.org/10.1108/09696471111171303.
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PurposeRadical changes and increasing competition in the global economy and markets lead enterprises to change their business policy and activities. This process demands the creation of effective organizational learning mechanisms. This paper seeks to illustrate how three service organizations designed and utilized organizational learning mechanisms to introduce a successful, new corporate brand.Design/methodology/approachThe research methodology was based on interviews and hard data collection. These techniques were found most appropriate for learning and understanding in‐depth organizational transformation processes.FindingsTwo main research findings can be noted. The first is that there are various mechanisms of learning organizations that can improve organizational performance and reputation. The second is that any organizational learning mechanism should be based on the on‐going active involvement of internal stakeholders (employees) both as individuals and as teams.Originality/valueThis paper provides a unique understanding of three dimensions of organizational learning (cognitive, structural and procedural) and their impact on designing a new corporate brand strategy. The research, conducted in three different service organizations, gives new significance to the notion of collaboration
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Perkiss, Stephanie, Stephanos Anastasiadis, Leopold Bayerlein, Bonnie Dean, Hannah Jun, Pilar Acosta, Maria Alejandra Gonzalez-Perez, Alec Wersun, and Belinda Gibbons. "Advancing Sustainability Education in Business Studies through Digital Service Learning." American Business Review 23, no. 2 (November 2020): 283–99. http://dx.doi.org/10.37625/abr.23.2.283-299.
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To support the development of a society that is attuned to the challenges presented by sustainable development, it is vital that higher education business students understand the value of sustainability, and act in a way that is consistent with these values. This paper explores a sustainability-focused experiential learning activity through investigating the utility of an emerging form of service learning in the digital space for developing global citizens. The paper presents an international case study of educators who employed digital service learning in various business education contexts. The research reports on the perceptions of higher education students in relation to their awareness, critical thinking and action for sustainability. The paper has practical contributions in identifying an opportunity for implementing sustainability curriculum into higher education for business.
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Fuller, Jen, and Sharlissa Moore. "Pedagogy for the Ethical Dimensions of Energy Transitions from Ethiopia to Appalachia." Case Studies in the Environment 2, no. 1 (2018): 1–7. http://dx.doi.org/10.1525/cse.2018.001214.
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Education on energy ethics is a crucial part of engaging students in learning about energy systems and energy transitions that needs further development. This article describes the use of case studies and active learning tools to achieve learning outcomes related to the ethical and social dimensions of energy. It discusses a daylong workshop held for undergraduate and graduate students at Michigan State University in February 2017 and evaluates pre- and postlearning outcomes. Two case studies are described that highlight ethical trade-offs in energy transitions. An international case study on Ethiopia and the Grand Renaissance Dam illustrates the benefits and drawbacks of cross-border electricity trade related to energy access, economic growth, and the energy-water nexus. A domestic case study on coal miners and coal towns in Appalachia examines the layered influences of place attachment and the challenges of economic diversification post-peak coal extraction.
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Lee, Tina, Elizabeth Buchanan, and Devin Berg. "Issues of Privilege in University Service-Learning." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 14, no. 3 (November 25, 2019): 1–13. http://dx.doi.org/10.24908/ijsle.v14i3.13197.
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Service-learning activities, such as development projects organized under the Engineers Without Borders USA organization, are popular on many university campuses as a mechanism for providing applied, global learning experiences for both engineering and non-engineering students. Existing studies have found that these experiences are meaningful for students and help them to apply what they learn in the classroom to the “real world” while learning valuable teamwork, communication, project management, and other skills. In this paper, we report on our ongoing research about EWB-USA participation and outcomes and, using case studies from our ethnographic research, discuss barriers to EWB-USA project participation among less privileged students. The implications this issue has for institutions interested in using service-learning to meet core learning outcomes as well as the need to diversify service-learning will be considered.
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Stevens, Eric, and Sergios Dimitriadis. "New service development through the lens of organisational learning: evidence from longitudinal case studies." Journal of Business Research 57, no. 10 (October 2004): 1074–84. http://dx.doi.org/10.1016/s0148-2963(03)00003-1.
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Charlesworth, Dacia. "Combining Service Learning with Rhetorical Strategies: Using Women's Post-Suffrage Organizations as Case Studies." Review of Communication 8, no. 2 (April 2008): 146–49. http://dx.doi.org/10.1080/15358590701772267.
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Assefa, Temtim, Monica Garfield, and Million Meshesha. "Barriers of Knowledge Sharing Among Employees: The Case of Commercial Bank of Ethiopia." Journal of Information & Knowledge Management 12, no. 02 (June 2013): 1350014. http://dx.doi.org/10.1142/s0219649213500147.
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Commercial banks are one of the main engines that enhance the economic growth of the country by managing financial transactions. Banks process and use information to run their business. Knowledge is one of the strategic resources that commercial banks use to increase their internal efficiency and to operate competitively. Knowledge-sharing barriers hinder the smooth flow of knowledge among employees which often results in negative consequences such as customer dissatisfaction, low employee learning and poor service quality. This research identified complex individual, organisational and technological factors that affect knowledge sharing and puts forward interventions that can improve the culture of knowledge sharing in an organisation. The research also revealed that although organisations put much emphasis on the development of a technological infrastructure as a means to develop their knowledge management, it is the organisational and individual factors that may prove to be more important in improving organisational knowledge management. This research has a theoretical contribution for the generalisability of existing knowledge sharing theory across different socioeconomic contexts, in particular in Ethiopia.
Dissertations / Theses on the topic "Service learning – Ethiopia – Case studies"
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Wiley, Lynda L. "Exploring the experiences of college students participating in volunteer community service and service learning activities." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/832.
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Lemma, Alemayehu. "Case studies on reproductive activity of equines in relation to environmental factors in central Ethiopia /." [Berlin] : Alemayehu Lemma, 2004. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=013222849&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Hodges, Lauren. "Write the community the effects of service-learning participation on seven university creative writing students." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4924.
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Research in higher education service-learning suggests that there is a positive relationship between service-learning and student learning outcomes as well as a positive relationship between students' interactions with the "real world" through service-learning and the effects of these experiences on deepening students' knowledge in their disciplines. Recent studies have established this positive relationship between service-learning and university composition and literature students. However, aside from the existing literature on service-learning and composition and writing, there has been virtually no examination of the relationship between service-learning and creative writing. The purpose of this study was to investigate how seven creative writing students experienced the process of creative writing differently after engaging in service-learning in a creative writing course at a large, urban university in the southeastern United States and to determine if students experienced a transformative learning experience as indicated by Mezirow's (2000) transformational learning theory. This research study employed an instrumental narrative case study design to determine how seven university creative writing students experienced the process of creative writing differently after taking a creative writing course with an optional service-learning component. The results of the study indicated that service-learning invoked a transformative learning experience in these seven higher education creative writing students, each in different ways--some in their writing processes and writing content, some in how they reflected upon themselves and their writing in relation to the "outside world," and some in their sense of civic duty.ID: 030422973; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 119-127).
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Snyman, Pamela Beatrice. "Sustainable competitive advantage through organisational leadership and learning in a service environment : a resource-based view." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/19882.
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Thesis(MPhil)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: The determination of what the concept ‘sustainable competitive advantage’ means within a service environment and the consequent establishment of key resources within Pam Golding Properties and the role that leadership and the creation of a learning organisation play, formed the core of this study. The case study was therefore undertaken to glean relevant information from reality in order to determine which resources that can be described as intangible assets and competences contribute in a sustainable manner to the organisation’s competitive advantage in a dynamic and changing business environment. Existing and historical resources including leadership and learning within the organisation were identified by means of semi-structured interviews with a range of company executives. These resources were then assessed by means of questionnaires that were distributed to a wide range of stakeholders within the organisation in terms of value for the client, sustainability and transferability. These outcomes, in turn, provided the basis for conclusions and recommendations for future utility in order to maintain competitive advantage that would ultimately lead to sustained superior performance on all fronts. The findings that were made, culminated in a visual representation of leadership and organisational learning that form the core of the organisation and simultaneously illustrating their interdependence with the other key resources, namely organisational culture, the Pam Golding Properties brand, reputation, teamwork, relationships, systems and procedures, managers and agents. These resources form the essence of the organisation. The organisational culture within Pam Golding Properties that is representative of the core values of integrity, honesty, sincerity and service delivery was found to be the overall resource that provides the organisation with sustainable competitive advantage. This was closely followed by the value of the brand and reputation, teamwork and inter-personal relationships, the utilisation of efficient systems and procedures and the recruitment and retention of competent managers and agents. Organisational leadership was found to instil confidence in the organisation. A common, shared vision that is understood and underwritten by all employees is however lacking and change needs to be managed in such a way that the organisation’s core ideology is not compromised, but an envisioned future should be communicated throughout. The brand carries out the promise of the culture and core values, but can be tarnished if the reputation for service excellence is not upheld and it can lose credibility if expectations are not met. The brand thus needs protection from within and this can only happen if the people in the organisation share in the process of and toward an envisioned future. It was established that meaningful change presupposes continual improvement in a dynamic, yet sustainable organisation. It was therefore also recommended that a concerted effort be made to actively promote and strive towards the company becoming a true learning organisation in order to sustain its culture, brand, reputation and other intangible assets and competences. In the event that these and other recommendations in terms of resources are seriously considered and strived for by company leaders, this organisation should be an example to the rest of the world regarding sustainable competitive advantage.
AFRIKAANSE OPSOMMING: Die bepaling van wat die konsep ‘volhoubare mededingende voordeel’ beteken binne ‘n diensomgewing en die daaropvolgende vasstelling van sleutelhulpbronne binne Pam Golding Eiendomme en die rol wat leierskap en die skep van ‘n leerorganisasie speel, het die kern van hierdie studie gevorm. Die gevallestudie is dus onderneem om toepaslike inligting vanuit realiteit te werf, om sodoende vas te stel watter hulpbronne wat as ontasbare bates en bevoegdhede beskryf kan word, op ‘n volhoubare wyse tot die organisasie se mededingende voordeel bydra in ‘n dinamiese en veranderende sake-omgewing. Bestaande en historiese hulpbronne insluitend leierskap en leer binne die organisasie is geïdentifiseer by wyse van semi-gestruktueerde onderhoude wat met ‘n aantal uitvoerende lede van die maatskappy gevoer is. Hierdie hulpbronne is daarna deur middel van vraelyste wat aan ‘n breë reeks insethouers binne die organisasie versprei is, geëvalueer in terme van waarde vir die kliënt, volhoubaarheid en oordraagbaarheid. Hierdie uitkomste het weer die basis verskaf vir afleidings en voorstelle wat gemaak is ten opsigte van toekomsbruikbaarheid om mededingende voordeel te behou wat uiteindelik tot volhoubare superieure verrigting op alle fronte sal lei. Die bevindings wat gemaak is, het in ‘n visuele voorstelling van leierskap en organisasieleer gekulmineer, wat die kern van die organisasie uitmaak en tegelykertyd hul interafhanklikheid illustreer ten opsigte van die ander sleutelhulpbronne, naamlik organisasie-kultuur, die Pam Golding Eiendomme handelsnaam, reputasie, spanwerk, verhoudings, stelsels en prosedures, bestuurders an agente. Hierdie hulpbronne maak die essensie van die organisasie uit. Die organisasie-kultuur binne Pam Golding Eiendomme wat verteenwoordigend is van die kernwaardes van integriteit, eerlikheid, opregtheid en dienslewering het as die oorhoofse hulpbron uitgestaan wat die organisasie van volhoubare mededingende voordeel verseker. Dis gevolg deur die waarde van die handelsnaam en reputasie, spanwerk en inter-persoonlike verhoudings, die benutting van doeltreffende stelsels en prosedures en die werwing en retensie van bekwame bestuurders en agente. Daar is bevind dat organisasie-leierskap vertroue in die organisasie skep. ‘n Gemeenskaplike, gedeelde visie wat deur al die werknemers verstaan en onderskryf word, kom egter kort en verandering behoort op só ‘n wyse bestuur te word, dat die organisasie se kern-ideologie nie onder verdenking gebring word nie, maar ‘n gevisioneerde toekoms behoort deurgaans gekommunikeer te word. Die handelsnaam dra die belofte van die kultuur en kernwaardes uit, maar kan skade opdoen as die reputasie vir diensuitnemendheid nie onderhou word nie en dan kan geloofwaardigheid ingeboet word indien daar nie aan verwagtinge voldoen word nie. Die handelsnaam moet dus van binne uit beskerm word en dit kan slegs gebeur indien die mense in die organisasie aan die proses van ‘n gevisioneerde toekoms deelneem. Dit is bevind dat betekenisvolle verandering aaneenlopende verbetering in ‘n dinamiese, dog volhoubare organisasie veronderstel. Daar is dus ook voorgestel dat ‘n doelbewuste poging aangewend word dat die wording van ‘n ware leerorganisasie aktief gepromoveer en nagestreef behoort te word om sodoende die kultuur, handelsnaam, reputasie en ander ontasbare bates en bevoegdhede vol te kan hou. Indien hierdie en ander voorstelle ten opsigte van hulpbronne ernstig deur die maatskappy se leiers bedink en nagestreef word, behoort hierdie organisasie vir die res van die wêreld ‘n voorbeeld van volhoubare mededingende voordeel te wees.
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Whitbeck, Barbara Ann. "Strengths in Action: Implementing a Learning Organization Model in a Human Service Setting." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2095.
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Although learning organization theory evolved in corporate settings, literature suggests that the theory has much to offer human service organizations. This dissertation examines the implementation of a modified learning organization model in three small field offices of a publicly-funded vocational rehabilitation organization in the Pacific Northwest, at a time when the organization was negotiating financial cutbacks and organizational changes. The model - known as Strengths in Action - was based on Senge's five learning organization disciplines, and informed by organizational culture theory. In each participating office, all staff worked together to set a goal, make a plan, and achieve the goal.
This dissertation covers the implementation of the modified learning organization model; the factors that facilitated and impeded the model's implementation; the model's impact on participating offices' climate and culture; and the similarities and differences among participating offices. This primarily qualitative study utilized mixed methods: observations, interviews, and an online survey.
Implementation of the model resulted in individual and team learning, better staff communication, more productive teamwork, stronger staff relationships, stronger office/community partner relationships, and improved office morale. This study shows that such a model can be effective in a human service setting, moving workgroups away from a mode of individual workers reactively handling individual cases, and toward a mode of proactive collective problem-solving. It also provides strong evidence that a learning organization model, implemented during a period of resource retrenchment, can produce substantial benefits for small workgroups within human service organizations, even when the model is not disseminated organization-wide.
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Keyzer, Dirk Mitchell. "Learning contracts, the trained nurse and the implementation of the nursing process : comparative case studies in the management of knowledge and change in nursing practice." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10006530/.
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The adoption of a " nursing " model in practice and education is discussed in relation to the socio-cultural and organisational factors which have shaped the traditional care giver role. Issues arising out of this change in the "practitioner" role are identified. The changing roles of the nurse and the teacher are described and discussed. The move toward an autonomous role for the clinical nurse is seen to require a change in the nurseteacher relationship. Learning contracts are perceived to be a vehicle for implementing the new roles of the nuise and the teacher. The writer in the role of an observer-who-participates negotiates learning contracts with nurses working in four wards of four hospitals in one Health Authority. The clinical areas are described as one community hospital, one long-stay geriatric unit, one psychiatric rehabilitation unit and one psycho-geriatric assessment unit. Thus, community, general and psychiatric nursing are included in this study of the management of knowledge and change in nursing practice. A variety of data collecting techniques are employed to give an illuminative evaluation of the outcomes of the learning contracts and the effect formal and non-formal education have on the implementation of the nursing process. The formal approach to education takes the form of the Diploma in Nursing (London University, Old and New Regulations) and the Joint Board of Clinical Nursing Studies Course in Care of the Elderly (940/941). The non-formal inputs are the clinically based learning contracts negotiated with the nurses in the four clinical areas.The data are presented as comparative case studies which record the organisational policies adopted by the Health Authority and the outcomes of the learning contracts in the four clinical areas. From the case studies two "themes" emerge: that of role conflict and the problems of assessing thedegree of change achieved. A theoretical framework of "codes and control" is developed from that originally presented by Bernstein (1975) for general education and adapted to health care organisations by Beattie and Durguerian (1980). This framework is used to interpret the changing roles of the nurse and the teacher, and the division of labour between the professional nurse and the woman in her own home. It is argued that the implementation of the "practitioner" role demands a redistribution of power and control in favour of the patient and the nurse vis-a-vis the manager, the teacher and the doctor. Further, in addition to the teacher's and the clinical nurse's dependence on the manager for the resources required to implement the desired change in practice, nurse-practitioners are dependent on the knowledge held by doctors, clinical psychologists and occupational therapists to implement the nursing process. In the presence of an inadequate basic education programme and a limited access to continuing education, the data suggest that the literature on the nursing process and the key documents distributed by the R.C.N. (1981) and the U.K.C.C. (1982) are making demands upon the clinical nurse with which she is unable and sometimes unwilling, to comply. It is argued that a "codes and control" framework identifies the complexities of the change toward the "practitioner" role and thereby, clarifies the existing role. In this way concepts of care held by the nursing staff are identified which in turn, can be utilised in model building to promote a "grounded" theory of nursing in the cultural and organisational context of nursing in the United Kingdom. Thus the use of learning contracts which identify the nurse's need for continuing education, in conjunction with an action research mode utilising case studies, can assist in the development of a theory for nursing practice and education. In this way the theory for nursing has its basis in clinical practice, is refined through research, and is returned to practice through the education programme. It is therefore argued that learning contracts have a useful role to play in bridging the gap between theory and practice in the school of nursing and institutions of higher education. The data recorded in the case studies suggest that in the absence of a redistribution of power and control and/or supportive education programmes during and after the period of transition between the old and new roles, the implementation of the nursing process will merely continue the existing Nightingale strategies. The formalisation of the present problem-solving approach to care in the form of care plans will not necessarily promote the "practitioner" role desired by the profession. Instead the clinical role will continue to be defined by physicians and management will consolidate its position in the hierarchy of the bureaucratic organisation of the National Health Service. This will not be challenged by nurses in that it will continue the existing strategy of "reifying" the presence of the "professional" nurse and an particular, her position in institutions of higher education. Such a strategy although satisfying in terms of status will lead to the clinical nurse being asked to implement a role with which she is unable to comply. This in turn will lead to role conflict and a greater division between the "theory" of the school and the "reality" of the ward.
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Uribe, Leon Marcela. "Re-Learning the Script of Parental Involvement in the United States; Three Case Studies of Mexican Parents in Southwest Virginia." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/29333.
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Parental involvement is highly important for children's success at school. Research has shown that parental involvement leads to higher student achievement, better school attendance, and a reduction in dropout rates. However, what happens with those parents who do not speak English or have limited communication skills in this language? How can they become involved in their children's schooling when the children attend school in a language foreign to the parents?
This study examines the experiences of three Mexican immigrant mothers and one father getting involved in their children's education in the United States. Helena was an active participant of a service-learning program hosted by a medium-sized Land Grand University. Sandra also attended the program but only for some time. Finally, the Hernandez parents, Mercedes and Jose Luis, were randomly selected in the community and did not participate in the service-learning program. This qualitative study relied mainly upon semi-structure interviews with the participants along with observations and field notes. The conclusions from this study provide insight as to how Mexican-immigrant parents with low-income develop an understanding of the school system in the United States.
Analysis revealed two main strategies that parents use to communicate with the school: 1) using interpreters as affordance networks for communication, and 2) using their own knowledge of English to take actions and comply with school requirements. Data show that, contrary to common assumptions, parents do not prefer children as their first option for interpreting functions. In terms of learning about standard cultural practices of parental involvement parents accommodate to school demands by using various strategies and resources from their funds of knowledge. Parents learn about standard cultural practices of parental involvement and at the same time they support their children's education; in this process parents rely on their own cultural repertoires. Besides, parents seek places where they can develop community ties in order to learn about the how-tos of life in the United States. Finally, findings demonstrate that parents feel frustration and anxiety about their relationship with the schools, since they are facing with great resilience the every life challenges of living in a culture and language different from their own. The main findings of this study and discussing on the implications provided a discussion for policy changes in the context of the NCLB act, and suggestions for teacher preparation programs, and local school or service programs.Ph. D.
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Agbedahin, Adesuwa Vanessa. "Identifying expansive learning opportunities to foster a more sustainable food economy: a case study of Rhodes University dining halls." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003442.
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This is a one year half thesis. This research was conducted within the context of the food services sector of Higher Education Institution dining halls and in the midst of the rising global call for food resource management and food waste reduction. The main aim of this research therefore was to identify opportunities for learning and change for a more sustainable food economy, contributing to Education for Sustainable Production and Consumption, and by further implication, Education for Sustainable Development. To achieve this aim, I used Cultural Historical Activity Theory as theoretical and methodological framework; drawing on the second and the third generations of this theory. Implicated in the above research approach is the identification of expansive learning opportunities from the surfacing of ‘tensions’ and ‘contradictions’. In this case study of the Rhodes University Campus Food Services, such tensions and contradictions inhibiting a more sustainable food economy, involving food waste production were identified. To narrow the scope of the study, one dining hall formed the focus of the case, with a two phased research approach whereby one research question and three goals were developed for each phase. The former being the exploration phase and the latter being the initial stages of the expansive phase. Methods used in line with the methodological framework included ten individual interviews with food producers (staff members), nine focus group discussions with food consumers (students), observations of the dining hall activities which lasted for over a month and two ‘Change Laboratory Workshops’. Some of the findings of this research are that food wastage cannot be addressed and appropriately curtailed without an intensive consideration of all the stages of food economy. Multiple contradictions and sources of tensions embedded in the Food Services Sector constituted major causes of food waste. Additionally, the lack of substantial food waste related teaching and learning activities, the presence of disputed rules, institutional structure and traditional practices within the Food Services all exacerbated the tensions and contradictions. More so, prioritizing some of this identified contradictions and tensions hindering a more sustainable food economy and relegating some as unimportant or nonurgent is unproductive. Finally, the non-existence of facilitated deliberation, consultation, dialogue, collaboration between food producers and food consumers has been identified as an obstacle to learning and institutional change. Recommendations abound in re-orienting, re-educating, and re-informing the constituents of the food economy. Re-visiting and revising of rules and regulations guiding conduct of students and kitchen staff members in the RU dining halls, as well as revision of existing learning support materials and mediating tools in use is needed. Recognition and consideration of the concerns and interests of students and kitchen staff members are also needed. Finally, there is a need to continue to address the tensions and contradictions identified in this case study, to further the Expansive Learning Process if a more sustainable food economy at Rhodes University is to be established.
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Hunter, Nancee. "Assessing Sense of Place and Geo-literacy Indicators as Learning Outcomes of an International Teacher Professional Development Program." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2701.
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This research explores the multifaceted benefits that accrue from learning within an international, experiential context. It uses a qualitative, case study approach employing pre and post surveys, in-situ observations, and semi-structured photo-elicitation interviews to analyze the Center for Geography Education in Oregon’s (C-GEO) 2013 Overseas Teacher Institute--a professional development program that took 11 teachers to Russia, Mongolia, and China for a total of 17 days (plus two additional travel days) to learn about the cultural and physical geography of each place. The focus of the research is two-fold and examines processes involved in gaining, synthesizing and applying 1) a sense of place (the emotional ties between people and place), and 2) geo-literacy. The results of this study provide evidence that intensive professional development programs can increase teachers personal and professional knowledge, change their instructional practices, and may lead to improved student learning outcomes.
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Bickett, Jill Patricia. "A Case Study of Student Leadership and Service in a Catholic Female Single-Sex High School." Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/275.
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The purpose of this study was to research student perspectives about, and participation in, leadership and service at Catholic female single-sex high schools. This study draws data from a Catholic female single-sex high school in a metropolitan area of the United States. Data collection included school document review, site observation, and interviews of current students (n=10), young alumnae (n=5), mature alumnae (n=5), and current faculty and staff (n=6). The data was analyzed using an adapted theoretical framework of Wenger's (1998) social theory of learning, informed by Lave and Wenger's (1991) concept of communities of practice. This study addresses how the situated experience of the Catholic female single-sex high school affects students' expectations, values, and behaviors regarding leadership and service. The data show that the situated experience of a Catholic female single-sex high school encouraged engagement and interest in leadership and service. Students were empowered to believe that gender should not be an obstacle in seeking positions of leadership or service. However, although the environment was successful in advocating for participation in leadership and service, the social structure, social practices, identity formation, and situated environment tended to reinforce traditional gender-based notions of leadership and service. The culture of the school did not encourage the use of a critical lens to view the inequity that women experience, resulting in student expectations, behaviors, and values that were reproduced from the dominant culture in society. Student relationship to community and Catholicity is also discussed. In order to achieve the benefits of female empowerment advocated by the school, greater emphasis should be placed on identifying and addressing the obstacles to female leadership and service in society at large. There should be continued research to identify effective strategies for empowering female students to participate in leadership and service opportunities in high school, while providing them with a clearer sense of the challenges they will face in leadership and service positions later in life. In this way, the mission of Catholic female single-sex high schools can be more fully realized, which will hasten the day when true gender equity is achieved in the broader social context.
Books on the topic "Service learning – Ethiopia – Case studies"
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Csiernik, Rick. Practising social work research: Case studies for learning. Toronto ; Buffalo: University of Toronto Press, 2010.
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1954-, Birnbaum Rachel, and Pierce Barbara Decker 1949-, eds. Practising social work research: Case studies for learning. Toronto ; Buffalo: University of Toronto Press, 2010.
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Evaluating service learning activities and programs. Lanham, MD: Scarecrow Press, 2000.
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California Integrated Waste Management Board. School DEEL and environmental service-learning: Case studies and technical support. [Sacramento, CA]: California Integrated Waste Management Board, 2005.
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Marcus-Quinn, Ann. The digital learning revolution in Ireland: Case studies from the National Learning Resources Service. Newcastle upon Tyne: Cambridge Scholars Pub., 2012.
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Lirenso, Alemayehu. A socio-economic study of three service co-operative grain mills in Ethiopia: A research report. Addis Ababa, Ethiopia: Institute of Development Research, Addis Ababa University, 1988.
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National Center for Service Learning in Early Adolescence (U.S.). Connections: Service learning in the middle grades. New York: Center for Advanced Study in Education, Graduate School and University Center of the City University of New York, 1991.
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1955-, Abbott Ian, ed. Improving professional learning through in-house inquiry. London: Bloomsbury Academic, an imprint of Bloomsbury Publishing, Plc., 2015.
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Beyond the public realm: Local governance network and service development in the Amhara and Tigray regions, Ethiopia. Maastricht: Shaker, 2007.
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Group, Experienced Teachers, ed. Teacher to teacher: Learning from each other. New York: Teachers College Press, 1997.
Find full textBook chapters on the topic "Service learning – Ethiopia – Case studies"
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"Personalized Learning Case Studies." In Evaluation of Principles and Best Practices in Personalized Learning, 199–214. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4237-8.ch009.
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This chapter informs and educates the reader on how the personalized service delivery model is used in a variety of educational settings. Included in this chapter are four case studies from elementary, middle, and high schools. These case studies discuss the demographics of each school as well as explain the structure personalized learning took in each educational setting. Some of the schools used personalized learning only for academics, while others used it for academics as well as behavioral, social, and emotional support. The way that the personalized service delivery model is used in each school varies depending on the students' collective needs.
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Dahiya, Anju. "Biofuel Conversion Pathways Service Learning Projects and Case Studies." In Bioenergy, 487–505. Elsevier, 2015. http://dx.doi.org/10.1016/b978-0-12-407909-0.00029-8.
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Dahiya, Anju. "Waste to energy service learning projects and case studies." In Bioenergy, 443–89. Elsevier, 2020. http://dx.doi.org/10.1016/b978-0-12-815497-7.00022-1.
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Dahiya, Anju. "Biofuel conversion pathways service learning projects and case studies." In Bioenergy, 671–90. Elsevier, 2020. http://dx.doi.org/10.1016/b978-0-12-815497-7.00032-4.
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Dahiya, Anju. "Wood and Grass Energy Service Learning Projects and Case Studies." In Bioenergy, 89–106. Elsevier, 2015. http://dx.doi.org/10.1016/b978-0-12-407909-0.00006-7.
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Dahiya, Anju. "Biomass to Liquid Biofuels Service Learning Projects and Case Studies." In Bioenergy, 239–57. Elsevier, 2015. http://dx.doi.org/10.1016/b978-0-12-407909-0.00015-8.
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Dahiya, Anju. "Gaseous Fuels and Bioelectricity Service Learning Projects and Case Studies." In Bioenergy, 319–34. Elsevier, 2015. http://dx.doi.org/10.1016/b978-0-12-407909-0.00019-5.
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Dahiya, Anju. "Wood and grass energy service learning projects and case studies." In Bioenergy, 107–28. Elsevier, 2020. http://dx.doi.org/10.1016/b978-0-12-815497-7.00006-3.
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Dahiya, Anju. "Biomass to liquid biofuels service learning projects and case studies." In Bioenergy, 267–87. Elsevier, 2020. http://dx.doi.org/10.1016/b978-0-12-815497-7.00014-2.
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Dahiya, Anju. "Gaseous fuels and bioelectricity service learning projects and case studies." In Bioenergy, 361–80. Elsevier, 2020. http://dx.doi.org/10.1016/b978-0-12-815497-7.00018-x.
Full textConference papers on the topic "Service learning – Ethiopia – Case studies"
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Bravington-Turner, Marissa. "P-135 Patient case studies – learning from our service users." In Leading, Learning and Innovating, Hospice UK 2017 National Conference, 22–24 November 2017, Liverpool. British Medical Journal Publishing Group, 2017. http://dx.doi.org/10.1136/bmjspcare-2017-hospice.160.
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Huang, Kuo Hung. "Outsourcing E-Learning Project in Museums: Case Studies of Public Museums in Taiwan." In 2014 7th International Conference on u- and e- Service, Science and Technology (UNESST). IEEE, 2014. http://dx.doi.org/10.1109/unesst.2014.14.
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Brenner, Paul R., Megan Schroeder, and Greg Madey. "Student Engineers Reaching Out: Case studies in service learning and a survey of technical need." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417841.
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Kumar, Shreya, and Nathaniel Kremer-Herman. "Integrating Ethics Across Computing: An Experience Report of Three Computing Courses Engaging Ethics and Societal Impact through Roleplaying, Case Studies, and Service Learning." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028568.
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Feyt, Tana, and Gwamaka Mwalemba. "The Role of Service-Learning in Information Systems Education." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4747.
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Aim/Purpose: The aim of this study is to explore the role of service-learning in Information Systems (IS) education. Background: While the use of modern technologies presents many operational benefits, such as the lowering of the costs, it may also aggravate social-economic is-sues. IS professionals should account for these issues as well as exhibit the skills demanded by modern-day employers. Hence, why there is a need for IS educators to adopt a new pedagogy that supports the development of more holistic and socially responsible IS graduates. Methodology: In this qualitative exploratory case study, two IS service-learning courses at a South African university were studied. Interviews, course evaluations, and reflection essays were analyzed to gain insight into the implications that service-learning may have for students. Contribution: This study contributes to IS education research by advancing discussions on the role of service-learning in providing learning outcomes such as the development of important skills in IS, civic-mindedness, and active participation in society. Findings: The findings showed that the courses had different implications for students developing skills that are important in IS and becoming civic-minded due to the variation in their design and implementation. Recommendations for Practitioners: It is recommended that IS educators present their courses in the form of service-learning with a careful selection of readings, projects, and reflection activities. Recommendations for Researchers: IS education researchers are advised to conduct longitudinal studies to gain more insight into the long-term implications that service-learning may have for IS students. Impact on Society: This paper provides insight into how IS students may gain social agency and a better understanding of their role in society. Future Research: It is recommended that future research focus on mediating factors and the implications that service-learning may have for IS students in the long-term. NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 103-119. Click DOWNLOAD PDF to download the published paper.
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Montandon, Corinne, and Marianne Zentriegen. "Applications of Customer Focused E-Learning." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2703.
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This paper provides information on customer focused e-learning (CFEL). It is an overview on the application area of CFEL and the potential of its business applications. Training of customers holds some undiscovered potential. CFEL is a new concept and little technical literature is available yet. In the majority of cases a differentiation is made between the category groups e-learning as business segment (private training) and e-learning as marketing instrument (educommerce). In this paper product training is considered as a third type of CFEL. For the illustration of possible applications of CFEL, numerous practical examples are given. This paper then goes on to develop these ideas in a practical way through case studies of the e-learning provision of three Swiss companies. This paper refers solely to corporate e-learning, whereas employee and supplier training is not considered. Especially in the sectors of computer science, financial services, staffing and employment service, and health care, the odds for an early breakthrough of CFEL are promising.
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Medina, José Manuel, Tatiana Herreros, Pamela De Barca, and Carolina Crovetto. "PEDAGOGICAL INTERACTIONS IN PRIMARY SCHOOL REINTEGRATION PROCESSES: A CASE STUDY IN CHILE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end046.
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In Chile, despite the great coverage achieved, there are still children and adolescents who leave school without being able to complete 12 years of compulsory education (Casen, 2015); moreover, among the countries that make up the OECD, Chile is in the first places of deschooling (TALIS, 2013). This marginalization from the school system is affecting a significant number of children and hindering areas of integration and social development, which accentuates processes of social exclusion and violation of rights in Chile (Casen, 2015; Mide-UC, 2016; Mineduc, 2017). This is reinforced by pedagogical practices that strengthen these probabilities of failure (Román, 2013). The phenomenon of school reintegration has little evidence in relation to the human and technical component in school reintegration processes, either locally (Mide-UC, 2016; UNESCO-UNICEF-Chilean Association of Municipalities, 2012), or internationally (CEPAL, 2010; Contreras et al, 2014; Sucre, 2016), which implies observing and analyzing pedagogical intervention practices in these contexts, in terms of how these dialogical-reflective relational dynamics between teachers and children and adolescents are developed, from the perspective of pedagogical interactions, an area of growing interest in educational sciences, which looks at more than the action itself, at how and what happens in the interaction. (Colomina et al, 2001) This research from a qualitative, transactional approach, oriented from the perspective of descriptive studies (Hernández,et al, 2010) and enriched with the symbolic interactionism of Blumer (1969), whose contributions indicate that the nature of the teaching-learning processes can only be unraveled through direct examination, seeks to understand pedagogical intervention practices from the perspective of pedagogical interactions which are developed between teachers and their students, within the framework of the specialized protection programs in school reintegration implemented in Chile by the National Service for Minors of the Ministry of Justice and Human Rights, in vulnerable sectors of the communes of Talca, Region of Maule and La Pintana, Metropolitan Region. The analysis through the theoretical and empirical contributions provided by the scientific evidence on pedagogical interactions, in terms of how they are configured, deployed and how these pedagogical intervention practices are perceived by the actors involved, added to the findings obtained, provides an opportunity to innovate by allowing the observation of school reintegration as a scenario of human relations and to deepen around this professional action as a critical element, constituting the improvement of teaching and effectiveness in school reintegration processes.
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Noble, Robert. "Life Cycle Management of Bolted Joints on Oil and Gas Assets for Leak Free Start Up and Operation." In ASME 2012 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/pvp2012-78651.
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A typical Oil and Gas Asset will have a minimum of 10,000 bolted connections with larger assets exceeding 100,000 joints. Yet a leak on any one of those joints could result in disaster. The need for a management system using the power of modern computing is therefore evident. The paper will use the Energy Institute guidelines for managing the integrity of bolted joints for pressurized systems (ISBN 978 0 85293 461 6) [6] as its core theme, highlight its correlation with ASME PCC-1-2010 [1] and describe a number of case studies where implementation has successfully achieved the goal of reducing Hydrocarbon escapes. The guidelines [6] develop 8 Essential Elements of a management system. Ownership - Technology and Practice - Criticality Assessment - Training and Competence - Records Data Management and Tagging - In service inspection - Management of Leaks - Analysis Learning and Improvement. The relevance and implementation of each of these elements will be explained.
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Song, Zhengyi, and Young Moon. "CyberManufacturing System: A Solution for Sustainable Manufacturing." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86092.
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CyberManufacturing System (CMS) is emerging as a new manufacturing paradigm and an integrated management approach, and it is capable of providing on-demand, data-driven, highly-collaborative, knowledge-intensive and sustainability-oriented manufacturing solutions. The recent developments in the Internet of Things, Cloud Computing, Service-Oriented Technologies, and Machine Learning, all contribute to the development of CMS. In CMS, each manufacturer is able to package their resources and capabilities into services and make them available to customers through pay-per-use pricing strategy. Associated capabilities such as computing and simulation resources, application software, know-hows, and expertise also become accessible to worldwide users via the Internet. The manufacturing community is searching for sustainable manufacturing solutions to address environmental degradation and natural resource depletion issues. Sustainable manufacturing systems need to be socially and environmentally responsible as well as economically viable. CMS possesses advanced features — such as resource sharing, servitization and self-manage capabilities — suitable for addressing sustainability issues. This paper presents a framework of the CMS paradigm and performance analysis from the perspective of sustainability. An architecture is proposed to elaborate the constitutions of CMS and to make manufacturing operations transparent. Two case studies are used to illustrate (i) how initial manufacturing requests can be processed and met by a collection of production services and (ii) how the effectiveness of the proposed framework in addressing sustainability issues can be evaluated.
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Song, Zhengyi, and Young Moon. "Sustainability Benefits Analysis of Cyber-Manufacturing Systems." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23231.
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Abstract Cyber-Manufacturing System (CMS) is a vision for the factory of the future, where manufacturing processes and physical components are seamlessly integrated with computational processes to provide agile, adaptive, and scalable manufacturing services. Functional elements of CMS are digitized, registered, and shared with users and stakeholders through various computer networks and the Internet. CMS incorporates recent advances in the Internet of Things, Cloud Computing, Cyber-Physical System, Service-Oriented Technologies, Modeling and Simulation, Sensor Networks, Machine Learning, Data Analytics, and Advanced Manufacturing Processes. CMS possesses intelligence such as self-monitoring, self-adjustment, self-prediction, self-allocation, self-configuration, self-scalability, self-remediating, and self-reusing. Such intelligent capabilities enable CMS to contribute to manufacturing sustainability. However, prior studies are limited in addressing a narrow scope of CMS or in covering only a subset of sustainability dimensions. This paper addresses the research gap by developing a holistic CMS infrastructure and adopting a Distance-to-Target based sustainability assessment approach to measure the sustainability benefits of CMS. To illustrate how the infrastructure and metrics are used to analyze the sustainability benefits of CMS, an example case is presented. The results show that CMS can deliver substantial sustainability benefits through increased productivity, profitability & energy efficiencies, and reduction of working-in-process (WIP) inventory levels & logistics costs.
Reports on the topic "Service learning – Ethiopia – Case studies"
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Bolton, Laura. Lessons for FCDO Climate Change Programming in East Africa. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/k4d.2021.085.
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This rapid review synthesises evidence on FCDO climate projects across the East African region in the following countries; Kenya, Rwanda, Uganda and Tanzania. This review established that sector stakeholders in countries like Rwanda lacked climate impact information. This highlights the need of providing the right information in the right form to meet the end users need. The above case studies have shown the need for consistent and harmonised future climate projections that are country specific. According to a study undertaken in Tanzania and Malawi, understanding the likely future characteristics of climate risk is a key component of adaptation and climate-resilient planning, but given future uncertainty it is important to design approaches that are strongly informed by local considerations and robust to uncertainty. According to the findings from the research, policy incoherence, over-reliance on donor funding, change in leadership roles is a barrier to adaptation. There is also an urgent need for mechanisms for sharing experience and learning from methodologies, technologies, and challenges. Further, Stakeholder dialogue and iterative climate service processes need to be facilitated. This review also explores approaches to communicating climatic uncertainties with decision-makers. Particularly, presentation of data using slide-sets, and stories about possible futures.