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"human"

This article reports on the outcome of a Future Search Conference in the UK to consider human resource development (HRD) in 2020 and beyond. We firstly consider themes from the past into the present. This includes the persistence of solutions in HRD that are systematic, predictable, how apprenticeships in the UK have had to accommodate government policies to ameliorate youth unemployment and the long-standing difficulty for HRD of failing to demonstrate a return on investment (ROI) on activities. We then present four scenarios based on key questions for the future relating to value of HRD and whether this will be a future for HRD. Reponses to the questions form scenario logics which we present against the theme of city tour. Each scenario is explained against the presented logic with positive, negative, ambiguous and uncertain implications for HRD. We suggest that each scenario carries a glimpse of what might be. © 2013 Taylor & Francis Group, LLC.

The main directions of improvement of quality of vocational training of students locate in article on the basis of courses of humanitarian and ecological cycles where quality of vocational training of students is presented in the form of the theoretical model constructed on the basis of the structural analysis of training as process of active purposeful interaction between teachers and students. In work the complex of didactic means (tests, programs of answers, information cards), providing improvement of quality of vocational training of students is developed and standardized. Set of indicators of quality of vocational training of students in the higher education institution, the components of educational process revealed taking into account the main components on the basis of courses of humanitarian and ecological cycles is developed. Dynamics of quality of knowledge, skills of students in the course of vocational training on the basis of courses of humanitarian and ecological cycles is presented.

Introduction: The influence of internationalization on physiotherapist education in at least North American-based programmes has become more apparent. Faculty and students have been involved in various international activities. One category of activities includes international clinical education (ICE), where students earn clinical education credit for their learning activities at international sites. Although this educational strategy appears to be increasingly used in at least the United States and Canada, the related literature is limited in scope. The purpose of this portion of the present study was to investigate the benefits and challenges of ICE for US-based students, US-based physiotherapy programmes and international partners from the perspective of US-based faculty sending students for clinical education internationally. Methods: Content analysis was used for this qualitative study. Fifteen US-based faculty members who had experience in sending physiotherapist students for ICE were recruited. The primary researcher conducted semi-structured phone interviews, averaging approximately 60minutes in length. The primary and secondary researchers completed data analysis using NVivo 8 software (QSR International Inc., Cambridge, MA). Results: Benefits of ICE to the students included exposure to alternate health systems, broadening of student perspectives and clinical competence. Challenges consisted of funding and possible language barrier. Increased visibility, expanded global perspective and faculty collaborations were benefits to the programme. Ensuring a quality learning experience was the greatest programme challenge. Benefits to the international site included education and faculty collaborations/exchanges; challenges were language, student clinical preparation and unfamiliarity with the student evaluation tool. Because the sample was limited to 15 US-based faculty members, the results may not be relevant to all programmes inside or outside of the United States. Additionally, the study lacked perspectives from the students or international sites. Implication for Physiotherapy Practice: The present study is an early step in the important examination of the impact of this emerging educational trend on physiotherapy education and practice. © 2013 John Wiley & Sons, Ltd.

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This paper presents a comprehensive Electronic Portfolio (e-Portfolio) Framework developed for Competency Based Training (CBT) assessment in a Malaysian Skills Diploma Program which is certified by the Ministry of human Resources in Malaysia. The proposed framework is adapted from an existing assessment system, which was outlined by the Ministry of human Resources with the addition of other features from current E-Portfolio technologies. The aim of this study is to present a new comprehensive framework that contains a combination of e-portfolio applications that align with the current methodology of CBT assessment as a blended approach to formative assessment. Senior officers at the Ministry of human Resources, Principals and Instructors of Training Institutes have been questioned via the medium of email based interviews to establish their views on the need for this kind of e-Portfolio as well as the possible constraints that would be faced. All interviewees agreed that the e-Portfolio is well suited for implementation as an evaluation method to improve the IT skills of the students. However, they also highlighted constraints that should also be considered before implementation to ensure this system will be effectively installed and completely functional.

Virtually absent from the discourse on knowledge work in the new global economy are treatments of the question of knowledge ownership. There is a default assumption that knowledge yielded in the workplace rightly accrues to the employer, though much of it originates in the minds and out of the practice of workers. When that knowledge is tacit in nature, the question of ownership becomes even more acute. Tacit knowledge may provide workers their sense of uniqueness or identity in the workplace and may be an important yardstick by which they measure their worth to the organization. Tacit knowledge indeed is personal knowledge. Codifying and sharing such knowledge should therefore require the consent of those workers in whom it resides. This requires some sense of justice on the part of employers, as well as tactful human resource management approaches. The new economy is characterized by job insecurity and severe erosion of the psychological contract between organizations and workers (see Suazo et al. Journal of Leadership and Organizational Studies 12(1):24-36, 2005). Thus, some workers may resist attempts to appropriate the knowledge upon which they draw to perform work if they believe that sharing could devalue their unique worth to the organization, making them more expendable. Social exchange theory teaches that workers are more likely to give up their own unique understandings for the greater good of the organization if they perceive themselves to be beneficiaries of the organization's goodwill. The norm of reciprocity must be at play, where workers feel that they get value at work in return for giving up their know-how. © Springer Science+Business Media Dordrecht 2013. All rights are reserved.

As the world seemingly gets smaller and smaller, schools around the globe are focusing their attention on expanding the consciousness and competencies of their students to prepare them for the conditions of globalization. Global citizenship education is rapidly growing in popularity because it captures the longings of so many-to help make a world of prosperity, universal benevolence, and human rights in the midst of globalization’s varied processes of change.This book offers an empirical account from the perspective of teachers and classrooms, based on a qualitative study of ten secondary schools in the United States and Asia that explicitly focus on making global citizens. Global citizenship in these schools has two main elements, both global competencies (economic skills) and global consciousness (ethical orientations) that proponents hope will bring global prosperity and peace. However, many of the moral assumptions of global citizenship education are more complex and contradict these goals, and are just as likely to have the unintended consequence of reinforcing a more particular Western individualism. While not arguing against global citizenship education per se, the book argues that in its current forms it has significant limits that proponents have not yet acknowledged, which may very well undermine it in the long run. © 2013 Taylor & Francis.

Introduction: Healthcare systems are evolving to feature the promotion of interprofessional practice more prominently. The development of successful and functional interprofessional practice is best achieved through interprofessional learning. Given that most paramedic programmes take an isolative uni-professional educational approach to their healthcare undergraduate courses, serious questions must be raised as to whether students are being adequately prepared for the interprofessional healthcare workplace. The objective of this study was to assess the attitudes of paramedic students towards interprofessional learning across five Australian universities. Methods: Using a convenience sample of paramedic student attitudes towards interprofessional learning and cooperation were measured using two standardised self-reporting instruments: Readiness for Interprofessional Learning Scale (RIPLS) and Interdisciplinary Education Perception Scale (IEPS). Results: Students' readiness for interprofessional learning did not appear to be significantly influenced by their gender nor the type of paramedic degree they were undertaking. As students progressed through their degrees their appreciation for collaborative teamwork and their understanding of paramedic identity grew, however this appeared to negatively affect their willingness to engage in interprofessional learning with other healthcare students. The tertiary institute attended also appeared to influence students' preparedness and attitudes to shared learning. Conclusions: This study has found no compelling evidence that students' readiness for interprofessional learning is significantly affected by either their gender or the type of degree undertaken. By contrast it was seen that the tertiary institutions involved in this study produced students at different levels of preparedness for IPL and cooperation. © 2012 Elsevier Ltd.