From Design Thinking to Design Doing: Experiences from an Academic Staff Development Programme for Blended Course Design

2021 ◽  
pp. 19-35
Author(s):  
Daniela Gachago ◽  
Jolanda Morkel ◽  
Izak van Zyl ◽  
Eunice Ivala
Keyword(s):  
Staff Development ◽  
Design Thinking ◽  
Course Design ◽  
Academic Staff ◽  
Development Programme ◽  
Academic Staff Development ◽  
Blended Course

scholarly journals ACADEMIC STAFF DEVELOPMENT PROGRAMME: RESEARCH COMPETENCE FORMATION

2020 ◽  
pp. 23-32
Author(s):  
Svitlana Sysoieva ◽  
Iryna Sokolova
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Personal Development ◽  
Academic Staff ◽  
Development Programme ◽  
Research Knowledge ◽  
Education Teacher ◽  
Research Competence ◽  
Academic Staff Development ◽  
Innovative Thinking

The article is devoted to the study of the effectiveness of Academic staff development programme to promote the development of research competence. Mixed method (qualitative and quantitative) was used to explore the problem: the analysis of scholarly literature searching for the term «research competence» as well as modelling structural components of research competence. Research competence is seen in our article as an integrated personal and professional quality of a higher education teacher, which reflects the motivation for scientific research, the level of teaching research methodology, the personal qualities of a researcher, such as innovative thinking, the capacity for creativity and innovation. We have identified the following key components of the Research competence of a higher education teacher: motivational and valuable, cognitive, procedural and active, information, communicative, personal and creative, reflexive; components of research competence form a holistic unity of the results of academic staff professional and personal development. The article presents the experience and results of the implementation of the research module of Academic staff development programme at the Borys Grinchenko Kyiv University. The results showed that participation in the Research modules had influenced much to develop some components (the motivational and valuable, communicative, the personal and creative) of research competence in Academic staff. While learning Research modules university teachers can assess the current level of their research knowledge and skills and take responsibility for their continued professional development.

scholarly journals ACADEMIC STAFF DEVELOPMENT PROGRAMME TO ENHANCE RESEARCH COMPETENCE: A CASE STUDY

2020 ◽  
pp. 78-87
Author(s):  
Svitlana Sysoieva ◽  
Iryna Sokolova
Keyword(s):  
Staff Development ◽  
Early Stage ◽  
Academic Staff ◽  
Doctoral Degree ◽  
Development Programme ◽  
Independent Study ◽  
Research Competence ◽  
Academic Staff Development ◽  
Staff Research

Findings from this study include a summary of best practices in terms of Academic staff development programme (ASDP) to support the implementation of the Research modules to enhance the university teacher’s research competence. Mixed methods (qualitative and quantitative) approach and the case study were used to explore the problem, to find out the result of Research modules implementing into the practical space where university teachers had the opportunity to engage in active training. The authors highlighted general principles of active/ research-based learning in practical space training environments, focused specifically on the content of Research modules for lectures – Early-Stage Researchers, Doctoral candidates (Gr. A, the RM I); for PhDholders, professors, doctoral degree holders (Gr. B, the RM II). The teaching and learning strategies used in the modules were a combination of workshops, case studies, small group discussions, pair peer review and independent study including a literature review of relevant research. The research has shown that competency enhancement programme with Research modules is effective and crucial for developing Academic staff research competence at universities. The evaluation of competence research components has revealed the positive changes and confirmed the effectiveness of the Research modules. The programs of the Modules have effectively contributed to the development of Academic staff research competence. The proposed ASDP can be applied to other universities. Some recommendations for Academic staff developers, Curriculum development managers, coaches are suggested for consideration and using to support the professional development of academic and research staff.

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

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