Innovative Education Program Research Articles

Changes in Cognitive Control Following a Novel Resilience-Focused Nursing Educational Program: An Exploratory Study

Patient care is currently challenged by various factors including stress and nurse fatigue that can negatively impact nurses’ health and patient safety. Emotional exhaustion and burnout among nurses are at an all-time high. Canadian nurses are reporting clinical rates of depression, anxiety, and panic at disproportionately higher rates than other public safety personnel. Innovative educational programs are desperately needed to mitigate stress and relieve distress, which will ultimately promote a healthier and more productive workforce. Little is known about the effectiveness of research informed cognitive control education within a community of practice (COP) to help nurses and nursing students process difficult experiences in order to thrive in stressful work environments. The purpose of this exploratory mixed methods study is to determine if a novel nursing educational program that was embedded in a COP framework leads to changes in cognitive control in a combined group of 16 nurses and nursing students. It included the delivery of 20 hours of community interaction over a 5-week period. Changes in cognitive control were evaluated through electroencephalographic (EEG) measurements before and after completing the course. Participants’ perceived values and priorities for improvement were captured through a focus group. Data demonstrated an increase in cognitive control before and after the COP intervention. The focus group identified nine themes that centered on promoting connection, self-efficacy, non-attachment, accountability, and trauma-informed support, and culture change. Addressing emotional pain through structured relational practice and resilience development provides a larger context for understanding workplace stress, overload, and degraded function. Connecting these disparate stressors clarifies the supporting relationships between cognitive control, personal value, social identity, and spiritual purpose. Resilience development education within a COP improved cognitive control, promoted an alignment with personal values, buffered participants from workplace stress, and empowered them to carry their learnings as change agents in healthcare. The study was limited by a small sample size and a relatively homogenous population. Further research is needed to examine the impact of evidence-informed and resilience-focused COP on patient care, safety, and costs. Résumé Les soins aux patients sont touchés par divers facteurs, dont le stress et la fatigue des infirmières, qui pourraient avoir un impact négatif sur la santé des infirmières et la sécurité des patients. La prévalence de l’épuisement émotionnel et professionnel chez les infirmières n’a jamais été aussi élevée. Les infirmières canadiennes présentent des taux cliniques de dépression, de troubles d’anxiété et de panique disproportionnellement plus élevés que les

Psychological Mobilization of Innovative Teaching Methods for Students' Basic Educational Curriculum Reform Under Deep Learning.

Educational innovation reform is used as the background. In response to the need to propose innovative educational programs, the concepts of Distributed Deep Neural Network (DDNN) and deep learning under edge computing are used as the basis. A teaching program for Science Technology Engineering Mathematics (STEM) is proposed. The average training method is used to verify the performance of the model. Sampling rate means the number of samples per second taken from a continuous signal to form a discrete signal. The accuracy and sample ratio obtained are higher than 95%. The communication volume is 309 bytes, which is in a good range. On this basis, a university uses STEM teaching plans and questionnaires to influence the psychological mobilization factors of students' deep learning effects. Challenging learning tasks and learning motivation have the greatest impact on deep learning, and conclusions that both are positive effects are obtained. Therefore, STEM innovative teaching programs can be widely used. The plan provides a reference theory for improving teaching innovation in the context of the basic educational curriculum reform in China. STEM curriculum is the dual subject of teachers and students, and the learning community includes multi-stakeholders. There are hierarchical relationships among the subjects. In terms of financial support, the first two funds come from the school. Learning communities have dedicated sponsorship partners complemented by clear financial planning. There is not much difference in course resources. Still, the learning community will provide more diversified media forms and special websites, and other auxiliary resources are open to all users. They can obtain first-hand resources without applying. In terms of project form, in addition to the core classroom teaching, the latter two can provide richer activities and realize the diversity of time, space, and information exchange.

School-Based Inclusive Education Management as a Quality Assurance System in Indonesia (Systematic Literature Review)

This study aims to provide an understanding and description of the success of school-based inclusive education management to improve the quality of inclusive education at every level of education in Indonesia. This study uses a systematic literature review method with the PRISMA method. Data were collected by reviewing the official websites of Sciencedirect, Researchgate, Sinta, and Garuda. The data search process uses inclusive educators, quality of education, inclusive education problems, and school-based inclusive education management. The data obtained were then analyzed to understand school-based inclusive education management studies using thematic techniques to identify the pattern of a study. The results of the study showed that the concept of school-based inclusive education management can be a solution to the problems of inclusive schools at every level in improving the quality of education by optimizing the role of educational components such as teachers as the main resource in managing the system to evaluating the learning process in modified curriculum, facilities, and infrastructure. Findings from research results such as (1) Schools should make programs based on the needs and culture of the school, (2) The role of teachers is important in realizing quality education, (3) School-based inclusive management is a reference for other schools to develop creative and innovative educational programs in responding to the challenges of inclusive education.

Expanding the Bounds of Christianity and Feminism

Abstract As headmistress of the London Missionary Society’s Girls’ Boarding School from 1915–1940 in Mbereshi, Zambia, Mabel Shaw (1889–1973) created an innovative educational programme that embraced local culture and empowered women. Shaw drew from theological, anthropological, and feminist perspectives to guide her understanding of Bemba culture. Shaw built upon fulfilment theology with its premise that all religions had an element of God’s truth in them. In doing so, Shaw differentiated Western culture from Christian culture, creating space to accommodate practices such as ancestor veneration and polygamy. While scholars have been reluctant to label Shaw as a feminist, this author argues she must be recognized as one. Shaw actively collaborated with Bemba women and raised them as Christian saints. Moreover, Shaw was unique in that she urged her British audiences to listen to African voices and to consider the value of adopting aspects of African worship.

Pediatric Chronic Tracheostomy Care: An Evaluation of an Innovative Competency-Based Education Program for Community Health Care Providers.

ObjectiveTo evaluate the immediate and sustained knowledge retention and sense of self-efficacy of homecare nurses following completion of a standardized competency-based tracheostomy education course. Safe discharge of children requiring tracheostomy with or without ventilation relies on the competence of homecare nurses.Study DesignPragmatic, randomized controlled trial of 44 homecare nurses. Participants were randomized into the intervention group (n = 21), which received the tracheostomy course, or the control group (n = 23), which received an enterostomy and vascular access course. Multiple-choice question (MCQ) knowledge assessments and self-efficacy questionnaires were administered to both groups pre-course and post-course at 6 week, 3 month, 6 month, and 12 month follow-ups.ResultsTwenty participants in the intervention group and 19 in the control group were included. Four withdrew from the study and two crossed over from the control into the intervention arm. The change in mean self-efficacy scores (total score = 100) was significantly higher in the intervention group than in the control group at 6 weeks (intervention (mean ± SD): 18.6 ± 14.5; control: 6.6 ± 20.4; p = 0.04) and 3 months (intervention: 19.6 ± 14.2; control: 5.2 ± 17.0; p = 0.007), and trended higher at 6 months (intervention: 18.0 ± 14.5; control: 6.9 ± 24.1; p = 0.1). The change in mean MCQ assessment scores (total score = 20) trended higher in the intervention group than in the control group at 6 weeks (intervention (mean ± SD): 1.8 ± 2.2; control: 1.6, ± 2.9; p = 0.8).ConclusionsHomecare nurses who attended the tracheostomy course demonstrated a higher sense of self-efficacy at long-term follow-up.Clinical Trial Registrationwww.ClinicalTrials.gov, identifier: NCT04559932.

Improving Nutrition Knowledge and Skills by the Innovative Education Program MaestraNatura in Middle School Students of Italy.

Promoting a healthy diet, mainly in youths, is the most effective action to prevent and fight dietary excesses and nutritional imbalance in the population. MaestraNatura (MN) is an innovative nutritional education program aimed at promoting a healthy lifestyle in first-level secondary school students. The study evaluated the effectiveness of the MN program in improving knowledge in students following the MN program (MN group) with respect to a control group (CO group) undergoing a “traditional” nutritional education path. To this end, the nutrition knowledge of the two groups was assessed by three multi-choice questionnaires. The results showed a significant improvement in knowledge (p < 0.001) in the MN group with respect to the CO group for all the questionnaires. Furthermore, the students’ ability to transfer the principles of nutrition guidelines to the real context of daily meals was determined by asking the MN group to create a weekly food plan before (T0) and after (T1) the completion of the MN program. The MN group demonstrated improved performance in organizing the weekly menu plan at T1 with respect to T0 (p = 0.005). In conclusion, the MN nutritional education program appears to be an effective tool for improving knowledge and skills on nutritional issues, especially in those students with a lower starting level of knowledge and ability.

Online KidClot education for patients and families initiating warfarin therapy: The eKITE study

Anticoagulation with Vitamin K antagonists (VKA) has always posed challenges in terms of monitoring requirements. These challenges were further exacerbated in the setting of the COVID-19 pandemic, with limited access to and/or avoidance of laboratory testing. The importance of utilizing point of care (POC) health technology for individualized patient management is salient. The foundation of effective home INR monitoring is establishing patient knowledge about their therapy and INR testing proficiency. The eKITE series was developed to support patients in establishing foundational knowledge required for VKA (warfarin) management and INR monitoring. The primary objectives were to evaluate eKITE, a patient-oriented innovative online education program for warfarin therapy, participant learning stress, and patient preference for online learning. This multi-center prospective study provided patients access to warfarin online education. Participants were required to complete written quizzes assessing warfarin knowledge of key concepts proficiency and identifying knowledge deficits. Patient preference, evaluating calm (lack of anxiety) while learning, and an INR on a home meter was completed. Participants performed INR tests at home and reported INRs by telephone. The analysis included 144 children and caregivers enrolled at five US and CDN sites. Most indications for anticoagulation were cardiac (congenital or acquired heart disease) with varied INR target ranges. Mean knowledge scores for warfarin and INR self-testing modules were 97%, with low anxiety with TTR of 84%. Patient preferred online learning. eKITE is an effective teaching modality for warfarin/home INR monitoring with safe INR testing and warfarin management that is appropriate for pediatrics and adults alike. PrologueThe whir in the hallways is deafening. Lights bright, alarms are ringing in a chorus of unsynchronized beeps and screeches. It has been more than a week since I have slept. Snuggled beside me is my precious child, whining and equally irritated with the asynchronous symphony, further compounded by anxiety, procedures, and pain. The sun has broken.The staff smiles are welcoming and incessant, as one after one, they approach hurried, urgent, assiduous, their need to coach me for our upcoming departure to the warmth of home. Each provides essential information that I will require to keep my child, my treasure, safe and healthy. Yet, my eyes are heavy, blurred, and my brain foggy, trapped in a dark heavy cloud. How am I to follow? Comprehend? and retain anything? As they instruct, my precious child yearns for loving arms, compassion and love, whining, crying in disquiet. Overwhelmed does not adequately describe my ineffable exhaustion. Amidst this, how am I to learn about warfarin? Such a challenging medication, with so much to know. Concentrate, I tell myself, focus; now is my only opportunity to learn. I must be alert. It seems to be nonsensical.

Call for Nominations: ASA Excellence in Education Award

ASA News| May 2022 Call for Nominations: ASA Excellence in Education Award ASA Monitor May 2022, Vol. 86, e4. https://doi.org/10.1097/01.ASM.0000830900.75349.31 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Cite Icon Cite Get Permissions Search Site Citation Call for Nominations: ASA Excellence in Education Award. ASA Monitor 2022; 86:e4 doi: https://doi.org/10.1097/01.ASM.0000830900.75349.31 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll PublicationsASA Monitor Search Advanced Search The ASA Excellence in Education Award recognizes ASA members who have made outstanding contributions through demonstrated excellence in teaching, development of new teaching methods, and/or implementation of innovative educational programs in anesthesiology. The nominee for this award must be an active ASA member in good standing who teaches students, residents, fellows, or faculty in an Accreditation Council for Graduate Medical Education-accredited (or international equivalent) anesthesiology or subspecialty training program and spends at least 50% of his or her time on clinical activities. Physicians from academic or community practices who have training programs are eligible. Nominees should have a minimum of five years of experience in resident and/or continuing medical education. Those who wish to submit nominations should include the following: All nominations and supporting materials should be submitted to j.barnett@asahq.org by May 16, 2022. The award recipient will be announced in June 2022 and will receive a plaque, an honorarium,... You do not currently have access to this content.

Toward institutionalizing successful innovations in the Academy

Due to the “wicked problem” of the Academy’s resistance to innovation, new teaching and learning programs struggle to become integrated into the fabric of the Academy, which slows the uptake of evidence-based practices. This wicked problem is rooted in the lack of slow, intentional mechanisms for cultural change in the Academy. In this article, we analyze the institutionalization journey of the Departmental Action Team (DAT) project, which is a model for slow, intentional change. Over the last four years, partnering with two campus centers for teaching and learning (CTLs) allowed the DAT project to make institutionalization progress.This analysis is focused on the institutionalization activities of the DAT project team and their co-creation of value with diverse stakeholders across two institutions. Results of the analysis include the definition of seven areas of effort (Team Development, Program Design, Awareness Communication, Program Implementation, Program Assessment, Outcomes Communication, and Financial Stability) that are valuable for the institutionalization of innovative educational programs. Within each area of effort, we describe specific strategies for institutionalization progress. We also analyze the timing of different areas of effort and present a model describing the cycling between areas of effort over time. Throughout the analysis, we provide recommendations for CTL staff working to institutionalize innovations.

Academia–business cooperation: A strategic plan for an innovative executive education program

A major challenge facing institutions of higher learning is academia–business cooperation. To achieve it, some universities have introduced modest university–industry initiatives and executive education programs that in general have remained strategically inefficient. Meanwhile, in the last 20 years various researchers have called for the development of fully fledged entrepreneurial universities. However, according to many studies in the literature, the guidelines and standards that define these universities remain hard to adopt in conventional institutions as they reshape their whole mission and vision, organizational structure, leadership, culture, academic programs, type of research, incentives and rewards, and influence within the ecosystem. This paper argues that, given the inefficiencies in executive education programs and the difficulties and challenges in transforming conventional universities into entrepreneurial universities, a special efficient entity for executive education adopting an entrepreneurial approach should be developed in higher learning institutions to improve academia–business cooperation and to provide a potential pathway for a gradual transformation into an entrepreneurial university. Thus, the authors develop an innovative executive education strategic plan for universities to consider, coining the 10 Cs of the executive education alphabet—Commitment, Command, Collaboration, Capacity, Content, Cohesiveness, Competition, Cost, Cognizance and Communication—with the broad goal of building an efficient link between universities and the industrial and corporate sectors.

A Multi-Mode Education Program to Enhance Asthma Care by Pharmacists

Objective. To provide optimal asthma care, community pharmacists must have advanced, contemporary knowledge, and the skills to translate that knowledge into practice. The development and evaluation of an innovative multi-mode education program to enhance pharmacists' clinical knowledge and practical skills is described.Methods. The online education modules were collaboratively developed alongside asthma and pharmacy organizations. The education program was comprised of five evidence-based education modules delivered online and a skills review conducted either in-person with real-time feedback (urban pharmacists) or via video upload and scheduled video-conference feedback (regional and remote pharmacists). A mixed methods approach was used to evaluate the feedback obtained from pharmacists to assess the content, efficacy, and applicability of the education.Results. Ninety-seven pharmacists opted into the program and successfully completed all education requirements. A larger proportion of pharmacists did not pass trial protocol-based education modules on their first attempts compared to the number that passed the asthma and medication knowledge-based modules. Prior to skills review, the proportion of pharmacists demonstrating device technique competency was suboptimal. Pharmacists rated the education modules highly in both quantitative and qualitative evaluations and reported that the program adequately prepared them to better deliver care to asthma patients.Conclusion. We developed, implemented, and evaluated a novel multi-mode asthma education program for community pharmacists that supports knowledge and practical skill development in this crucial area of patient care. The education program was well received by pharmacists. This form of education could be used more broadly in international collaborative trials.

Innovation Leadership in Polytechnics Beyond COVID: Sensemaking and Transformation in an Age of Uncertainty.

The COVID pandemic has and continues to affect us all. It is the all-encompassing catastrophe that has forced us to face uncertainty and question our values and face our challenges in every aspect of society, including academia. It has also been the commonality that binds us all together, our shared experience in an age of uncertainty. For Polytechnics overall, it has also been a call-to-action and has clearly demonstrated our ability to innovate, adapt and overcome. Whether it has been the transitioning to an online, remote workforce or the accelerated use of new technological advances in education, Polytechnics have embraced these challenges and pivoted to meet the needs of students, faculty and industry. As such, Polytechnics have continued to emerge, now well positioned to prepare Canada for a prosperous future and growth through insights learned during the pandemic and innovative new educational program offerings and formats. This paper discusses the critically important role of innovation leadership in Polytechnics beyond COVID. Starting with an example of innovation, I will introduce the new interdisciplinary Centre for Digital Transformation (C4DT) at the British Columbia Institute of Technology. This centre brings people together from across various distinct communities of practise and expertise to confront complex modern challenges through a process of communication, collaboration and sensemaking. Then merging significant literature review, I will examine recent success stories and practise transformations that shine light on Polytechnics innovation leadership role beyond COVID. Finally, I will examine the future of Polytechnics in an age of uncertainty and challenge readers to reflect upon what they have learned over the past year and consider the question, How can their own Polytechnics embrace these insights through sensemaking and transformation to embrace innovation leadership beyond COVID?

OP047: Timely diagnosis of mucopolysaccharidosis: Results from an innovative physician education program with a national outreach

OP047: Timely diagnosis of mucopolysaccharidosis: Results from an innovative physician education program with a national outreach

Improvement of the innovative ecosystem at universities

The world practice has proven that universities can become a source of innovations and the centers of innovative movement. However, there is almost no research into the development of innovative ecosystems of universities under conditions of limited funding and permanent crisis phenomena in the economy. This is a characteristic feature of many countries in the world that are developing or being transformed. The tool for reducing the action of negative factors is to increase the level of organization of innovative ecosystems of universities. It was found that the consequences of creating an innovative ecosystem of the University are an increase in the degree of commercialization of knowledge of university scientists and students, improvement of human capital, and intensifying cooperation between science, education, business and government agencies in the field of research and innovation. The main actors in the university’s innovation ecosystem were separated and their main functional roles were described. In particular, functional roles include education (innovative and entrepreneurial educational programs), basic science (scientific parks, scientific and research laboratories), applied science (startup accelerators, business incubators, startup clubs), and commercialization (centers for knowledge and technology transfer). The experience of creating separate elements of innovative ecosystems of universities of the world was considered and positive results were given. The essence of the concepts of commercialization of knowledge, technology transfer was studied and basic methodological approaches to the creation of the Center for knowledge and technologies transfer on the university base were explored. The purpose, objectives, directions, and functions of the Center for Knowledge and Technology Transfer were highlighted. It was proposed to focus on working at specific requests at any stage of the development of the idea on the principles of the individual approach of targeted assistance, openness to communications, and support throughout all stages of an innovative project.

Innovative features of education in Kazakhstan’s Lyceum-Gymnasium

Educational and training institutions that ensure successful learning and diverse working life must implement problem-oriented analyses of the education system and form future self-education and positive activity skills of the individual. The article deals with historical trends in the development of educational institutions such as lyceums and gymnasiums in Kazakhstan. Data collection was in two parts. The first data collected was secondary data and it was used to analyze the current situation in education. The detailed theoretical analysis of literary sources reveals the peculiarities of formation of the structure of functioning of educational institutions, the analysis of the tendencies of implementation of innovative educational programs in the system of education is carried out. The primary data was collected using an experiment. Based on the data obtained as a special elective course for undergraduate students, the article describes the recommendations aimed at changing the educational system to deepen the historical and pedagogical peculiarities of the development of educational institutions of students.&#x0D; Keywords: educational institutions; gymnasium; innovation; lyceum; structural system of education.

Evaluation of a novel therapeutic education programme for people with alcohol use disorder in France: a mixed-methods intervention study protocol (ETHER)

BackgroundETHER (“Education THEérapeutique pour la Réduction des dommages en alcoologie” or Therapeutic education for alcohol-related harm reduction) is a multicentre community-based mixed-methods study, which aims to evaluate the effectiveness of the innovative therapeutic patient education (TPE) programme ‘Choizitaconso’ in a sample of French people with alcohol use disorder (people with AUD). Choizitaconso teaches people with AUD psychosocial skills to help them (re)establish controlled drinking and reduce alcohol-related harms. Recruitment started in October 2019. We present here the protocol of the ETHER study.MethodsETHER’s quantitative component involves a 6-month controlled intervention study which evaluates Choizitaconso’s effectiveness by comparing 30 people with AUD following the programme with a control group of 60 people with AUD not enrolled in it, using a questionnaire co-constructed by the research team and members of the people with AUD community. Thirty-four alcohol-related harms are assessed and summed to provide an individual measure of the ‘harm burden’ from consuming alcohol (primary outcome). Secondary outcomes are anticipated and internalized stigma, alcohol consumption measures, craving for alcohol, coping strategies, health-related quality of life, self-confidence to control or abstain from drinking, treatment self-regulation, anxiety and depressive symptoms, alcohol-related neuropsychological impairments, and capabilities (a measure of wellbeing in adults). Data will be collected in face-to-face and phone-based interviews at enrolment and 6 months later. Linear regression models will be used to assess the impact of the TPE programme on changes in the primary and secondary outcomes, while adjusting for other correlates and confounders. The study’s qualitative component comprises semi-structured interviews with 16 people with AUD who have already completed the TPE programme at least 6 months before the interview. Qualitative interviews will be analysed using thematic analysis.Results and conclusionsETHER is the first evaluation study of an innovative TPE programme specifically designed to reduce alcohol-related harms and reach controlled drinking in France. The involvement of the people with AUD community in selecting which experienced and perceived alcohol-related harms to measure ensures that ETHER will provide healthcare staff and researchers with a relevant set of harm reduction criteria for use in future research. Finally, ETHER will provide scientific justification for implementing novel alcohol-related harm reduction approaches and champion controlled drinking as a therapeutic goal.Trial registration ClinicalTrials.gov, NCT03954054. Registered 17 May 2019—Prospectively registered, https://clinicaltrials.gov/ct2/show/NCT03954054?cond=alcohol&cntry=FR&city=Marseille&draw=1&rank=1.

Unapređenje konkurentnosti ekonomije Republike Srbije kroz reforme obrazovanja

By using the causal analyses to examine correlation between the competitiveness level of the country and reforms in the field of education, this research aims to foresee possible educational reforms that would lead to greater competitiveness of the economy of the Republic of Serbia. The analysis presents how the competitiveness of a country can be measured, examines whether education is one of the indicators of competitiveness, evaluates competitiveness of the Serbian economy and reviews current state in all the relevant indicators in the field of education and all relevant reforms. This research uses the mix methodological approach and existing data from Global Competitiveness Index and one of its pillars dealing with human capital - Pillar 6 in order to foresee the educational reforms needed for Serbian economy to be more competitive. Results show that the quality of the human capital is one of the basic factors of competitiveness and that only quality education can lead to the rapid development of the Serbian economy and enhancement of its competitiveness. Research concludes that there is a great necessity in the Republic of Serbia for further reforms and investments in the education, especially in education of teaching staff and an innovative teaching programmes and curriculum for the most dynamic economy sectors, like ICT, trade, transport, tourism and financial services.

STORYTELLING AS AN EFFECTIVE TECHNOLOGY FOR TEACHING THE COURSE «LEADERSHIP IN EDUCATION» FOR MASTERS

The article examines both the theoretical and practical aspects of storytelling as a teaching technology in higher education at the second (master’s) level. The benefits of incorporating storytelling into the practice of teaching the course «Leadership in Education» is demonstrated, since telling stories is a relevant tool for leaders at all levels. The content and objectives of the course «Leadership in Education», which is included in the innovative educational program «Corporate Education and Personnel Development» at Borys Grinchenko University of Kyiv, are briefly described. There is a brief theoretical review of current English and Ukrainian scientific works on the subject under consideration. The following functions of storytelling as a teaching technology are distinguished: educational, value-oriented, motivational, educational, developmental, communicative, and mentoring. Methodological recommendations for the creation of a successful story, relating to its structure and required components, are developed. An example of recommendations on the use of storytelling, which the author followed when teaching the course «Leadership in Education» at the second (master’s) level of higher education, is given. The recommendations are based on the theoretical generalization of scientific views of scientists and their own pedagogical experience. Based on student feedback, it is concluded that using storytelling in higher education as a technology that improves the efficiency of the educational process is recommended. The study has confirmed the need for a thorough examination of the pedagogical and psychological foundations of storytelling, as well as appropriate teacher training in the use of this technology.

Innovative executive education programs for in-house employee reskilling/upskilling: the case of the Bayer Active Leadership Program in partnership with EADA Business School

Innovative executive education programs for in-house employee reskilling/upskilling: the case of the Bayer Active Leadership Program in partnership with EADA Business School

Innovative executive education programs for in-house employee reskilling/upskilling: the case of the Bayer Active Leadership Program in partnership with EADA Business School

Innovative executive education programs for in-house employee reskilling/upskilling: the case of the Bayer Active Leadership Program in partnership with EADA Business School