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Bhattacharjee, D. S. – Online Submission, 2011
Northeast India comprises of a cluster of eight states--Arunachal Pradesh, Assam, Meghalaya, Manipur, Mizoram, Nagaland, Sikkim and Tripura. The region is usually stereotyped as underdeveloped. Geographically, the region is surrounded by international border with part of Nepal, Bhutan, China, Myanmar and Bangladesh. Prevalence of insurgency and…
Descriptors: Teacher Education, Teacher Education Programs, Elementary Education, Foreign Countries
Demps, Elaine L. – Online Submission, 2007
The fields of instructional technology (IT) and human resource development (HRD) are both evolving fields of study and practice with overlapping domains. However, this overlap can be viewed not as a redundancy but as a potential opportunity to mutually strengthen both fields. This paper offers a preliminary conceptualization on how to capitalize…
Descriptors: Educational Technology, Human Resources, Labor Force Development, Instructional Design
Krishna, Vijay; Marquardt, Michael J. – Online Submission, 2007
Organizational commitment has been explored extensively over the past 40 years because of its benefits to individuals and the organization. Action learning, in turn, has been used by companies worldwide to develop leaders, teams and organizations. No study, however, has been undertaken to determine how action learning might develop organizational…
Descriptors: Experiential Learning, Organizational Change, Information Technology, Labor Force Development
Gedro, Julie – Online Submission, 2008
In this paper, I would like to offer the suggestion that HRD (human resource development) become an ethics champion within the corporations and the organizations we serve. By surveying and synthesizing literature from higher education and professional associations on business ethics theory and practice, this paper provides both rationale as well…
Descriptors: Professional Associations, Corporations, Ethics, Human Resources
Githens, Rod P. – Online Submission, 2007
Critical approaches to HRD do not focus solely on improving organizational performance; instead, they address previously undiscussable issues such as power, politics, class, sexism, racism, and heterosexism. Since critical HRD often seeks to raise problems instead of solve them immediately, it is sometimes criticized for being elitist and detached…
Descriptors: Action Research, Gender Bias, Labor Force Development, Adult Education
Bierema, Laura; Ruona, Wendy; Watkins, Karen; Cseh, Maria; Ellinger, Andrea – Online Submission, 2004
This paper examines the debates and critiques surrounding HRD by uncloaking myths about HRD philosophy and practice that seem to commonly held by professionals in the field of Adult Education. We argue that the HRD field is "marginalized" in adult education and reflect on both the problems this situation creates and the increasing need to bridge…
Descriptors: Adult Education, Labor Force Development, Human Resources, Educational Philosophy
Watkins, J. Foster – Online Submission, 1994
A community college president brought a student affairs background with him as he assumed his first presidency. That perspective was an influencing factor in the organizational development initiatives at the institution in the first decade of his service. In this submission to the "Community College Times," he develops the position that…
Descriptors: Community Colleges, College Presidents, Student Personnel Services, Skill Development
Callahan, Jamie L. – Online Submission, 2005
I explore the role of training practices at the United States Air Force Academy (USAFA) in perpetuating power and control issues and the potential consequences of those practices. I argue that trainee responses to control deprivation may have resulted in alleged sexual assaults by male cadets and the eating disorders manifested by female cadets.…
Descriptors: Military Schools, Military Training, Sexual Abuse, Eating Disorders
Watkins, J. Foster – Online Submission, 1994
The position is taken in the article that the "School-to-Work" initiative not be too narrowly defined to vocational/technical institutions to the exclusion of two-year/community colleges. Examples of early efforts to initiate the program are cited that seem to indicate that such could be the case. The author cites the range of students…
Descriptors: Vocational Education, Technical Education, Community Colleges, Two Year College Students