Creating Programs for Professional Development and Academic Programs: Integrating Previous Knowledge and Experience into the Educational Program

2018 ◽  
pp. 257-264
Author(s):  
Amanda Sisselman-Borgia ◽  
Thalia MacMillan
Keyword(s):  
Professional Development ◽  
Educational Program ◽  
Academic Programs ◽  
Previous Knowledge

Survey Research and Analysis of the Educational Program „Office Business and Documentation Management“, Based on the Content of Module I.: Professional Training in the Croatian State Archives

2020 ◽  
Vol 2020 (2) ◽  
pp. 385-305
Author(s):  
Lana Žaja ◽  
Keyword(s):  
Professional Development ◽  
Survey Research ◽  
Educational Program ◽  
Professional Training ◽  
Educational Programs ◽  
Records Management ◽  
Quality Of Teaching ◽  
State Archives ◽  
Insight Into

The article provides a survey of conducted educational programs „Office administration and records management", based on the content of module I. of the professional training in the Croatian State Archives (hereinafter referred to as HDA), which were held in the period from February 2016 to February 2019. The reason for choosing this exact period lies in the fact that since February 2016 a systematic distribution of anonymous polls to all the participants has begun and those polls have served as a basis for creating a compilation of statistical reports and analysis of data obtained from them. Anonymous polls were first experimentally distributed to participants in November 2015, and they were computer processed to serve as a model of experimentally conducted research based on the content of the module I of professional development in HDA. Survey research covers a period of 36 months, in which 10 courses in the period from February 2016 to February 2019 were held, with a total of 417 participants from all over Croatia. This article is conceptually structured according to the methodology which deals with survey research with a help of statistical methods, and the obtained results aim to improve the quality of teaching, to complete teaching materials and improve the insight into the final outcome of the course and the competencies that participants acquire at the end of the course.

Interactivity and Immediacy in Online Academic Programs

2016 ◽  
pp. 76-90
Author(s):  
Neal Shambaugh
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Distance Education ◽  
Instructional Design ◽  
Best Practices ◽  
Academic Programs ◽  
Faculty Members ◽  
Pedagogical Issues ◽  
Online Programs

Attention to the quality issues of distance education in higher education has focused primarily on courses. Entire academic programs are now delivered online, and faculty members must spend a significant amount of resources in addressing curricular-issues of online programs, as opposed to pedagogical issues for the courses they teach. Priorities for instructor interactivity and immediacy can become explicit goals for all learning experiences in academic programs. This chapter is organized in three parts: (1) the value of using interactivity/immediacy in the design of extended learning academic programs, (2) instructional design best practices for developing interactivity and immediacy in online academic programs, and (3) recommendations for different level of academic programs, including undergraduate, master's, doctoral, and specialized programs, including teacher education, certificates, and professional development.

Reaching the Top: Career Anchors and Professional Development in Nursing

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Ruth Kaplan ◽  
Carmela Shmulevitz ◽  
Dennie Raviv
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Academic Programs ◽  
Group Comparison ◽  
Second Career ◽  
Significant Preference ◽  
Career Anchors ◽  
Career Programs ◽  
Professional Profile ◽  
The Relationship

This study, based on Shein's conceptual theory of career anchors, examined the relationship between career anchors, professional development and emerging career patterns for graduates of 12 consecutive two year second career programs in nursing (N=231) compared to graduates of concurrent four year academic programs (N=273). A 2-group comparison design was used and data collection tools included a demographic profile, a professional profile and a career anchor questionnaire. Statistically significant differences were found in regard to career anchors (p< 0.001) and career development (p< 0.001). Primary career anchors for the second career nurses were specialization and lifestyle where academic graduates chose management, autonomy and service. Academics displayed a statistically significant preference for administrative specialization (34%) compared to the second career tract (6.5%). Researchers propose that each group develops differently and contributes to the workplace and the importance of both certification and academic incentives to ensure recruitment.

Developing a Market-Sensitive Intelligent Transportation Systems Educational Program

1997 ◽  
Vol 1588 (1) ◽  
pp. 120-129 ◽  
Author(s):  
Maria P. Boilé ◽  
Lazar N. Spasovic ◽  
Louis J. Pignataro
Keyword(s):  
Intelligent Transportation Systems ◽  
Educational Program ◽  
Civil Engineering ◽  
Intelligent Transportation ◽  
Educational Needs ◽  
Transportation Systems ◽  
Academic Programs ◽  
Surveillance Systems ◽  
Institute Of Technology ◽  
Public And Private Sector

Results of research undertaken to evaluate the educational needs of the emerging field of Intelligent Transportation Systems (ITSs) are presented, and whether course offerings in academic programs meet these needs is ascertained. A survey was conducted to determine needs for ITS education among public- and private-sector entities and to assess the perception of the academic sector on the type and level of ITS education to be offered. The results indicate that academic programs are aware of the educational needs of the private and public sectors in ITS and have been reacting to those needs. A traditional civil engineering curriculum is inadequate to educate engineers in ITS, thus the ITS educational program must be inter-(or cross-) disciplinary. Focus should be on the areas that are not traditionally part of civil engineering education such as communications, traffic surveillance, systems analysis, and social and institutional issues. The results are intended primarily to provide a guideline for universities to develop the content of an ITS program by identifying the type of program structure as well as the topics to be covered in the courses. A case study is presented of how such a program was implemented at the graduate level at the New Jersey Institute of Technology.

Methodical Aspects of Forming the System of Managerial Personnel Certification

2018 ◽  
Vol 6 (6) ◽  
pp. 40-44
Author(s):  
Александра Митрофанова ◽  
Aleksandra Mitrofanova ◽  
А. Медведев ◽  
A. Medvedev
Keyword(s):  
Professional Development ◽  
Educational Program ◽  
Educational Programs ◽  
Advanced Training ◽  
Certification System ◽  
Management Personnel ◽  
Assessment Systems ◽  
Definition Of ◽  
Methodological Aspects

The article is devoted to the formation and functioning of the certification system for management personnel. The relevance of the topic is due to the fact that this period of economic development of Russia requires a particularly careful approach to assessing the qualities of hired personnel and the possibility of maximizing the quality of managing his work. In this aspect, the organizational and methodological aspects of management personnel certification come to the fore, with the help of which it is possible to select employees more clearly and subsequently coordinate the activities of the whole enterprise. Based on the analysis of modern approaches, the author’s definition of management personnel certification is proposed. The structure of the certification system for management personnel is formed, including such elements as qualification requirements for the employee; educational programs for advanced training, compiled in accordance with the qualification requirements; qualification assessment systems developed in accordance with the educational program of professional development and qualification requirements; system for monitoring the employees qualifications; system for assessing the quality of the certification system.

scholarly journals Ontological approach in the practice of the educational activity: paths’ formation of individual professional development of students

2018 ◽  
Vol 22 (5) ◽  
pp. 26-39 ◽  
Author(s):  
E. Y. Blago ◽  
I. A. Leshcheva ◽  
S. A. Scherban
Keyword(s):  
Professional Development ◽  
Educational Program ◽  
Educational Activity ◽  
Federal State ◽  
Educational Standards ◽  
Ontological Approach ◽  
Ontological Model ◽  
Development Paths ◽  
The Individual ◽  
Individual Professional

Goal.The goal of the work is to develop the improved ontological model of the competency-oriented curricula, allowing constructing individual professional development paths of the students of particular educational profiles. Actuality of the developed model lies in the fact that the competence structure, existing in the framework of competency-oriented curricula, provided by the current Federal state educational standards does not allow differentiating within the same profile of learning the paths of individual professional development of the student, oriented to various career development directions within the general vocational orientation profile.Materials and methods. Individual educational paths can be differentiated according to the choice of the elective disciplines (as common to all profiles within the educational program, and profile). According to the educational standards, the student during the period of study on the educational program must acquire the entire cultural, professional and profile competences (in case of several profiles, existing in the structure of the educational program), provided in the educational plan. Respectively, the elective disciplines between which the students are allowed to choose can be characterized in the plan by one set of competences. Thus, for the construction of the students’ individual professional paths there is the need to differentiate these disciplines.To develop the tools for reaching this goal, the ontological model of the competence-oriented curriculum is constructed, and the algorithm of forming the competences, “complementary” to the competences of the curriculum is suggested. Practical application of the tools is illustrated by developing the “complementary” competences of a specific profile of education (“information management”) of the basic educational program (Bachelor in Management) of 2017 admission year in one of the leading Russian universities.Results.The main methodological result of the work is the suggested algorithm of “complementary” competences formation. The algorithm includes the following steps:1. Analysis of the existing competences of the curriculum;2. Figuring out the criteria of decomposition of the existing competences of the plan and sources of formation of the “complementary” competences;3. Formation of the “complementary” competences, allowing differentiation between the professional and profile elective disciplines;4. Mapping the formed “complementary” competences with the elective disciplines, allowing constructing the individual professional development paths.Practical approbation of the developed algorithm shows its applicability for reaching the designated objectives. Based on the formed algorithm the improved ontological model of the competence-oriented curriculum has been developed, including external sources of the “complementary” competences.Conclusion.The developed tools of differentiating between the elective disciplines of the competence-oriented curriculum have several directions of potential practical applicability. Firstly, students can use these tools for the individual professional development paths’ formation. Secondly, management of the educational programs could use these tools for upgrading the competence-based curricula. Namely, the suggested tools allow increasing logical and systemic self-consistency of the curricula without fundamentally altering their structure; in addition, the tools enable timely correction of curriculum content in accordance with changes in the needs of current and potential employers of the relevant sectors of the economy.

scholarly journals MULTIPLE MEANING OF THE CONCEPT «CONTINUING PROFESSIONAL DEVELOPMENT» IN THE REGULATORY CONTEXT AND EDUCATIONAL ACTIVITY PRACTICE

2021 ◽  
pp. 375-380
Author(s):  
Igor Smagin
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Educational Program ◽  
Formal Education ◽  
Continuing Professional Development ◽  
Point Of View ◽  
Professional Standards ◽  
Educational Activity ◽  
Educational Activities ◽  
Multiple Meaning

The concept of «continuing professional development» does not have an unambiguous scientific and normative definition and it complicates its use in the practice of educational activities and in the texts of draft regulations governing adult education. The purpose of the article is to clarify the content of the concept « continuing professional development «and determine the advisability of its use to characterize educational activities and their results in the field of in-service education. Based on the comparative analysis of the content of the concept «continuing professional development «from various normative and scientific sources, the author’s interpretation of the content of the analyzed conceptual construct is formulated. It is concluded that teachers` continuing professional development is a type of educational activity within adult education, which is carried out in accordance with established procedural requirements and the result of which are professional competencies which defined by the educational program or contract, developed in non-formal or in formal education and approved by professional standards and areas of professional development. From a regulatory point of view, not every educational or self-educational activity is a professional development. This activity is admitted only when it is confirmed by the final document of the legitimate provider on the basis of  the developed educational program and under the conditions of observance of the standardized procedure. The issues mentioned in the article have prospects for further research in terms of dividing the competence potential of professional standards of teachers into invariant and variable components, clarification of the invariant component of professionalism as a desired result of teacher training in the implementation of the New Ukrainian School.

scholarly journals Educational Program about Professional Development for Nursing Teachers and its Effect on their Students' Satisfaction

2021 ◽  
Vol 12 (3) ◽  
pp. 471-483
Author(s):  
Sharihan Hassan Abdel Samea ◽  
Ehsan Saad Soliman ◽  
Nermin Mohamed Eid ◽  
Abdel Rahim Saad Shoulah
Keyword(s):  
Professional Development ◽  
Educational Program ◽  
Students Satisfaction ◽  
Nursing Teachers

Educating Educators of Memory

2011 ◽  
Vol 3 (2) ◽  
pp. 137-154 ◽  
Author(s):  
Joanne Sayner
Keyword(s):  
Professional Development ◽  
Educational Program ◽  
Development Program ◽  
Continuing Professional Development ◽  
Professional Development Program ◽  
The Political ◽  
Cultural Contexts

This article reports on a continuing professional development program run by the Imperial War Museum in London for educators involved in teaching about European memories. On the basis of two sites visited in Hungary which were elements of the educational program, the Memorial Shoes on the Danube Promenade and the Memento Statue Park, this article suggests that Alison Landsberg's concept of prosthetic memory can be applied to these sculptural monuments. It explores the political potential of empathy in transmitting diverse European pasts and of mapping individual performative responses to less familiar cultural contexts.

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