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This paper explores the impact of feminist scholarship on the professions of education and business, and looks critically at the assumptions on which the study of professionalism has been based. The paper begins with a feminist critique of professionalism, based on characteristics of professions and gender theory. Feminist theory is applied to education, focusing on research, textbooks, curriculum, gender bias, and efforts to empower teachers and students. Feminist critiques of research on teaching and learning are examined, using gender as a theoretical framework through which to critique male-dominated theories, reconceptualize teaching and learning, and restructure the educational system. Feminist scholarship on business is then addressed, and its limitation to the liberal perspective is noted. Three kinds of critiques are explored: research examining gender as a regulator of individuals' activity according to their biological sex, research on the cult of true womanhood as opposed to the cult of rationality, and research on the changing character of American business. It is concluded that as feminists begin to question the professionalism paradigm and to subject it to gender analysis, models can be built that are more sensitive to women as professionals and that can eliminate the dualisms that categorize women differently from their male colleagues. Notes concerning seven suggested readings are appended. (JDD)

These proceedings contain the papers and posters of the 13th International Conference on Mobile Learning 2017, which was organised by the International Association for Development of the Information Society (IADIS), in Budapest, Hungary, April 10-12, 2017. The Mobile Learning 2017 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrates developments in the field. Full papers presented in these proceedings include: (1) Design of a Prototype Mobile Application to Make Mathematics Education More Realistic (Dawid B. Jordaan, Dorothy J. Laubscher, and A. Seugnet Blignaut); (2) Tablets and Applications to Tell Mathematics' History in High School (Eduardo Jesus Dias, Carlos Fernando Araujo, Jr., and Marcos Andrei Ota); (3) Assessing the Potential of LevelUp as a Persuasive Technology for South African Learners (Nhlanhla A. Sibanyoni and Patricia M. Alexander); (4) #Gottacatchemall: Exploring Pokemon Go in Search of Learning Enhancement Objects (Annamaria Cacchione, Emma Procter-Legg, and Sobah Abbas Petersen); (5) A Framework for Flipped Learning (Jenny Eppard and Aicha Rochdi); (6) The Technology Acceptance of Mobile Applications in Education (Mark Anthony Camilleri and Adriana Caterina Camilleri); (7) Engaging Children in Diabetes Education through Mobile Games (Nilufar Baghaei, John Casey, David Nandigam, Abdolhossein Sarrafzadeh, and Ralph Maddison); (8) A Mobile Application for User Regulated Self-Assessments (Fotis Lazarinis, Vassilios S. Verykios, and Chris Panagiotakopoulos); and (9) Acceptance of Mobile Learning at SMEs of the Service Sector (Marc Beutner and Frederike Anna Rüscher). Short papers presented include: (1) Possible Potential of Facebook to Enhance Learners' Motivation in Mobile Learning Environment (Mehwish Raza); (2) D-Move: A Mobile Communication Based Delphi for Digital Natives to Support Embedded Research (Otto Petrovic); (3) Small Private Online Research: A Proposal for a Numerical Methods Course Based on Technology Use and Blended Learning (Francisco Javier Delgado Cepeda); (4) Experimenting with Support of Mobile Touch Devices for Pupils with Special Educational Needs (Vojtech Gybas, Katerina Kostolányová, and Libor Klubal); (5) Mobile Learning in the Theater Arts Classroom (Zihao Li); (6) Nomophobia: Is Smartphone Addiction a Genuine Risk for Mobile Learning? (Neil Davie and Tobias Hilber); (7) Analysis of Means for Building Context-Aware Recommendation System for Mobile Learning (Larysa Shcherbachenko and Samuel Nowakowski); (8) RunJumpCode: An Educational Game for Educating Programming (Matthew Hinds, Nilufar Baghaei, Pedrito Ragon, Jonathon Lambert, Tharindu Rajakaruna, Travers Houghton, and Simon Dacey); (9) Readiness for Mobile Learning: Multidisciplinary Cases from Yaroslavl State University (Vladimir Khryashchev, Natalia Kasatkina, and Dmitry Sokolenko); and (10) The M-Learning Experience of Language Learners in Informal Settings (Emine Sendurur, Esra Efendioglu, Neslihan Yondemir Çaliskan, Nomin Boldbaatar, Emine Kandin, and Sevinç Namazli). Reflection papers presented include: (1) New Model of Mobile Learning for the High School Students Preparing for the Unified State Exam (Airat Khasianov and Irina Shakhova); (2) Re-Ment--Reverse Mentoring as a Way to Deconstruct Gender Related Stereotypes in ICT (Kathrin Permoser); (3) Academic Success Foundation: Enhancing Academic Integrity through Mobile Learning (Alice Schmidt Hanbidge, Amanda Mackenzie, Nicole Sanderson, Kyle Scholz, and Tony Tin); (4) Using Tablet and iTunesU as Individualized Instruction Tools (Libor Klubal, Katerina Kostolányová, and Vojtech Gybas); (5) DuoLibras--An App Used for Teaching-Learning of Libras (Erick Nilson Sodré Filho, Lucas Gomes dos Santos, Aristóteles Esteves Marçal da Silva, Nidyana Rodrigues Miranda de Oliveira e Oliveira, Pedro Kislansky, and Marisete da Silva Andrade); (6) Educators Adopting M-Learning: Is It Sustainable in Higher Education? (Nicole Sanderson and Alice Schmidt Hanbidge); and (7) M-Kinyarwanda: Promoting Autonomous Language Learning through a Robust Mobile Application (Emmanuel Bikorimana, Joachim Rutayisire, Mwana Said Omar, and Yi Sun). Posters include: (1) Design of Mobile E-Books as a Teaching Tool for Diabetes Education (Sophie Huey-Ming Guo); and (2) Reading While Listening on Mobile Devices: An Innovative Approach to Enhance Reading (Aicha Rochdi and Jenny Eppard). The Doctoral Consortium includes: How Can Tablets Be Used for Meaning-Making and Learning (Liv Lofthus). Individual papers include references, and an Author Index is included.

This collection of five papers on public, school, and mobile libraries includes discussions of: (1) public library associations in the United States, emphasizing major activities; (2) dental library institutions and services in Hungary, focusing on their functions and relationships with other institutions and organizations; (3) standards, objectives and guidelines for school libraries, by a participant from England; (4) trade union libraries at German Democratic Republic Enterprises and their significance for the general public, describing their activities, services, and relationships with collectives; and (5) mobile libraries in the German Democratic Republic, including their use, problems encountered, and types of mobile libraries. Three papers provide references. (RBF)

This publication contains the three addresses and all papers presented at the 1974 annual meeting of the Association of American Colleges. The theme of the conference concerned the expectations of higher education regarding business and industry and the expectations of business regarding higher education. Topics included: what business expects of higher education; what higher education expects of business and industry; financing higher education; the institutional investor and social responsibility; management techniques and higher education; the education of women and the national economy; the goals of higher education and the manpower needs of a changing society; undergraduate education for living in a technologically intensive society; the financial community as a source of student loan funds; partnership between academic and business community, productivity in higher education; liberal education; education of the black minority and its effect on the national economy; can management strategy save the private sector; implications of statewide planning and coordination; modernizing the liberal arts; narrowing the gap in charges between public and private institutions; the case for pluralism and diversity in higher education; the role of the president--manager or educator; should higher education be cansumer-controlled; and the role of the institutional governing board. (MJM)

Fourteen papers on adult education are presented from the George Mason University (Virginia) first annual conference on nontraditional, interdisciplinary, and external degree programs. The papers and authors include: "The American Experiential Learning Tradition: Educating the Whole Person" (Walter Raubicheck); "Experience, Learning, and Identity: A Transitional, Interdisciplinary Course for Adults from Urban and Suburban Settings" (Sylvia Chelala, Murial Dance); "Independent Study for Adults in Non-Traditional Higher Education" (Miriam Meyers); "Human Studies: An Individualized, Interdisciplinary Major for Adults" (Douglas L. Robertson); "Philosophy and Performance" (John L. Mowrer); "Twenty Twenty Hindsight: Student Satisfaction with Interdisciplinary Studies Degrees" (Irwin B. Levinstein); "Ten Years of an Individualized Non-Traditional Program: George Mason University's Bachelor of Individualized Study" (James W. Fonseca); "A Non-Traditional Interdisciplinary Program for Traditional and Non-Traditional Students" (Daniel C. Pantaleo, Alfred Forsyth); "Outreach for Meeting Community Needs and Institutional Revitalization: A Practical Approach" (Samuel Lee Hancock); "Educating Managers to Meet Future Corporate Education Needs of North American Business" (George Korey); "An Innovative Approach to Career-Oriented Management Education (at Undergraduate and Graduate Levels)" (Yvonne Bogorya); "Neighborhood Programming: Responding to Needs" (Gerri Corbin); "College in Prison: A Non-traditional Prison College Degree Program" (D. Malcolm Leith); and "Non-Traditional Higher Education: An Outsider's View" (Walter Moretz). (LB)

A study on leadership, conflict management, research and development (R&D) worker motivation, commitment, and risk-taking propensity in universities compared with corporations and government is presented. It arose from the recognition that R&D in any developed country is critical to the continued well-being of its economy and people, and that university R&D management must continually be assessed. The three countries used in this study are Japan, the United States, and England, with focus on Japan. The following topics were examined: psychological characteristics of effective academic and industrial research leaders; styles of conflict management predominating in effective and ineffective leaders; impact of leader characteristics defined by the three independent variables on subordinate motivation and creativity; laboratory orientation; the market force effect on variables of interest; and leadership at the end of the project. Unlike the United States and England, education and industry are not closely articulated in Japan, and advanced education and training is largely relegated to on-the-job programs. In the United States individuality is tolerated and encouraged but in education, R&D is disadvantaged by its separation from industry. Four appendices include: demographic differences between corporations, universities, and government laboratories; leader attitudes and values; differences between sections rated high or low quality, and theoretical and policy implications. Contains about 175 references. (SM)

The aim of the paper is to identify suitable methods of education for individual types of voluntary further corporate professional education, which could be applied also when changing the physical teaching environment to virtual or hybrid learning environment, and to propose the methods of education suitable for companies and attractive for the participants of the corporate trainings. In the empirical research, the questionnaire method and the interview method were applied. The respondents (140) were selected from two sections of the Statistical Classification of Economic Activities of the Slovak Republic, SK NACE Rev.2. The research results presented in the tables characterize the types of education in relation to the educational methods applied in the companies analyzed. The suitability of education methods is characterized also in terms of teaching environments, the physical, virtual and hybrid environments. The results of the research confirm that the methods of education affect the interest of the participants in all types of education. [For the complete volume, "NORDSCI International Conference Proceedings: 5th Anniversary Edition (Sofia, Bulgaria, October 17-19, 2022). Book 1. Volume 5," see ED625663.]

The Conference for Education in the South, which for 16 years has held its annual sessions at different places in the Southern States, is unique among educational conferences, in that its membership does not consist chiefly of teachers and school officers, but of farmers, professional men of all kinds, business men, and women of varied interests, and in the further fact that its discussions are not confined to problems of educational theory, school organization, and schoolroom practice, but include rather the broader problems of education in their relation to State, society, and industrial and commercial life. Its members are all interested in the upbuilding of the Southern States. Every question on the program is considered with reference to its practical application to life and conditions in these States. The program for the sixteenth conference held at Richmond, Virginia, April 15-18 of this year was unusually rich in matter of both local and general interest. This bulletin presents the abstracts of papers read at the sixteenth conference. These are: (1) The conference on cooperation (D. H. Hill); (2) Fundamental principles of cooperation (E. M. Tousley); (3) From the grower's standpoint (L. C. Corbett); (4) Typical cooperative enterprises (W. J. Shuford); (5) Seven obstacles to cooperation (W. E. Halbrook); (6) Cooperative credit: The American need (John Lee Coulter); (7) The pioneer credit associations in the United States (Leonard G. Robinson); (8) Cooperation and the rural schools (T. J. Coates); (9) Business men and the rural problem (Harry Hodgson); (10) Farm tenancy in the South (E. C. Branson); (11) The rural problem and transportation (L. C. Johnson); (12) A country life survey (P. H. Rolfs); (13) Man and the land (Henry Exall); (14) Origin and development of the work (Wallace Buttrick); (15) Demonstration work in Louisiana (Mason Snowden); (16) The boys' and girls' club work (O. B. Martin); (17) Social service and the country church (B. M. Beckham); (18) The rural church and public health (Ennion W. Williams); (19) The country church and good literature (P. P. Claxton); (20) Creed adopted by the country church conference; (21) The need for reform (C.L. Raper); (22) The principles of assessment (Lawson Purdy); (23) The local assessor (T. S. Adams); (24) Results of improved assessment methods in West Virginia (Fred O. Blue); (25) The conference on education of women in the country (D. B. Johnson); (26) An indictment of the rural school (H. L. Whitfield); (27) How to relieve the drudgery of women on the farm (Joe Cook); (28) How can the country school as it now is help the woman on the farm? (Susie V. Powell); (29) The qualifications of woman in the farm (I. E. Lord); (30) How can the girls' industrial club work be made a part of the rural school work? (S. V. Powell); (31) How the Department of Agriculture aids the home maker (C. F. Langworthy); (32) Plans of State supervisors for rural school improvement (L. J. Hanifan); (33) Rural school supervision (Albert S. Cook); (34) The need of a country unit (A. C. Monahan); (35) The educational awakening in Kentucky (T. J. Coates); (36) Teaching woodlot management in rural schools (E. R. Jackson); (37) Teaching agriculture in the one-room rural school (E. E. Sell); (38) Demonstration schools (T. J. Coates); (39) The conference and the rural schools (P. P. Claxton); (40) Changes in the normal school curriculum (L. J. Corbly); (41) Training rural teachers by means of high schools (Joseph S. Stewart); (42) Some general principles with regard to certification of teachers (T. J. Woofter); (43) The certification of teachers in the Southern States (E. E. Rall); (44) What has been done in Alabama (James S. Thomas); (45) The commission on accredited schools of the Southern Sates (N. W. Walker); (46) College extension work (E. D. Sanderson); (47) The trend in negro education (W. E. Aery); (48) Improvement in standards of southern colleges since 1900 (Elizabeth Avery Colton); (49) What should the bachelor's degree represent? (Eleanor Lord); (50) Public opinion and higher education of women (Edward K. Graham); (51) Keats for the kitchen (Lawrence F. Abbott); and (52) Concluding remarks on the conference (Walter H. Page). An index is included. [Best copy available has been provided.]

The paper details a course offering that centers on student transformational experience and self-efficacy growth in an international environment by merging business, entrepreneurship and cultural experiences. Self-efficacy is achieved through both a mastery experience, mastering a task and controlling the environment, and vicarious experience through observation of people and activities. An inexpensive but very effective combination of multi-cultural virtual and in situ team work with a strong cultural component provides the transformational experience. Originally involving only two universities, one in China and one in the United Sates, the course has expanded over the years of its existence to four participating universities, each representing a different continent. The virtual pre-travel component, which was always an important part of the course design, became especially prominent during the COVID-19 pandemic. The advantages and challenges associated with the course design and implementation are discussed. [For the full proceedings, see ED622227.]

Opportunity Identification (OI) is one of the key entrepreneurial capabilities targeted in most entrepreneurship education programs. The most frequently used technique for facilitating business OI in entrepreneurship courses is brainstorming. Previous findings indicated the positive effect of hybrid (individual and group) settings on overall brainstorming outcomes, i.e., quality and quantity of the generated ideas, compared to only individual or group settings. However, to date, no study has explored the effect of hybrid brainstorming sessions on individual idea-generation skills outside the group, a possibility labelled "group-to-individual transfer". This study aims to fill this gap by conducting an experimental study with 33 bachelor's and master's students who attended an entrepreneurship course at a Dutch university. A repeated measurement study design is used to explore the effect of group idea generation on individual performance outside the group. Based on this design, students passed three phases, i.e., (1) individual, (2) group, and (3) individual idea generation, using an online platform, and the measurement was taken after the individual idea generation phases. The findings indicated that individual idea generation after the group work resulted in fewer comprehensible business ideas but with a higher rate of concrete ideas that were more innovative compared to ideas generated before the group work. [For the full proceedings, see ED630948.]