Changes in Academic Staff Perceptions of the Status of Teaching and Research

1985 ◽  
Vol 4 (2) ◽  
pp. 131-144 ◽  
Author(s):  
Elizabeth de Rome ◽  
David Boud ◽  
J.M. Genn
Keyword(s):  
Academic Staff ◽  
Staff Perceptions ◽  
Teaching And Research ◽  
The Status

LEGAL RESEARCH AT AHMAD IBRAHIM KULLIYYAH OF LAWS, INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA: TRENDS AND POLICIES

2012 ◽  
Vol 18 (1) ◽  
Author(s):  
Hunud Abia Kadouf ◽  
Umar Aimhanosi Oseini ◽  
Ainul Jaria Maidin
Keyword(s):  
Research Output ◽  
Academic Staff ◽  
Research Quality ◽  
Research Progress ◽  
Institutions Of Higher Education ◽  
Legal Research ◽  
The Past ◽  
Research Institution ◽  
Research Activities ◽  
The Status

The primary function of Ahmad Ibrahim Kulliyyah (Faculty) of Laws, at the very beginning of its inception, was that of teaching civil law and Sharî’ah subjects. As it matured, its vision has been varied from teaching to that of research with the aim of attaining the status of a full research institution that provides both quality research and best legal education in the region. Similar to other institutions of higher education in Malaysia, the responsibility of research is a shared function of both graduate students and the academic staff. The research output, on the part of the students is mostly composed of either Master Dissertations or PhD Theses. The academic members of the Faculty, however, are involved either in direct research, individually or jointly, supervision, and publications of their findings. By investigating and analyzing factors influencing research activities at AIKOL in the past twenty years, the researchers will be able to identify the general trends and development of research as it unfolded over years. The researchers hope that the policymakers, at both Faculty and University levels, will use the findings to improve research quality by boldly addressing the problems hampering research progress at AIKOL.

scholarly journals "E-books are good if there are no copies left": a survey of e-book usage at UWE Library Services

2009 ◽  
Vol 33 (104) ◽  
pp. 45-65 ◽  
Author(s):  
Jacqueline Ann Chelin ◽  
Jason Briddon ◽  
Elspeth Williams ◽  
Jane Redman ◽  
Alastair Sleat ◽  
...  
Keyword(s):  
Reference Materials ◽  
Academic Staff ◽  
Academic Library ◽  
Library Services ◽  
Considerable Effort ◽  
Teaching And Research ◽  
Library Collection ◽  
Learning And Teaching ◽  
The Impact ◽  
Subject Coverage

This article outlines research carried out with students and academic staff at a large UK university library on how e-books are being used for learning, teaching and research. It was discovered that e-books are meeting many of users' needs, especially in terms of accessibility, but there are still concerns about subject coverage and the impact on students' learning. There are various reasons why e-books are beneficial in developing an academic library collection, most particularly for reference materials and essential readings, but librarians need to work closely with academic staff to integrate use of e-books effectively into learning and teaching, taking care that licence and access implications are better understood. The drivers to the use of e-books appear to be outweighing the barriers, although the latter will require considerable effort on the part of librarians within their institutions and also in terms of communicating concerns to e-book providers.

scholarly journals The Ph.D.-candidate as an information literate resource

2012 ◽  
Vol 4 (2) ◽  
Author(s):  
Hilde Daland
Keyword(s):  
Reference Group ◽  
Academic Staff ◽  
Research Projects ◽  
Research Support ◽  
Teaching And Research ◽  
New Approaches ◽  
Library Resources ◽  
The Right ◽  
The University ◽  
Do So

One of Agder University Librarys goals is to support teaching and research at the University of Agder (UoA). To do so, the library should be involved in research projects and offer the right products at the right time. The spring of 2012 a survey was conducted among researchers (academic staff and Ph.D.-students) at the faculty of humanities and education at UoA as well as the library staff. Aditional interviews was made with the library´s research librarians and two of the Ph.D.-students. The surveys and interviews made it clear that researchers and librarians have a different conception on what research support is and should be. While librarians focus mostly on library resources, the researchers focus more generally on practical, economical and administrative help to make research possible. However, the majority answered yes to the question on the library being an important part of research support.Working closely with the researchers can help to offer the right library resources at the right time. Ph.D.-students are less likely to be set in their ways in regards to information behaviour and will often be positive to try new approaches. Also, the Ph.D.-students can be used as a reference group for developing library resources for researchers, for example subject guides. The outside perspective on the library can help to find new ways of approaching research support to make it more useful to researchers.

scholarly journals Gender Differences in the Subjective Well-Being of Research and Teaching Staff

2020 ◽  
Vol 11 (4) ◽  
pp. 116-131
Author(s):  
Lyudmila S. Skachkova ◽  
◽  
Daria P. Shchetinina ◽  
Keyword(s):  
Academic Staff ◽  
Well Being ◽  
Subjective Assessment ◽  
Teaching Staff ◽  
Subjective Well Being ◽  
Professional Activities ◽  
Research And Teaching ◽  
The Status ◽  
Emotional Balance ◽  
Rational Component

Subjective well-being is a new cognitive-affective indicator of socio-economic success of individuals that affects the effectiveness of their professional activities. The authors of the article investigate this phenomenon in the academic sphere, offering to analyze the gender specifics of the subjective well-being of research and teaching staff. The aim of the study is to compare the subjective well-being of research and teaching staff depending on gender, and to review theoretical approaches to research on subjective well-being. Based on the reflection of the previous stages of the study, the authors developed a methodological construct that includes an assessment of the subjective well-being of the academic staff of Russian universities through the analysis of affective and cognitive components. When developing research tools (online questionnaires), we used the emotional balance scale N. We also used questions from the European social survey (ESS) (measuring the overall perception of happiness and life values) and the VTSIOM monitoring study (self-assessment of financial situation). In the course of the study, the authors determined the specificity of subjective well-being on the basis of gender differences in the academic field that manifest the subjective assessment of affective (emotional balance of positive and negative emotions, subjective assessment of well-being in the context of the current period) and a cognitive component of subjective well-being: the value-rational component (assessment of their freedom, a sense of meaning in life, having goals and activities that define the meaning of life, etc.), goal-rational component (overall rating of quality of life, assessment of socio-economic and political institutions, satisfaction with the professional sphere). The assessment of subjective well-being of academic staff in Russian universities with regard to professional determinants (awareness of the value and purpose of professional activities, the status of the profession in society, the status of the institution, opportunity for professional development, self-development, academic freedom, relations, professional communication, work schedule, sabbaticals, precariatization (reporting, administrative burden).

scholarly journals Academic Staff Perceptions of Factors Underlying Program Completion by Australian Indigenous Nursing Students

2014 ◽  
Author(s):  
Roianne West ◽  
Kim Usher ◽  
Kim Foster ◽  
Lee Stewart
Keyword(s):  
Nursing Students ◽  
Cultural Awareness ◽  
Indigenous Health ◽  
Academic Staff ◽  
Indigenous Education ◽  
Individual Student ◽  
Staff Perceptions ◽  
Indigenous Students ◽  
Undergraduate Nursing ◽  
Education Support

An increase in the number of Indigenous health professionals is one way to help reduce the poor health outcomes of Australia’s Indigenous people. However, while Indigenous students are enrolling in Australian tertiary undergraduate nursing courses in increasing numbers, their completion rates remain lower than non-Indigenous students and many barriers hinder course completion. This critical interpretive qualitative study explores academic staff perceptions of factors enabling successful course completions by Indigenous nursing students from universities in Queensland, Australia. Content analysis of data revealed five themes: (a) Individual student characteristics; (b) Institutional structures, systems, and processes; (c) Relationships, connections, and partnerships; (d) Family and community knowledge, awareness, and understanding; and (e) Academics’ knowledge, awareness, and understanding. To increase the number of Indigenous nurses, strategies such as appointing Indigenous nursing academics; partnerships between nursing schools and Indigenous Education Support Units, and the implementation of tailored cross-cultural awareness programs for nurse academics are proposed.

scholarly journals Wybrane problemy dotyczące statusu doktoranta

2020 ◽  
Vol 25 (4) ◽  
pp. 111-124
Author(s):  
Agata Pyrzyńska ◽  
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
School System ◽  
Academic Staff ◽  
Doctoral Studies ◽  
The Social ◽  
The Status ◽  
Education Model ◽  
New Education ◽  
Academic Group

The Act of 20 July 2018 Law on Higher Education and Science modifies the system of education of PhD students in a significant way. In this act, the doctoral studies model was abandoned in favor of the doctoral school system. Along with the indicated change, the status of PhD students as a separate academic group was also ordered. Thus, the practice of treating PhD students as quasi -students has been broken. The new education model also provides for a number of institutional guarantees, which should have a pro -quality impact on the education system of future academic staff. The paper discusses selected solutions in this area, paying special attention to the universal scholarship system, the social security system of PhD students and mechanisms of parenthood protection among doctoral students.

scholarly journals Transforming higher education and student engagement through collaborative review to inform educational design

2014 ◽  
Vol 30 (6) ◽  
Author(s):  
Brian R. Von Konsky ◽  
Romana Martin ◽  
Susan Bolt ◽  
Tania Broadley ◽  
Nathaniel Ostashewski
Keyword(s):  
Student Engagement ◽  
Teaching And Learning ◽  
Review Process ◽  
Academic Staff ◽  
Transformational Change ◽  
Theoretical Frameworks ◽  
Staff Perceptions ◽  
Educational Design ◽  
Adoption Of Innovations ◽  
Study Participants

This paper reports on staff perceptions arising from a review process designed to assist staff in making informed decisions regarding educational design, approaches to engage students in learning, and the technology to support engagement in the classroom and across multiple locations and delivery modes. The aim of the review process was to transform the level of student engagement in the business faculty of an Australian university. The process took a collaborative approach through consultation with academic staff involved in the design and delivery of the units under review, and included targeted professional development as necessary. An institutional framework that characterises engagement indicator contexts and their attributes facilitated dialog during the review process. This paper reports on a mixed method study that included a survey of participants, and purposeful interviews to evaluate the effectiveness of the process. Although the study identified factors that hindered implementation and operationalization of review recommendations in some instances, study participants were generally of the view that recommendations would enhance student engagement. It is demonstrated that the bottom-up approach described in this paper is consistent with theoretical frameworks for transformational change in teaching and learning and the adoption of innovations.

scholarly journals Stillingsstrukturens betydning for samspillet mellem forskning og undervisning

2016 ◽  
Vol 11 (21) ◽  
pp. 31-43
Author(s):  
Frederik Voetmann Christiansen
Keyword(s):  
Academic Staff ◽  
Employment Practices ◽  
Teaching And Research ◽  
Research And Teaching ◽  
Job Structure

Universiteternes stillingsstruktur har betydning for, hvordan universiteterne kan varetage undervisning og forskning – herunder sikre samspillet mellem hovedopgaverne. Artiklen kortlægger hvordan de 5 stillingscirkulærer der har været fra 1994 til i dag har ført til forskydninger i ansættelsespraksis på universiteterne i retning af relativt flere midlertidige stillinger med altovervejende fokus på forskning. Det konkluderes, at der er behov for et fornyet politisk fokus på hvordan samspillet mellem forskning og undervisning kan styrkes, og at stillingsstrukturen er et vigtigt sted at sætte ind.  The Job Structure for Academic Staff affects how universities organize teaching and research and particularly how they can ensure interplay between the two fundamental tasks. The article maps how five different Job Structures from 1994 to today have led to a shift in employment practices at universities towards temporary positions with a focus on research. It is concluded that the interplay between research and teaching could be strengthened, and that a revision of the Job Structure for Academic Staff is an important element in this endeavour.

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