The Evaluation of an Offshore Professional-Development Programme as Part of a University's Strategic Plan: a case study approach

2003 ◽  
Vol 9 (3) ◽  
pp. 287-294 ◽  
Author(s):  
KATHRYN DIXON ◽  
SHELLEYANN SCOTT
Keyword(s):  
Professional Development ◽  
Strategic Plan ◽  
Development Programme ◽  
Case Study Approach ◽  
Study Approach ◽  
Professional Development Programme

scholarly journals A case study examining the mediating impact of Coach Educators delivering a professional development programme.

2019 ◽  
Author(s):  
Alexander Sobolewski
Keyword(s):  
Professional Development ◽  
Qualitative Data ◽  
Research Strategy ◽  
Development Programme ◽  
Personal Agency ◽  
Structured Interviews ◽  
Coach Development ◽  
Professional Development Programme ◽  
High Degree

The important mediating influence of Coach Educators (CEs) delivering a programme of learning has been largely ignored in research seeking to find the key to effective CPD. This paper aims to bring CEs to the fore by reporting the experiences of 7 CEs and 2 Programme Managers delivering a sport National Governing Body coach development programme. Qualitative data were collected via semi-structured interviews and interpreted through the theoretical lens of relational interdependence (Billett, 2008) using a retroductive research strategy. The findings identified the subjective and idiosyncratic processes through which CEs developed their understanding of the programme resulting in individual differences in construal. The high degree of workplace affordance gave CEs autonomy to deploy their personal agency and intentionality to shape practice leading to wide variations in CPD delivery. The results suggest the subjectivity of CEs can have a potentially significant impact on the fidelity of the programme being delivered.

scholarly journals Value of Open Microcredentials to Earners and Issuers

2019 ◽  
Vol 20 (5) ◽  
Author(s):  
Danny Young ◽  
Richard Edward West ◽  
Travis Ann Nylin
Keyword(s):  
Professional Development ◽  
Digital Badges ◽  
Case Study Approach ◽  
Study Approach ◽  
Potential Value ◽  
The Way

While microcredentials and open digital badges have become increasingly popular in education, more research is needed to better understand their implementation and benefits to both issuers and users. In this paper, we use a case study approach to report and discuss the outcomes from the implementation of an open badges program at National Instruments, highlighting the effects this program has had on both National Instruments and its users. As the program evolves to better meet the needs of its stakeholders, we find that both participants (badge earners) and the issuer (National Instruments) see potential value in the National Instruments Badging Program. The value for both seems to stem from the way in which the program enables the sharing of badges, which helps the earner establish their skills/reputation while also increasing awareness of the program for National Instruments. This study adds to our understanding of why an organization may find value in offering open microcredentials as an alternative to traditional professional development and certificates for their customers and employees.

scholarly journals Investigating the influence of a leadership development programme within the Danish public sector

2016 ◽  
Vol 12 (23) ◽  
pp. 62-70
Author(s):  
Roddy Walker
Keyword(s):  
Leadership Development ◽  
Public Sector ◽  
Development Programme ◽  
Educational Practices ◽  
Case Study Approach ◽  
Study Approach

The article outlines the approach taken in an ongoing PhD study, investigating organisational influences of a diploma programme in leadership offered to employees within the Danish public sector. The intention is to considerthe implications of wider societal conditions and organisational contexts, rather than solely focusing on events taking place on-site in the development programme. By undertaking a multi- sited ethnography and adopting a case study approach, individual trajectories of participation through the programme become traceable, training focus on individual leaders’ iterative movement between the organisational and educational practices, and the manner in which they translate between these contexts.

Professional Development Programme in the Use of Educational Technology to Implement Technology-Enhanced Courses Successfully

2010 ◽  
pp. 91-110
Author(s):  
Sibongile Simelane
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Development Programme ◽  
Faculty Members ◽  
Successful Implementation ◽  
Integrate Technology ◽  
Professional Development Programme

Universities globally have realised that they need to educate instructors, lecturers and teachers in how to integrate technology into education. Some higher education institutions have already introduced professional development programmes in educational technology to ensure that technology will be effectively utilised, which in turn will enhance the quality of their educational practices. In this chapter, a case study of the implementation component of the e-TUTO programme will be discussed in depth with the findings from the participants who participated in the programme during June 2005 to June 2006. An overview of professional development programme in the use of educational technology to assist lecturers to implement technology-enhanced courses successfully is presented, as well as an overly demanding e-TUTO programme, which might hinder the successful implementation of a technology-enhanced course. The professional development programme should empower faculty members to utilise and integrate technology to enhance the quality of teaching and learning.

Teacher Perceptions of a Consulting Teacher Model for Professional Development

1995 ◽  
Vol 5 (5) ◽  
pp. 482-503 ◽  
Author(s):  
E. Diane Behrens
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Language Arts ◽  
Case Analysis ◽  
Case Study Approach ◽  
Teachers Perceptions ◽  
Study Approach ◽  
Cross Case Analysis ◽  
Teacher Model

Teachers’ perceptions of the Consulting Teacher Model in Albemarle County, Virginia were examined. Data collected from five consulting teachers and ten client teachers were utilized in a case study approach to describe five professional development clusters—each consisting of one consulting teacher and two client teachers. Five themes emerged from a cross-case analysis: receptivity to assistance, value of collegiality, viability of the role, consulting teacher as change agent, and teacher empowerment. Consulting teachers helped client teachers grow professionally and promoted different perspectives on teaching in the areas of mathematics, language arts, and special education. Of all the benefits of the Consulting Teacher Model, collaboration was viewed as the most rewarding.

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