i5 指導手冊改革商業(yè)教育的5種有效教學法

22.使用i5教學指導手冊7?結(jié)構(gòu)8?閱讀建議9?i5框架概述103.錨定假設(shè)114.培養(yǎng)負責任商業(yè)領(lǐng)袖的i5教學法20?使學習有意義23?培養(yǎng)快樂和幸福感36?發(fā)展支持性社交互動50?促進積極參與66?設(shè)計反復迭代825.長久游戲946.附錄?5分鐘練習的答案解析97?參考文獻和尾注98些創(chuàng)新教學法在世界各地的大學課堂和商學原則應用到現(xiàn)實世界的情境中。我們?nèi)绾沃С謱W生承進行批判性思考，并幫助他們獲得能夠推動可持續(xù)發(fā)展的體?與利益相關(guān)者合作：通過建立合作伙伴關(guān)系和協(xié)作網(wǎng)6?結(jié)構(gòu)?閱讀建議?i5框架概述PRMEi5教學指導手冊7X5。8教學法標準做法SUSTAINABLESUSTAINABLEDEVELOPMENT 3 反思反思?i5錨定假設(shè)反思?i5錨定假設(shè)反思?我為學員定的目標?適應性嘗試?協(xié)作參與?綜合性和系統(tǒng)性思考?營造積極氛圍?培養(yǎng)歸屬感?情緒覺察與調(diào)節(jié)?同理心與換位思考?未來愿景?收集并綜合反饋?發(fā)起并持續(xù)改變?管理不確定性?道德和倫理推理?協(xié)商和解決糾紛?發(fā)現(xiàn)問題并梳理框架?復原力?自我覺察和內(nèi)省?價值澄清反思?我為自己定的目標ImpactfulFive(i5)PRMEi5教學指導手冊20譽……對游戲式學習的恐懼和負面看法?使學習有意義?促進積極參與?設(shè)計反復迭代?發(fā)展支持性社交互動?培養(yǎng)快樂和幸福感習習標準標準做法“……如果按照產(chǎn)生問題相同的思維方式如果舊的思維方式受制于人們可能根本以為常的信念是如何在實際上復制和強樹立模范和實際驗證發(fā)自內(nèi)心的引導：如何擁抱工作中的情緒”Marina和學生還有同事SilviaDamme參加2019年春夏季FridaysforFuture抗議活動樹木。個性定制和形成社群尊重少數(shù)和個性定制?加拿大維多利亞大學古斯塔夫森商學接到女性的權(quán)利和可持續(xù)發(fā)展都……和我選擇的價值觀相關(guān)……我未來的目標是啟發(fā)其他人……并為……專注女性可持續(xù)發(fā)LunaSanchez的視頻宣言就是從世界價值觀日活動中獲得了靈感。24標準標準做法緒都會刺激大腦區(qū)域的活動和更高的多巴胺員在學習過程中可能且應該會經(jīng)歷負面情感““……老師同時也是學和情感上的準備……我們必須敢于這么巨大的變化無疑是很有挑戰(zhàn)性的……然而，7頁）是負責任領(lǐng)導力的一項重要技能。2023年董事會游戲啟動儀式上學生和Ahmed即興戲劇課堂上使用的活動掛圖直坐在座位上躲在筆記本電P.BalaSubramanya教授與學生們在游戲結(jié)束后的合影。動你會發(fā)出聲音嗎？”“雖然Effie知道自己的未來和命運……她決心要過好當下的生活……她看到自己生活的美好以及隨著時間推移她將經(jīng)連接標準做法標準做法還教會我們文化的非正式規(guī)范和隱性價值觀提出的富有遠見的作品BraveCommunity(學員考驗的方法展示了如何在教育環(huán)境中擁為媒介培養(yǎng)變革性對話所需的勇氣和同理心調(diào)動JoséLuisCamarena班級的學生在使用“開放心態(tài)反饋和發(fā)展卡組”悅i5項目成員正在參加歡樂的破冰游戲。定制GIM首席部長研究員工作坊的小組合照。調(diào)動一個學生團隊在加拿大維多利亞大學古斯塔夫森商學院外面集會協(xié)作等教育機構(gòu)有責任促進創(chuàng)造性跨文化交促進我們的教職員工和學生社區(qū)的包容性對話，鼓勵他們在項目中發(fā)揮作用……去克服……[海大學的教授“在這方面……非常體貼……培隊的偏好……同時了解產(chǎn)生這些不同觀點的文化起到引導的作用。但是哈薩克和吉爾吉斯……學生憑標準標準做法異科技進步的能力將是一項必不可少的技能?？臻g或周圍環(huán)境中進行身體活動。::建立關(guān)聯(lián)學生可以使用Aim2Flourish這類網(wǎng)站來找到用科技的機會。S.P.Jain管理與研究學院(SPJIMR)實際驗證和建立關(guān)聯(lián)哥倫比亞外事大學(實際驗證和建立關(guān)聯(lián)哥倫比亞外事大學(UniversidadExternadodeColombia)的新興市FEA-RP學生體育協(xié)會Associa??oAtléticaAcadêmicaFlavianaCondeixaFavaretto愉悅學生們在模擬開始時就確定了各自在企業(yè)中擔任的高管職位。學生在團隊中一起快樂而勤奮工作?！@樣就有了更……這樣就有了更社群重實地考察。聯(lián)合創(chuàng)立的公平貿(mào)易咖啡公司。而在布查特花MackenzieTwist的學生拍了一張團隊照片并把它發(fā)布在自己的博釋她為什么選擇服務(wù)管理專業(yè)。forCatalyticImpact:Fil他武術(shù)已經(jīng)30年了，我從這種訓練中可以學是我沒有勇氣嘗試做哪怕只是5分鐘的太極游戲的確收獲了很多歡樂。讓學生就相關(guān)主題或閱讀內(nèi)容在上面發(fā)表自他們都傾向于以一種壓抑本能的參與方式來后可以繼續(xù)玩耍。為了玩一些無聊游戲而犧牲了嚴肅的知識材在嘗試的過程中積累勇氣。1234567標準標準做法個學習體驗中的發(fā)展過程。FlipGrid上提交視頻回答課程開始時使用的1本文中對學習記錄的描述是一種多方面教學實踐方法的簡方法更詳細的高階入門說明。JoséLuis在課堂上使用StellaSoftware軟件進行系統(tǒng)動態(tài)建模的示例?；仡櫡此嫉膶W生使用“我過去認為……現(xiàn)在我認為”業(yè)道德規(guī)范我現(xiàn)在認為這一點沒有得到動德拉薩大學的學生在課堂上全神貫注地FashionCompany角色扮演游戲成為一動Abdelgaffar,H.A.(2021).Areviewofresponsiblemanagementeducation:Practices,outcomesofManagementDevelopment,40(9/10),613–638./10.1108/JMD-03-2020-0087It.JournalofManagementEducation,46(1),178–209./10.1177/1052562920983839Bandura,A.(2001).SocialcBattiste,M.A.(2013).Decolonizingeducation:Nourishingthelearningspirit.PurichPublishingLimited.CenteredonHumanLateralFrontopolarCortex.PLoSBiology,9(6),e1001093–e1001093.https://doipbio.1001093Boylan,M.(2013).Deepening&Leadership,44(1),57–72./10.1177/1741143213501314Brandenburger,A.,&Nalebuff,B.(1997).Co-opetition:Arevolutmesolimbicsystem.HumanBrainMapping,33(6),1309–1324./doi:10.1002/hbm.21288Cameron,K.(2012).PositiveleaderCannon-Bowers,J.A.,&naturalisticdecisionmakingperspeInstitution./wp-content/uploads/2018/11/Education-system-alignment-for-21st-century-skills-012819.pdf702–734.Cools,R.(2011).DopaminergiccontrolofthestriaCsikszentmihalyi,M.(1990).Flow:The/pd/ee/culturallysustainingped.aspDamascio,A.(2000).Thefeelingofwhathappens:Bodyandemotioninthemakingofconsciousnesshttps://dr.library.brocku.ca/bitstream/handle/10464/14859/The%20future%20of%20education%20ENG.pdfnetworktoaffectshiftingbetweenobjectfeatures.JournalofCognitiveNeuroscience,24(9),1960–1970.https://doi.org/10.1162/jocna00252businesssimulationgame.6.Psychologist,55(11),1196–1214./10.1037/0003-066X.55.11.1196Relations(NewYork),54(1),101–111./10.1177/0018726701541013Diamond,A.(2013).Executivefunctions.AnnualReviewofPsychology,64,135–168.PubMed./10.1146/TheJournalofManagementDevelopment,32(3),309–318./10.1108/02621711311318337peer-reviewedliteraturelinkedtopositivepsychology.TheJournalofPositivePsychology,10(3),185–19510.1080/17439760.2014.943801psychology:Methodsforcommunityresearchandactionfordiversegroupsandissues(pp.255–274).AmericanPsychologicalAssociation./10.1037/14954-015increasesstudentperformanceinscience,engineering,andmathematics.ProceedingsoftheNationalAcademyofSciences,111(23),8410./10.1073/pnas.1319030111Ganz,M.(2008).Whystoriesmatter:Theartandcraftofsocialchange.Sojourners,9–10./magazine/march-2009/video-marshall-ganzpretense:Automaticengagementoftheintentionalstanceundercovertconditions.JournalofCognitiveNeuroscience,16(10),1805–1817./10.1162/0898929042947892connectivitybetweenhippocampus,ventromedialprefrontalcortex,andlarge-scalenetworks.TheJournalofNeuroscience,34(34),11297–11303./doi:10.1523/JNELearning&Education,4(1),75–91./10.5465/AMLE.2005.16132558FoundationofPublicInterest.http:///images/stories/grli/documents/Manifesto_GLOBAL.pdforg/10.4135/9781526477187.n16outcomesandpractices.JournalofGlobalResponsibility,8(2),281–299./10.1108/JGR-01-2017-0004Education,2016(174),21–33./10.1002/he.20186Hackman,J.R.(2002).Imperativesforleaders.InJ.Rperformances(pp.199–232).HarvardBusinessEncounters.ISSN:2189-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