Dr. Salvatore Falletta joined Drexel in 2009 and serves as a Clinical Professor of Human Resource Development, Educational Leadership and Management, and Quantitative Methods. Dr. Falletta is currently Program Director for Human Resource Development (HRD) and was the former Director for the HRD program from 2009 to 2014.
Dr. Falletta has over 20 years’ experience in human resources, learning and development, and organization development. Prior to Drexel, he was a Vice President and Chief HR Officer for a Fortune 1000 firm based in the Silicon Valley and has held management positions in human resources at several best-in-class companies, including Nortel Networks, Alltel, Intel Corporation, SAP AG, and Sun Microsystems respectively. While at Intel, Dr. Falletta led the global employee survey program, performed leadership development assessments and organizational behavior research studies, and participated in corporate HR strategy efforts. He also led the learning measurement and evaluation function at Nortel Network's Technical Education Centers. Prior to his corporate career, Dr. Falletta was an administrator at Indiana State University and served over 10 years in the U.S. Air Force (USAF).
Dr. Falletta frequently presents at conferences and has authored or co-authored several books, book chapters, and articles. His research interests include the ethical and privacy issues associated with HR, people, talent, workforce, and learning analytics, evidence-based management and practice, HRD measurement and evaluation models, workforce development, organizational diagnostic models, employee engagement, leader engagement and disengagement, and workforce surveys.
Dr. Falletta is an active member the Academy of Human Resource Development, American Educational Research Association, American Evaluation Association, Association for Talent Development, HR People and Strategy, Society for Human Resource Management, and the Society for Industrial and Organizational Psychology.
On a personal note, Dr. Falletta was a nationally ranked track runner (1500 and 5000 meters) at the NCAA Division I level during 1980s. He resides in Northern California with his wife (Wendy) and daughter (Sabrina).
Networking in nuclear education allows for the effective use of educational resources. Valuable experiences and best practices, as well as educational materials and tools, can be shared through meaningful regional and interregional cooperation. The IAEA promotes partnerships among nuclear education and training institutions across the globe. It has directly fostered regional educational networks in Asia, Africa, Latin America and the Caribbean, and in Eastern Europe and Central Asia. To further support exchange and discussion among educational networks, the IAEA has also established dedicated forums.
The collaboration within and among educational networks contributes to the promotion, management and preservation of nuclear knowledge, and helps to ensure that ta
lented and qualified human resources are available for the safe and sustainable use of nuclear technology.
The networks also promote cooperation between academia, government and industry, and foster quality assurance, benchmarking and accreditation, as well as resource sustainability.
Through meetings and technical cooperation projects, the IAEA offers support to the following educational networks:
These IAEA fostered networks have strong collaboration with other educational networks, including the European Nuclear Education Network (ENEN), the UK Nuclear Technology Education Consortium (NTEC), the Belgium Nuclear Higher Education Network (BNEN, SCK•CEN) and the University Network of Excellence in Nuclear Engineering (UNENE).
The IAEA fostered networks have created an ENER connect platform dedicated to promoting collaborative opportunities in education across the regions, particularly through the organisation of educational events such as webinars, podcasts and live events, designed to share knowledge, and introduce experts, scholars, students, and engineers to their global peers.
The participation of some big investors has made distance education a hot area in the educational field in China. More and more educators agree that the "universities without walls" based on modern information technology will become another "pass" for young people to enter famous institutions of higher learning.
In 1999, only six universities—Peking University, Tsinghua University, Beijing Posts and Telecommunications University, Zhejiang University, Hunan University and the Central Radio and Television University—had network universities. During the summer vacation of 2000, nine institutions of higher learning in Beijing, including the People's University of China and the Beijing Foreign Studies University, and 16 others in Heilongjiang, Shandong and Shanghai also established network schools.
Students living in remote areas and other regions with underdeveloped education are the principal beneficiaries of network universities. Network universities have also provided unsuccessful candidates of college entrance examinations and people on the job with opportunities of receiving life-long education.
The gradual extension of broadband technology has promoted the development of network education. By the end of 2001, the China Education and Research Network (CERNET) had set up a 20,000-km high-speed transmission network with 28 international and local channels, covering major cities in China. About 70 percent of institutions of higher learning throughout the country have set up their own campus networks, and a project constructing a campus computer network of universities in the west has been started. The satellite broadband multi-media transmission platform of China Education TV, opened in 2000, is capable of broadcasting eight TV channels, eight radio channels and more than 20 IP data broadcast channels, forming with CERNET a modern distance education network.
Other versions of this page are available with specific content for the following regions:
The Educational Futures Network (EFN) brings together those explicitly working on education and sustainable futures across the School of Education to share and develop theoretical expertise and empirical insights on the relationship between education and the future, and to develop methodological expertise for engaging students, staff and partners in thinking about and working ‘on’ futures in education. This includes, but is not limited to those looking at technological development, neuroscience, climate change, aging, education and international development research, peace and conflict studies, racial justice, feminist perspectives, and educational responses to crisis.
The Educational Futures Network provides a welcoming and lively focus for debates about educational futures in the School. It examines issues such as the causal relationship between education and wider social futures, questions of power in the construction of futures in and by education, pedagogical issues around the teaching of ideas of the future in education, amongst others.
The network aims to develop theoretical expertise and empirical insights on the relationship between education and the future in four ways:
a) interrogating and envisioning futures of education
b) exploring the futures created by education
c) developing education as a site for teaching about futures
d) understanding and interrogating how ideas of the future act on education.
The network deepens the school’s existing methodological expertise in co-produced research and participatory methodologies, exploring how different constituencies can be brought together to conceptualise sustainable futures, as well as the different emotional and psychological factors associated with such practices.
Members of the network are currently working with or have previously worked with the following key partner organisations and communities:
UNESCO – Educational Futures Programme;
The Schools of Tomorrow network;
The German Schools of Tomorrow network;
The NESTA Participatory Futures Programme;
The Sitra Futures Development Network (Finland);
The Anticipation Studies network;
Partners in the TESF Network Plus;
BBC Learning;
The Bristol Sustainable Development Goals initiative;
Bristol Schools’
Bristol Futures;
Bristol City Office;
The GW4 Climate Education network;
The Pervasive Media Studio at the Watershed;
Digital Societies Faculty research group;
Brigstow Research Institute;
EdJAM Network Plus;
The Worldwide Universities Network.
If you have any queries about the network or about our work, please contact our current Network Director Dr Helen Manchester
All members have the right and responsibility to take a lead on events, workshops and writing and for nurturing the intellectual community of the network.
To join the network, click on this link:
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According to statistics, at present there are over 200,000 students in the distance education network nationwide, and the figure is estimated to be one million in the coming three years. More and more educators agree that the universities without �walls� based on modern information technology will become another �pass� for young people to enter famous institutions of higher learning. Meanwhile, it is having a certain impact on traditional mainstream education.
In 1999, only six universities�Peking University, Qinghua University, Beijing Posts and Telecommunications University, Zhejiang University, Hunan University and the Central Radio and Television University�had network universities. During the summer vacation of 2000, nine institutions of higher learning in Beijing, including People�s University of China and the Beijing Foreign Studies University, and 16 others in Heilongjiang, Shandong and Shanghai also established network schools. At present, there are a total of 31 network universities approved by the Ministry of Education, most of them key institutions of higher learning and famous universities. In the period between October 2000 and April 2001, nearly 10,000 students from nearly 20 provinces, autonomous regions and municipalities applied for the network university of People�s University of China.
Students living in remote areas and other regions with underdeveloped education are the principal beneficiaries of network universities. Network universities have also provided opportunities for unsuccessful candidates of college entrance examinations and people on the job with opportunities of receiving life-long education.
The gradual extension of broadband technology has promoted the development of network education. The satellite broadband multimedia transmission platform of China Education TV has been put in use, which is capable of broadcasting eight TV channels, eight radio channels and more than 20 IP data broadcast channels. The satellite network and the earliest Internet in China � CERNet � has realized high-speed connection, initially forming a modern interactive distance education network.
