Basic considerations for implementing instructional development programs in higher education: Some suggestions from the literature

1978 ◽  
Vol 1 (2) ◽  
pp. 30-35 ◽  
Author(s):  
Joseph J. Durzo
Keyword(s):  
Higher Education ◽  
Instructional Development ◽  
Development Programs

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

Features of Preparation of Teachers of Higher School: Flexible Management Technologies

2020 ◽  
Author(s):  
А.Н. Лебедев ◽  
О.А. Бурукина
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Teacher Development ◽  
Educational Programs ◽  
Development Programs ◽  
Modern Management ◽  
University Teachers ◽  
Flexible Management ◽  
Applied Knowledge ◽  
Modern Technologies

авторы рассматривают консерватизм вузовских образовательных программ в качестве одного из препятствий в подготовке потенциальных преподавателей университетов. Рассмотрены особенности подготовки педагогов высшей школы по направлениям социально-гуманитарного образования. Авторы презентуют результаты анкетирования магистрантов и аспирантов, свидетельствующие о дефиците прикладных знаний респондентов в области современных технологий, таких как Agile. Обоснованы предложения по интенсификации программ повышения квалификации преподавателей, насыщению образовательных программ вопросами применения современных технологий менеджмента. the authors consider the conservatism of university educational programs as one of the obstacles in the preparation of potential university teachers. The article discusses the features of training higher education teachers in the areas of social and humanitarian education. The authors present the results of a survey of undergraduates and graduate students, indicating a lack of applied knowledge of postgraduate and graduate students in the field of modern technologies such as Agile. The article substantiates the proposals on the intensification of teacher development programs, the saturation of educational programs with the application of modern management technologies.

scholarly journals Involvement of Higher Education in Building Human Resources Character in the Era of Globalization

2015 ◽  
Vol 8 (11) ◽  
pp. 148
Author(s):  
Ishomuddin Ishomuddin
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Qualitative Approach ◽  
Academic Program ◽  
Master Plan ◽  
Development Programs ◽  
Collection Method ◽  
Qualitative Descriptive ◽  
Depth Interviews ◽  
Source Of Information

<p class="apa">In general, the objectives of this study were to explain the role played by universities in improving its human resources are office holders, lecturers, and students, explain the program what is being done related to the improvement of human resources, and explains the non-academic program to support the implementation of a program that has been prepared so as to ensure the creation of academic atmosphere and moral. This research is using a qualitative approach. Data collection method is observation, in-depth interviews, and documentation. After determining the selected object, it is then determined subjects and informants who serve as a source of information, other than information derived from observation and documents. The data obtained were analyzed using qualitative descriptive. From these results it can be concluded that in the current era of globalization sensitize the managers of private universities to constantly make changes both in management of students, lecturers, and academic. Of the top ten universities in East Java, which is the object of research has done on average conditionally adjustment and in accordance with their respective capabilities to actualize development programs as outlined in the master plan and development plan strategy as a guide.</p>

Support and Recognition for Workplace Learning

1991 ◽  
Vol 5 (4) ◽  
pp. 201-208
Author(s):  
Lois Lamdin
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Workplace Learning ◽  
Growth And Development ◽  
Learning Assessment ◽  
Development Programs ◽  
Prior Learning ◽  
Prior Learning Assessment ◽  
The Usa

In this article, Lois Lamdin reviews current perceptions of ‘employability’ in the USA, the kind and extent of training sponsored by industry, and the difficulties perceived by industry in interacting with higher education in relation to training. She stresses the importance of recognizing the workplace as learning place, discusses the development and benefits of prior learning assessment, and sets out the importance of establishing a national credentialling system for the workforce, taking into account the variety of academic and non-academic ways learning is achieved. Finally, she describes the existing work of the Employee Growth and Development Programs of the Council for Adult and Experiential Learning, which demonstrate how business, unions, government, and higher education can work together to help respond to the crucial challenge of training and retraining a national workforce.

scholarly journals Developing generic skills for students via extra-curricular activities in Vietnamese universities: Practices and influential factors

2017 ◽  
Vol 8 (1) ◽  
pp. 22-39 ◽  
Author(s):  
Tran Le Huu Nghia
Keyword(s):  
Higher Education ◽  
Influential Factors ◽  
Skills Development ◽  
Development Programs ◽  
University Leadership ◽  
Generic Skills ◽  
Factors Influencing ◽  
Extra Curricular Activities ◽  
External Stakeholders ◽  
University Leaders

Developing generic skills (GS) for students has become central in many higher education curricula lately. However, there is still a lack of studies regarding how these skills are developed for students, especially those in developing countries. Drawing from a PhD study, this article reports the contribution of extra-curricular activities in developing GS for students in Vietnamese universities and analyses factors influencing the effectiveness of developing GS for students via these activities. A content analysis of relevant documents and 69 interviews with university leaders, academics and organisers of the Youth union and its associates (YUA) showed that extra-curricular activities were involved as an integral component of a university’s strategy for training students in GS. This was due to a lack of curriculum autonomy, which restricted most Vietnamese universities from adding skills subjects into the curriculum, and the YUA also had a long-standing tradition of developing non-discipline-specific skills for students. The YUA were found to successfully develop GS for students via extra-curricular activities; however, their operation was influenced by university leadership, student participation, external stakeholders’ support, and the leadership of the YUA. The article argues that extra-curricular activities were conducive to developing GS for students; therefore, they should be included in student skills development programs in higher education. 

Disability and Dominant Leadership Models Over Time

2020 ◽  
pp. 274-293
Author(s):  
Melanie Lee
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Students With Disabilities ◽  
Personal Narrative ◽  
Student Leadership ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Leadership Models ◽  
Models Of Disability ◽  
Over Time

This chapter is grounded in scholarly sources and personal narrative, and it concludes with recommended best practices about fostering more socially just higher education environments for college students. Specifically, the author focuses on the development of more equitable inclusion of students with disabilities in curricular and co-curricular leadership development programs. This chapter provides a context of major models of disability over time, a chronological scaffold of dominant student leadership models, and recommendations for educators inside and outside of classroom spaces. The intersection of models of disability and leadership models has not been explored. This chapter fills that gap in the literature.

E-Transformation in Higher Education and What It Coerces for the Faculty

2019 ◽  
pp. 355-378
Author(s):  
Ela Akgün-Özbek ◽  
Ali Ekrem Özkul
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Digital Age ◽  
Development Programs ◽  
Global Trends ◽  
Information And Communication ◽  
The Impact

With the phenomenal developments in information and communication technologies, higher education has been facing an unprecedented challenge that affects all the stakeholders. Faculty is no exception. The authors synthesize the demographic, economic, and pedagogical factors that lead to a paradigm shift in higher education and the global trends in digital technologies that impel digital transformation in higher education. They then provide a snapshot of how higher education institutions respond to this challenge and change, and the impact of these factors on the roles and competencies of faculty that need to be covered in faculty development initiatives in the digital age. Finally, examples of faculty development programs and initiatives that address the digital competencies of faculty are provided along with a summary of faculty development models for teaching and learning in the digital age.

Faculty Development in Digital Spaces

2019 ◽  
pp. 36-55
Author(s):  
Russell G. Carpenter
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Teaching And Learning ◽  
Concept Design ◽  
Development Programs ◽  
Academic Institutions ◽  
Challenging Tasks ◽  
Digital Methods ◽  
Quality Faculty ◽  
Education Academic

The 21st-century faculty member is faced with numerous challenging tasks. Teaching must be current and highly engaging. To ensure the highest quality faculty development focused on digital teaching and learning, higher education academic institutions need to identify innovative new ways to address these challenges, often through digital methods and deliveries. Too often, however, faculty are pressured with diminished time and resources. That is, teaching, scholarship, and service dominate faculty members' schedules and time for faculty development is limited. To confront this serious issue, higher education academic institutions should develop applicable and digitally enabled faculty development programs designed in online, modular environments. This chapter provides an overview and analysis of the concept, design, and implementation of the DEEP (Developing Excellence in Eastern's Professors) online, modular faculty development system as a model for digital teaching and learning.

Reversing the Tyranny of Distance Education

2017 ◽  
pp. 232-255
Author(s):  
Maria Northcote ◽  
Kevin P. Gosselin ◽  
Daniel Reynaud ◽  
Peter Kilgour ◽  
Malcolm Anderson ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Distance Education ◽  
Course Design ◽  
Threshold Concepts ◽  
Development Programs ◽  
Self Confidence ◽  
Use Of Technology ◽  
Education Environment ◽  
Professional Development Programs

In today's higher education environment, online education has become a rich and nuanced medium characterized by a dynamic and progressive use of technology. These technological advancements require research-informed guidelines and practices to facilitate understanding of how they can be used to foster positive outcomes in distance education contexts. By employing a mixed-methods multiphase design case study at Avondale College of Higher Education, the authors examine the challenges, self-confidence and threshold concepts, or transformative, conceptual understandings that academic faculty staff experience while engaging in distance education course design. The authors examine how these threshold concepts, attitudes and skills can be used to inform the design of professional development programs for academic staff who teach in online contexts. The results and associated recommendations of the six-year investigation are presented to inform professional development programs that aim to improve the quality of online teaching, course design and learning experiences of students.

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