Supporting cultural change in higher education: modelling learner-centredness in academic staff development

2004 ◽  
pp. 183-203
Author(s):  
Gillian Collom ◽  
Regina Obexer
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Cultural Change ◽  
Academic Staff ◽  
Academic Staff Development ◽  
Change In Higher Education

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.

Role of Internal Marketing in Determining Academic Staff Job Satisfaction in Higher Education

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Rajani Kumari Sarangal ◽  
Meenakshi Nargotra ◽  
Rabinder Singh
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Staff Development ◽  
Academic Staff ◽  
Internal Marketing ◽  
Internal Communication ◽  
Four Dimensions ◽  
Academic Staff Development ◽  
Education Design ◽  
The Individual

Purpose-The purpose of the present study is to examine the influence of internal marketing (IM) dimensions (i.e. academic staff development, rewards, internal communication and empowerment) on academic job satisfaction (AJS) in higher education. Design/Methodology/Approach - A survey of 236 faculty members of Jammu division from the UT of J&K higher education institutions was done. To analyse the data SEM has been used. Findings - The results of the study indicated that all the four dimensions of internal marketing significantly influence academic job satisfaction. Empowerment plays the foremost critical part in determining AJS, there after internal communication, academic staff development and rewards. Practical Implications - By highlighting the influence of these four dimensions of IM on AJS, this study offers valuable experiences into the fundamental forms through which job satisfaction among the staff can be improved. The results of this study will demonstrate to be of incredible assistance to academicians and policymakers. They can give their energies and assets towards devising strategies pointed at maximizing faculty satisfaction level through the proper implementation of IM practices. Originality/Value -This study includes to the exceptionally little number of researches that have explored the individual influence of the above mentioned four dimensions of IM in determining AJS.

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.

scholarly journals Enabling learning through technology: some institutional imperatives

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Audrey McCartan ◽  
Barbara Watson ◽  
Janet Lewins ◽  
Margaret Hodgson
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Educational Practice ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Institutional Practice ◽  
Effective Use ◽  
Technology Programme

The imminent completion of many Teaching and Learning Technology Programme (TLTP) projects means that a considerable number of courseware deliverables will soon be available to Higher-Education (HE) institutions. The Higher Education Funding Council's intention in funding the Programme (HEFCE Circulars, 8/92, 13/93) was to ensure their integration into academic curricula by providing institutions with an opportunity to review their 'teaching and learning culture' with regard to the embedding of learning technology within their institutional practice. Two recent workshops, conducted with a representative sample of newly appointed academic staff in connection with the evaluation of materials to be included in a staff development pack whose purpose is to encourage the use of IT in teaching and learning (TLTP Project 7), strongly suggested that the availability of courseware alone was insufficient to ensure its integration into educational practice. The establishment of enabling mechanisms at the institutional level, as well as within departments, was crucial to ensure the effective use of learning technology.DOI:10.1080/0968776950030115

scholarly journals Contextually responsive and knowledge-focused teaching: disrupting the notion of ‘best practices’

2021 ◽  
Vol 9 (SI) ◽  
Author(s):  
Ceclia Jacobs ◽  
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Best Practices ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Knowledge Bases ◽  
Good Teaching ◽  
Approach To Teaching ◽  
Conceptual Paper ◽  
Higher Education Teaching

The notion that universal ‘best practices’ underpin higher education teaching is problematic. Although there is general agreement in the literature that good teaching is not decontextualised but rather that it is responsive to the context in which it occurs, generic views of teaching and learning continue to inform practices at universities in South Africa. This conceptual paper considers why a decontextualised approach to higher education teaching prevails and interrogates factors influencing this view, such as: the knowledge bases informing this approach to teaching, the factors from within the higher education sector that shape this approach to teaching, as well as the practices and Discourses prevalent in the field of academic development. The paper argues that teaching needs to be both contextually responsive and knowledge- focused. Disrupting ‘best practices’ approaches require new ways of undertaking academic staff development, which are incumbent on the understandings that academic developers bring to the enterprise.

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