Inequality and imbalance of professional development opportunities

2019 ◽  
Vol 11 (3) ◽  
pp. 452-465 ◽  
Author(s):  
Preechaya Mongkolhutthi
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Educational Institution ◽  
Cultural Influences ◽  
Learning Opportunities ◽  
Ethnographic Research ◽  
Research Approach ◽  
Content Type ◽  
Part Time ◽  
Higher Educational

Purpose The purpose of this paper is to investigate the professional development opportunities of a group of 16 “English as a foreign language” (EFL) lecturers at a Thai higher educational institution and the nature of the learning opportunities they engaged in. Design/methodology/approach The ethnographic research approach was employed to reveal the participants’ accesses to professional learning opportunities and their perception towards the opportunities. Observation, interview, written document and questionnaire were used to help capture the complexities of the issues investigated. Findings The data suggest varied degrees of participants’ engagement in learning activities, inside and outside the workplace. This group of lecturers relied more on formal than on informal professional development opportunities. Constraints in accessing professional development activities for the part-time lecturers and non-Thai lecturers were highly noticeable. Research limitations/implications These emerging findings provide an insight into the actual professional learning situation and call for greater awareness of the support of learning opportunities and better visibility of the part-time lecturers and expatriate lectures in the higher education system. With regard to the nature of ethnographic research, the implementation of the findings of this study should be done with awareness of the socio-cultural influences on participants’ beliefs and behaviours. Originality/value This is one of the first studies that academically highlights the existence of part-time and expatriate lecturers in the Asian higher educational context and voices these lecturers’ actual professional needs and their perceived obstacles.

Beekeeping as a family artisan entrepreneurship business

2019 ◽  
Vol 25 (4) ◽  
pp. 717-730 ◽  
Author(s):  
Veland Ramadani ◽  
Robert D. Hisrich ◽  
Leo-Paul Dana ◽  
Ramo Palalic ◽  
Laxman Panthi
Keyword(s):  
Family Business ◽  
Transition Economy ◽  
Rural Families ◽  
Research Approach ◽  
Full Time ◽  
Western Balkans ◽  
Content Type ◽  
Face To Face ◽  
Part Time ◽  
Depth Interviews

Purpose Throughout Macedonia, beekeeping is becoming popular regardless of ethnicity. Studying ethnicity, the purpose of this paper is to determine what beekeepers in Macedonia thought in their own words about their beekeeping entrepreneurship. The objective is to identify whether motivations of ethnic Albanian beekeepers in Macedonia were the same or different compared to those of ethnic Macedonians in the same country, and if different, how. Design/methodology/approach To accomplish this objective, in-depth interviews were conducted with 40 beekeepers in Macedonia. A total of 29 interviews were conducted face-to-face and the other 11 by phone. The first set of interviews took place between December 2016 and February 2017, followed by more interviews in June 2017. In total, 27 respondents said they were ethnic Albanians, and 13 identified themselves as ethnic Macedonians. Also, ten respondents were women. While eight were full-time beekeepers, 32 were part-time beekeepers. Findings The results indicated that beekeeping businesses play a significant role in the transition economy of Macedonia. Beekeeping provides additional earnings that support rural families and keeps them financially stable. The majority of both Albanians and Macedonians understood that beekeeping on a part-time job basis provided a needed supplement to their income. Some part-time beekeepers are also working as auto-mechanics, locksmiths, medical doctors, restaurant/cafeteria owners, and tailors. A few in the sample were retired from their jobs or full-time beekeepers. An important difference between ethnic Albanian beekeepers and ethnic Macedonians in Macedonia is that the majority of ethnic Albanian participants see beekeeping as following in “my father’s footsteps”, while most Macedonians were motivated by the perceived opportunity of having a good business. Research limitations/implications Limitations of the research are twofold. First, financial data of family beekeeping are not available, which would be useful in determining the contribution made to economic development. It is common, especially in transition economies such as the western Balkans, that financial results are very sensitive to their owners. Second, unavailable databases for beekeepers make any quantitative approach difficult, if not impossible, resulting in most research using the qualitative research approach. Originality/value This paper is one of the first to treat beekeeping as a form of artisan entrepreneurship, which also contributes to the understanding of family business. As in other countries, the important and operation of the family business among family members in Macedonia is passed from generation to generation. The results of this research revealed the value of networking, which was found to be very important to income. For beekeepers to develop, grow, and be branded in the community, networking is an important ingredient.

ISM-MICMAC approach for analysis of project-based learning barriers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Syed Khalid Perwez ◽  
Goutam Kumar Kundu
Keyword(s):  
Structural Model ◽  
Educational Institution ◽  
Project Based Learning ◽  
Educational Institutions ◽  
Successful Implementation ◽  
Implementation Barriers ◽  
Higher Educational Institutions ◽  
Content Type ◽  
Barriers To Implementation ◽  
Higher Educational

Purpose This paper aims to identify and model the key barriers to implementation of project-based learning (PjBL) in higher educational institution. Design/methodology/approach Using the interpretive structural modelling (ISM) technique, the study has developed a hierarchical-based model, depicting the mutual relationships amongst the key barriers to implementation of PjBL. Additionally, the paper has performed Matrice d’ Impacts Croises Multiplication Appliqué an Classement (MICMAC) analysis to categorize the barriers in terms of their driving and dependence power. Findings The study has identified the key barriers to implementation of PjBL and presented an integrated model using ISM. Higher educational institutions need to pay attention to diagnose and overcome these hindrances for effective implementation of PjBL in their programmes. Research limitations/implications The study adopts a systematic way to model the relevant barriers to implementation of PjBL. The ISM-based model would help higher education institutions to prioritize the issues as the barriers are hierarchically structured. As the input to model development is based on the experts’ opinions, it may be biased, influencing the final output of the structural model. Originality/value The presentation of PjBL implementation barriers in the form of an ISM-based model is a new effort. The model would be useful to understand the barriers and overcome these for the successful implementation of PjBL in higher educational institutions.

Professional development for teachers of advanced placement courses

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rebecca Small ◽  
Rebecca A. Thessin ◽  
William R. Dardick
Keyword(s):  
Professional Development ◽  
Advanced Placement ◽  
Professional Learning ◽  
Repeated Measures ◽  
Teacher Perception ◽  
Content Type ◽  
Teachers Perceptions ◽  
Multidisciplinary Study ◽  
Diverse Student ◽  
Instructional Needs

PurposeThe purpose of this study was to explore how the Advanced Placement Summer Institute (APSI) supported Advanced Placement (AP) teacher's instructional needs considering the expansion of the AP program in recent decades.Design/methodology/approachA survey including Likert-style and open-ended questions was distributed to participants at one East Coast APSI to gather data, which were analyzed quantitatively. An exploratory factor analysis (EFA) was conducted on the Likert items to identify latent constructs, and two logistic regression (LR) models were run to predict what features of the professional development (PD) improved teacher perception of APSI. Open-ended constructs were analyzed by identifying and describing common themes.FindingsThe findings indicated that APSI improved teachers' perceived content knowledge and pedagogy and improved teachers' perceptions of their ability to better support student achievement, but that more focused professional learning was needed in working with academically diverse student learners in AP courses.Research limitations/implicationsThis study was limited to analysis of perception of teachers who attended one APSI training site, making it difficult to generalize without repeated measures.Originality/valueThis is the only multidisciplinary study connecting literature on effective PD to an analysis of the effectiveness of APSI for AP teachers.

In the beginning …

2010 ◽  
Vol 23 (4) ◽  
pp. 222-226
Author(s):  
Stephanie Walker
Keyword(s):  
Professional Development ◽  
Design Methodology ◽  
Job Market ◽  
Content Type ◽  
Appropriate Behavior ◽  
Professional Career ◽  
Time Work ◽  
Part Time ◽  
In The Beginning ◽  
Part Time Work

PurposeThe purpose of this paper is to present a first installment of a new column on human resource matters in libraries. It aims to focus on the beginning of a professional career in libraries.Design/methodology/approachThe paper looks at beginning a professional career in libraries, including exhibiting appropriate behavior and caution on professional discussion lists, understanding the realities of a difficult job market and utilizing opportunities for part‐time work and for professional development, highlighting exceptional attributes on a résumé, and doing research on hiring institutions.FindingsThe paper reveals advice for beginning a career in libraries.Originality/valueThe paper provides useful information for those who want to pursue a career as a librarian.

scholarly journals FACILITATIVE SUPPORT OF PROFESSIONAL DEVELOPMENT OF RESEARCH AND TEACHING STAFF IN THE PROCESS OF PREPARING AND HOLDING INTERNATIONAL EDUCATIONAL EXHIBITIONS

2020 ◽  
Vol 2020 (4) ◽  
pp. 24-40
Author(s):  
Olena Ostrianska ◽  
Natalia Zernova
Keyword(s):  
Professional Development ◽  
Educational Institution ◽  
Scientific Work ◽  
State Institution ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Direct Participation ◽  
Research And Teaching ◽  
Detailed List ◽  
Higher Educational

The article analyses the experience of organizing International Educational Exhibitions in Ukraine in 2016 – 2020. The essence of such concepts as "international educational exhibition", "international educational exhibition space", "facilitative support of professional development of research and teaching staff" is defined. The structural elements of the International Educational Exhibition and the stages of a higher educational institution participation in the exhibition activity (preparatory, direct participation, analysis of the achieved results) are considered. The authors of the article present systematized experience of facilitative support of professional development of research and teaching staff provided by specialists of the Department of Scientific Work of the State Institution of Higher Education "University of Educational Management" of the National Academy of Educational Sciences of Ukraine in the process of preparing, holding and analysing results of International Educational Exhibitions, such as "Innovation in Modern Education", "Modern Educational Institutions", "Education and Career – Student's Day", "Education and Career". The types of organizational and coordination activities are determined, a detailed list of actions of the process of facilitative support by the specialists of the Department of Scientific Work of research and teaching staff as exhibitors and visitors of the exhibition is presented. Methodical structuring and algorithmizing of types of organizational and coordination activities and a detailed list of actions of the facilitation process are described in the following stages: 1) preparation of research and teaching staff (exhibitors and visitors) to participate in International Educational Exhibitions; 2) direct participation of research and teaching staff (exhibitors and visitors) in the International Educational Exhibitions; 3) analysis of the results of participation of research and teaching staff (exhibitors and visitors) in International Educational Exhibitions. The authors have created a classification of events of the International Educational Exhibition according to the congress, competition and exponential components. Statistics of the number of planned and conducted events within the International Educational Exhibition activities in Ukraine in 2016 – 2020 are presented. Emphasis is placed on changing the form of exhibitions from offline to online format due to the COVID–19 pandemic and lockdown (quarantine restrictions) in 2020. Recommendations for higher educational institutions to maintain an integrated information base of exhibition educational activities with detailed information on the activities within the exponential, competitive and congress programs of the exhibition.

scholarly journals A social-cognitive study of Indonesian Google educator groups

2021 ◽  
Author(s):  
◽  
Pratiwi Artati
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Professional Learning ◽  
Social Cognitive ◽  
Learning Opportunities ◽  
Technological Environment ◽  
Web Based ◽  
Case Study Methodology ◽  
Education Groups

<p>Self-directed professional learning is distinct from the traditional approach of directed professional development. The introduction of the Internet into Indonesian society provides the opportunity for teachers to use digital tools for their teaching and to access professional learning without attending mandated professional development. An emerging phenomenon in Indonesia is the establishment and use of Google Education Groups (GEGs) for professional learning about the use of educational technology (ed-tech) in the schooling sector. Two research questions guided the examination of Indonesian educators’ experiences of GEGs: (1) how do Indonesian educators participate in the GEGs for ed-tech professional learning? and (2) how do the GEGs function to enable Indonesian educators’ ed-tech professional learning? Collective case study methodology was applied, and three Google Education Groups were examined, one from a metropolitan area, one from an urban area and the third from a rural context. In each case study, the leader of the group and three group members with varying levels of online engagement were interviewed and online forum conversations were examined. Data were analysed using Stake’s method of categorical aggregation leading to within-case assertions and cross-case analysis. A social cognitive perspective was used as a framework to analyse and interpret findings. It was found that the Indonesian educators had an agentic approach to professional learning, which was context-dependent with three major interrelated aspects: the regional-technological environment as context, the individuals as agentic learners, and the connectedness as social learners enabled meaningful learning experiences. The regional-technological environment influenced how the GEGs functioned. The Metropolitan group was innovative and collaborative, focusing on the use of web-based tools to improve productivity of ed-tech practices. The Urban group aimed to explore how they could use web-based tools to improve efficiency through paperless classroom practices and school administration. The Rural group sought to use of web-based tools for simple teaching and learning practices within a context of low bandwidth and limited ICT infrastructure. In addition, certain conditions that support online collaboration and factors that can minimise and optimise ed-tech learning opportunities are identified. Participants overcame limitations and constraints by enacting agency and developing social connectedness in learning through the groups. The group leadership positions were voluntary and found to be driven by a desire to share expertise and practices that support, inspire, and empower others rather than about gaining positional authority. Participation in online informal groups such as Google Education Groups appears to be a supportive method of professional learning that facilitates agentic and experiential learning about the use of educational technology in Indonesia. This model can enhance professional learning opportunities for Indonesian educators. It can also be implemented into the design of government-supported ed-tech PD programmes, to create an empowering and safe learning environment that can optimise their potential in learning and improve practice.</p>

Enhancing teachers' and administrators learning experiences through school–university partnerships: a qualitative case study in China

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Guoyuan Sang ◽  
Jun Zhou ◽  
Abdulghani Muthanna
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Professional Learning ◽  
Qualitative Case Study ◽  
Process Analysis ◽  
Learning Experiences ◽  
School Teachers ◽  
Case Study Methodology ◽  
Content Type

PurposeThis qualitative study aimed to explore how the school–university partnership (SUP) enhances the elementary teachers' professional development in a school-based setting.Design/methodology/approachBy following the qualitative case study methodology, this case study employs semi-structured interviews (the authors designed) with 10 school teachers and administrators. The authors adapted the iterative process analysis (Miles and Huberman, 1984) for compiling, coding, annotating the data and interpreting the interview transcripts. The authors also used the member checking technique that establishes credibility in a qualitative study (Lincoln and Guba, 1985) with six participants.FindingsThe findings suggest that participating in a series of professional learning activities led to the enhancement of teachers' and administrators learning experiences in view of educational theories, action research abilities, teaching efficiency, teaching research capacities and improvement of school guidelines. Further, they reveal that the participants' expectations for future SUP collaborations centred on realizing the sustainability and effectiveness of collaborations, and autonomy of teachers.Research limitations/implicationsThe limitations of the current study include its focus on a single SUP within one school and the reliance on data collected only by interviews during the SUP process. This study offers implications for teacher learning within SUP collaborations. First, schools should consider how to involve and influence all teachers rather than SUP core members only. To this end, authentic professional learning communities need to be constructed. Second, universities should pay much more attention to the professional development of their faculty members towards integration of theoretical knowledge and practical experiences.Originality/valueThis original study explores practical ways of improving teachers' theoretical and practical teaching practices/experiences through SUP projects, and contributes new knowledge to the teaching professional development of school teachers and administrators.

A framework for Six Sigma project selection in higher educational institutions, using a weighted scorecard approach

2015 ◽  
Vol 23 (1) ◽  
pp. 30-46 ◽  
Author(s):  
Monica C. Holmes ◽  
Lawrence O. Jenicke ◽  
Jessica L. Hempel
Keyword(s):  
Six Sigma ◽  
Selection Process ◽  
Educational Institution ◽  
Project Selection ◽  
Project Leader ◽  
Content Type ◽  
Help Desk ◽  
Use Of Time ◽  
Higher Educational ◽  
Six Sigma Approach

Purpose – This paper discusses the importance of the Six Sigma selection process, describes a Six Sigma project in a higher educational institution and presents a weighted scorecard approach for project selection. Design/methodology/approach – A case study of the Six Sigma approach being used to improve student support at a university computer help desk was used. An error related to the timeliness of service was defined and improved over the course of the project. Findings – The Six Sigma approach was useful for improving timely service, but a methodology for selecting the project was needed by the project leader. Using such a methodology would have ensured higher probability of project success. Practical implications – This framework provides directions for selecting a Six Sigma project in a higher educational setting. The weighted scorecard method is presented and may be used for selecting a project which would likely be the most efficient use of time and resources. Originality/value – While project selection methodologies have been published with regard to Six Sigma projects in business, this paper fills the need for selection criteria as they relate to higher educational settings.

Learning in home care: a digital artifact as a designated boundary object-in-use

2017 ◽  
Vol 29 (7/8) ◽  
pp. 577-587 ◽  
Author(s):  
Anna Sigridur Islind ◽  
Ulrika Lundh Snis
Keyword(s):  
Home Care ◽  
Research Question ◽  
Learning Opportunities ◽  
Mobile App ◽  
Boundary Object ◽  
Care Practice ◽  
Research Approach ◽  
Care Organization ◽  
Content Type ◽  
Action Research Approach

Purpose The aim of this paper is to understand how the role of an mHealth artifact plays out in home care settings. An mHealth artifact, in terms of a mobile app, was tested to see how the quality of home care work practice was enhanced and changed. The research question is: In what ways does an mHealth artifact re-shape a home care practice and how does this affect the interaction between caregivers and the elderly and learning opportunities for the caregivers? Design/methodology/approach An action research approach was taken and the study was conducted in a home care organization in a Swedish municipality. The data were collected through semi-structured interviews and observations that were conducted during home visits. Concepts of learning and boundary objects were used to analyze and distinguish interactions and conversations with the mHealth artifact. Findings The study shows how an mHealth artifact is re-shaping a home care practice and how this affects interactions and identifies learning opportunities. Views on the mHealth artifact as a designated boundary object as well as a boundary object-in-use must co-exist. Originality/value The study provides qualitative descriptions from using an mHealth artifact for home care, which is an emerging area of concern for both research and practice. It focuses on the interactional and organizational values generated from the actual use of the designed mobile application.

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