We examined the effects of deliberate practice (DP) in teaching motivational interviewing (MI) helping skills to 45 upper-level undergraduate students in a semester-long course using an experimental crossover waitlist design. Students participated in a three-hour MI skills workshop focused on open-ended questions, affirmations, reflections, and summaries (OARS) and engaged in ongoing practice throughout the semester. Students video-recorded four skill demonstrations involving real-life changes with a volunteer client, addressing behavioral change. Pre- and post-workshop video recordings were analyzed to evaluate changes in reflective listening skills and the overall consistency of using MI OARS skills. The results revealed significant increases in reflections-to-questions ratio, consistency in using MI OARS skills, and decreased use of statements that were inconsistent with MI. Additionally, students reported increased learning and self-efficacy in using MI skills. These findings suggest that integrating DP into undergraduate courses enhances the frequency and proficiency of MI-helping skills among undergraduate students preparing for the helping professions. The practical implications extend to preparing students for graduate programs or careers in the helping professions. Public Significance: This study highlights the potential benefits of incorporating DP with MI in undergraduate courses. By using experiential methods to introduce students to MI and its principles, this approach may lay the foundation for developing greater confidence and a solid foundation for building advanced helping skills as novices prepare to enter graduate programs in the helping professions.

This thesis is about information technology for learning and acquiring of work knowledge among production workers in a manufacturing company. Focus is on production or factory workers in workplaces where the job workers do have a routine character. The thesis builds upon a research project aiming at developing an information system for learning and acquiring of work knowledge among production workers. The system manages manufacturing related operational disturbances and production workers use the system to learn from operational disturbances in such a way that workers do the job grounded on knowledge of prior disturbances. The thesis covers intervention measures aiming at integrating learning and work by developing an information system. The thesis presents and elaborates on the process and outcome of such a development. The empirical work in this thesis is based on an action case study research approach. The thesis proposes three interrelated aspects concerning use of information technology for learning and acquiring work knowledge among production workers. Such aspects are the (a)work practice, (b)learning and acquiring of work knowledge and (c)information systems. These aspects must be considered as a coherent whole to seek to integrate learning and work (i.e. to create a learning environment). The work practice sets the scope for workplace learning (to what extent learning takes place at work). The scope for learning is related to for example, machinery and equipment, management and the organizing principle of work. Learning and acquiring of work knowledge is related to in what ways workers learn about the job. Information systems must be in alignment with the practice and the ways workers learn and acquire work knowledge.

This nested case study inquires about the partnership between primary school teachers and local actors within the wood industry to perform a place-based educative lesson in the Swiss region of Gruyère Pays-d’Enhaut. Five different cases relate the encounter between a teacher and a local actor and enable the description of the particularities and outcomes of such partnerships. After observing activities and interviewing the members of the partnerships, the researcher analyzes the data by comparing the cases and using a Cultural Historical Activity Theory (CHAT) model to describe the system of activity resulting from the partnership.  The study reveals that a win-win effect is present in the partnership teacher/local actor, despite some tensions regarding the role of the members. While the teacher is using the partnership as a valuable resource to create a succession of meaningful experiences for learning, the local actor is using it to get some recognition for his work and share his message within the community. This implies requestioning the role of school in society, as the institution becomes helpful not only for the young generation but also to empower the local community and its cohesion.   Outcomes in terms of experiential learning are discussed, along with the processes of decolonization and reinhabilitation inherent to the approach. The relevance of such partnership is also discussed as a tool to implement Environmental and Sustainable Education (ESE), as the findings reveal its great potential for working on Sustainable Development Goals (SDGs) and issues that concern the local community, englobing the values expressed by its members. The crucial role of the teachers to ensure the adequacy of the approach is enhanced.

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Studiens syfte var att beskriva och förstå ledares uppfattningar om hur de utvecklat förmågan att anpassa deras ledarskap till varje unika medarbetare, situation och förändring. Studien utforskade vilka beteenden och kompetenser ledare uppfattar att de behöver för att bäst veta hur de ska anpassa sin ledarstil till olika förutsättningar samt hur de upplever att formellt, informellt och erfarenhetsbaserat lärande bidragit till att utveckla deras anpassningsförmåga. Kvalitativa data valdes att samlas in med semistrukturerade intervjuer då detta möjliggjorde att lägga fokus på tolkande, förståelse och beskrivning av olika sociala verkligheter. Studien visade att beteendeflexibilitet och kognitiva, interpersonella samt intrapersonella kompetenser av ledare anses vara viktiga för att anpassa sitt ledarskap. Särskilt tas emotionell reglering, empati, intuition, problemlösning, kreativitet och förmågan att ändra perspektiv upp. Formellt lärande via kurser kan bidra till anpassningsförmågans utveckling men informellt och erfarenhetsbaserat lärande i form av variation i erfarenhet över tiden, utmaningar och misstag anses effektivare. För att anpassbarhet ska kunna utvecklas via erfarenhet krävs enligt ledarna olika individuella, kollektiva och organisatoriska förutsättningar som till exempel förmågan att ifrågasätta sig själv, återkoppling, dialog, tid och en positiv arbetsmiljö som tillåter fel. / The study's purpose was to investigate leaders’ perception of how they have developed their ability to adapt their leadership style to each unique employee, situation and change. The study explored which behaviors and skills leaders perceive they need in order to best know how to adapt their leadership style to different conditions, and how they feel that formal, informal and experiential learning contributed to developing their adaptability. Qualitative data was chosen to be collected with semi-structured interviews as this made it possible to focus on interpretation, understanding and description of different social realities. The study showed that behavioral flexibility and cognitive, interpersonal and intrapersonal competencies of leaders are considered important for adapting their leadership. In particular, emotional regulation, empathy, intuition, problem solving, creativity and the ability to change perspective are addressed. Formal learning via courses can contribute to the development of adaptability, but informal and experiential learning in the form of variation in experience over time, challenges and mistakes is considered more effective. In order for adaptability to be developed through experience, leaders mean that various individual, collective and organizational conditions are required, such as the ability to question oneself, feedback, dialogue, time and a positive work environment that allows mistakes.

This qualitative research study investigates the perceptions of internships by seven students enrolled in a liberal arts program at an urban four-year R1 research institution; the study aims to understand why these students elected to participate in internships for academic credit when they are not required—Moreover, it explores how characteristics of the internships, such as payment or lack thereof, influence their overall perceptions of the internship experiences and value. This study uses Dewey and Kolb’s theoretical frameworks to emphasize the importance of concrete, hands-on approaches to pragmatic, real-world experiences. As we strive to develop an understanding of student’s internship experiences and their role in prepping them for future careers, we must comprehend how these experiences add value to students beyond the classroom.Purposive sampling in a case study methodology, including semi-structured interviews using open-ended questions, was used to dig into each participant’s perceptions of internships. Participants were asked why they elected to complete their internship for academic credit, what motivated them to do an internship, and their overall perceptions of internships, among other topics. The emerging themes were career clarification through internships, career development, and career-related outcomes. Several sub-themes emerged from the interviews, including exploring career interests and career paths, navigating uncertainty around career choices, learning and personal growth, career planning, skills development, and personal development. The participants were also asked whether they think internships should be mandatory for all students; the general census was yes, and they should be incorporated into the curriculum of the institution. / Educational Leadership

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