Measuring digital professional development: analytics for the use of web and social media

2015 ◽  
Vol 7 (1) ◽  
pp. 19-31 ◽  
Author(s):  
Jason Rhode ◽  
Stephanie Richter ◽  
Peter Gowen ◽  
Murali Krishnamurthi
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Faculty Development ◽  
Online Resources ◽  
Faculty Professional Development ◽  
Content Type ◽  
Online Resource ◽  
The University ◽  
Development Center ◽  
Faculty Development Centers

Purpose – As faculty professional development increasingly occurs online and through social media, it becomes challenging to assess the quality of learning and effectiveness of programs and resources, yet it is important to evaluate such initiatives. The purpose of this paper is to explore how one faculty development center experimented with using analytics to answer questions about the use and effectiveness of its web and social media resources. Design/methodology/approach – The case study was based on direct observation of the center’s practice and review of selected data generated by the analytic tools. Findings – Unfortunately, while some analytics are available from a variety of sources, they are often distributed across tools and services. The center developed an analytics strategy to use data from Google Analytics and social media reporting tools to assess the use of online and social professional development resources. Initial results show that the center’s online and social professional development resources are widely used, both within and outside the university. However, more work is necessary to improve the strength and scope of the available analytics. Practical implications – As a result of the analysis, the center has streamlined online resources, targeted social media use, and has begun developing methods to allow faculty to report online resource use as professional development for academic personnel purposes. Originality/value – Many faculty development centers have not explored methods of evaluating online and social media resources. This paper outlines a strategic evaluation plan to measure the usage of online resources as well as engagement and interaction through social media.

Faculty Development Centers for Digital Teaching and Learning

2019 ◽  
pp. 417-437
Author(s):  
Alev Elçi
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Faculty Development ◽  
Teaching And Learning ◽  
Faculty Professional Development ◽  
Skill Sets ◽  
Digital Knowledge ◽  
Implementing Strategies ◽  
Faculty Development Centers

This chapter identifies and assesses the role of faculty professional development centers in the future higher education institutions. Faculty professional development centers facilitate transition to digital teaching and learning; this can be affected only through implementing strategies and commensurate infrastructure. They thus provide desired digital knowledge, skill sets, and related competencies for the “next generation of learners.” Implementations in Turkey are surveyed and compared to the international scene. Conclusions are drawn on essential features that may be further enhanced for bettering faculty development facilities primarily in the context of universities in Turkey, and extensions to the international scene.

scholarly journals Professional development of sustainability competences in higher education

2017 ◽  
Vol 18 (5) ◽  
pp. 697-714 ◽  
Author(s):  
Wim Lambrechts ◽  
Elli Verhulst ◽  
Sara Rymenams
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Change Process ◽  
Organisational Change ◽  
Constructivist Approach ◽  
Content Type ◽  
Political Analysis ◽  
The Individual ◽  
The University

Purpose This paper aims to provide insights into the relation between professional development (PD) and organisational change processes towards sustainability, with a specific focus on empowerment. Design/methodology/approach The paper builds upon a constructivist approach, combining a literature review, a desk research on key publications and reports and a socio-political analysis to reveal the specific context in Flanders, Belgium. Findings are then connected to earlier insights from research on organisational change for sustainability. Findings The paper provides a number of PD initiatives that focus on sustainability in general and in a single higher education (HE) institution. Framing such initiatives as an organisational change process offers insights on how elements of empowerment are currently incorporated in PD initiatives and how it can strengthen them to lead to the further integration of sustainability competences in HE. Research limitations/implications Limitations are linked with the kind of sources used in the constructivist approach. The analysis only looks at written reports on the topic, albeit it also builds upon the first-hand experiences of educators in the HE institution focused upon in the case. Practical implications There is a need to frame PD initiatives as an organisational change process towards sustainability with specific attention towards empowerment. Without this framing, PD approaches comprise the risk of being left in the margins or being understood as single initiatives without any connection to the bigger picture, i.e. the transition towards sustainability in HE. Social implications Interlinking PD and organisational change provides opportunities to frame the sustainability transition within the university in a wider societal context. Originality/value The paper provides an original contribution to the debate on sustainability competences, as it frames the PD within an organisational context, rather than focusing on the individual role of educators.

Social media efficacy and workplace relationships

2020 ◽  
Vol 25 (3) ◽  
pp. 463-476
Author(s):  
Jason Snyder ◽  
Mark D. Cistulli
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Policy Development ◽  
Online Survey ◽  
Future Research ◽  
Development Programs ◽  
Content Type ◽  
Professional Development Programs ◽  
Communication Privacy ◽  
Supervisor Trust

PurposeWith the increase of social media usage in the workplace as a background, this paper specifically addresses social media efficacy's and social media privacy's impact on supervisor and subordinate trust, affective organizational commitment (AOC) and organizational citizenship behavior (OCB) through the theoretical lens of communication privacy management (CPM) theory.Design/methodology/approachAn online survey of 337 full- and part-time workers was conducted.FindingsPath models showed that social media efficacy positively influenced social media privacy which in turn impacted both supervisor trust and subordinate trust. Supervisor trust was positively related to AOC, while subordinate trust positively influenced OCB. t-tests revealed differences between workers who have social media relationships with supervisors and/or subordinates and those workers without such relationships.Practical implicationsIf workers believe they are adept at using social media, they will also be less concerned about the company's ability to infringe upon privacy through unwanted access to social media content. If social media efficacy drives perceptions of social media privacy and indirectly influences trust and organizational outcomes then it may be worthwhile for organizations to help enhance workers' feelings of social media efficacy through professional development programs.Originality/valueThis study is the first to extend research on workplace communication privacy into the realm of social media. Social media relationships also influence the work environment. These findings can be used as information in future research as well as policy development and professional development programs.

Refocusing mobile makerspace outreach efforts internally as professional development

2016 ◽  
Vol 34 (1) ◽  
pp. 130-142 ◽  
Author(s):  
Erich Purpur ◽  
Tara Radniecki ◽  
Patrick Tod Colegrove ◽  
Chrissy Klenke
Keyword(s):  
Professional Development ◽  
Design Methodology ◽  
New Technologies ◽  
Digital Design ◽  
Anecdotal Evidence ◽  
Science And Engineering ◽  
Content Type ◽  
Library Resources ◽  
The University ◽  
Powerful Mechanism

Purpose – The purpose of this paper is to uninitiate new and non-traditional library resources, such as those commonly found in a makerspace, can often seem abstract, intimidating, or even unrelated to the library mission. The University of Nevada’s DeLaMare Science and Engineering Library set out to engage its on-campus library colleagues to increase awareness and understanding of the new technologies being offered in support of active learning and discovery. Design/methodology/approach – The science and engineering library is experimenting with an ongoing series of inreach/outreach workshops that enable other library faculty and staff from across the greater library organization to experience their non-traditional services and resources. A first pop-up maker technology workshop took place in June 2015 and was composed of three sessions including an introduction to 3D printing and modeling, digital design literacies, and lendable technologies. A survey was distributed to attendees for feedback. Findings – Anecdotal evidence suggest the event was successful, offering a potentially powerful mechanism for engaging and informing library staff about non-traditional resources and technology. Originality/value – This outreach approach may prove valuable for other academic libraries to similarly create awareness of non-traditional resources and technologies among its colleagues.

Facilitating professional development of mobile and eTextbook technologies

2015 ◽  
Vol 7 (1) ◽  
pp. 55-67 ◽  
Author(s):  
Aimee deNoyelles ◽  
Ryan Seilhamer
Keyword(s):  
Professional Development ◽  
Sense Of Community ◽  
Curriculum Design ◽  
Teaching Practices ◽  
Single Case ◽  
Content Type ◽  
Face To Face ◽  
Active Involvement ◽  
Online Spaces ◽  
The University

Purpose – While the integration of mobile and eTextbook technologies is rapidly growing throughout higher education learning environments, these technologies are often challenging to implement across the university landscape. Professional development tailored to these fluid and evolving technologies is essential to supporting effective classroom integration. The purpose of this paper is to describe and evaluate a special interest group approach to professional development regarding mobile and eTextbook technologies implemented by one university in the USA. Issues such as recruitment of members, selection of face-to-face and online spaces, and curriculum design are addressed. Design/methodology/approach – To evaluate effectiveness, a survey was given to the participants that asked about sense of community, perceived increase in knowledge and teaching practices, and overall satisfaction with the experience. Findings – The interrelated factors of sense of community, knowledge, and teaching practices were identified as valuable, along with group organization. Survey results revealed that participants highly valued the opportunity to share best practices with others they typically would not, and benefitted from the expertise of guest speakers. Online spaces were found to serve as a repository of on-demand resources and dissemination of information, while face-to-face meetings capitalized on interactivity and nurtured community. Sharing the work of the members with the university and beyond was critical to incentivizing members to produce, and also built further professional networks. The planning team identified a tension between encouraging active involvement from instructors and offering it in convenient ways given their other commitments. Originality/value – Although this is a single case, this analysis suggests generalizable strategies that may create and sustain a community interested in mobile and eTextbook technologies.

Faculty Development for Online Teaching as a Catalyst for Change

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Carol A. McQuiggan
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Faculty Development ◽  
Teaching Practices ◽  
Online Teaching ◽  
Learning To Teach ◽  
Faculty Professional Development ◽  
Face To Face ◽  
Individual Interviews ◽  
Beliefs About Teaching

This action research study explored the change in face-to-face teaching practices as a result of faculty professional development for online teaching. Faculty’s initial teaching model is typically born from that of their own teachers, and they teach as they were taught. However, few have any online experience as a student or a teacher. Learning to teach online may be a catalyst for faculty to reflect on and evaluate their current teaching practices. Data was collected through three rounds of action research that included individual interviews, participants’ reflective journalling activities, researcher’s journal and field notes, and classroom observations. The qualitative data analysis steps included data reduction, data display, and conclusion drawing/verification. The results of the study indicated that learning to teach online has the potential to transform faculty’s assumptions and beliefs about teaching, changing their face-to-face teaching practices. The identification of the aspects of professional development activities that were most effective in helping faculty to reflect on and question their previously held assumptions and beliefs about teaching will assist administrators and faculty development specialists move from one-size-fits-all programs to a redesign within an adult learning framework that supports opportunities for change.

Continuing professional development: policies, practices and future directions

2019 ◽  
Vol 33 (1) ◽  
pp. 98-111
Author(s):  
Davoud Masoumi ◽  
Javad Hatami ◽  
Javad Pourkaremi
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Science Research ◽  
Faculty Members ◽  
Structured Interviews ◽  
Multiple Sources ◽  
Faculty Professional Development ◽  
Content Type ◽  
Dynamic Framework ◽  
Policies And Procedures

PurposeThe purpose of this paper is to focus on mapping the ways in which HE institutions enhance faculty members’ professional development. More precisely, by introducing a case from one of the well-established universities in Iran, the authors aim to examine the focus of faculty development (FD) activities and how FD is conducted, with a view to shedding light on the challenges of and disparities between faculty roles and areas of FD in higher education (HE) in Iran as a developing country.Design/methodology/approachIn order to explore and map the characteristics of FD and analyse the trends that Iranian HE institutions are experiencing in this area, a sequential explanatory multiple sources design, consisting of two distinct phases, was implemented (Creswell, 2012). In this design, the documents regarding the faculty professional development (decisions, agreements, The Job Structure Memorandum, and relevant documents and policies at the Iranian Ministry of Science, Research and Technology and the studied HE institution) were analysed first. Next, field records were collected by means of a series semi-structured interviews with faculty members in the given HE setting.FindingsThe analysis of the collected data brought to the surface three themes, namely, FD: policies and procedures, faculties professional development in practice, and associated challenges and future prospects. These initial findings helped to understand if and how FD activities occur as well as map the challenges and complexities in faculties’ CPD in Iranian HE. Further, it discusses possible solutions to develop relevant and practical professional development.Research limitations/implicationsThis case study is partly limited to a group of faculty members’ experiences and reflections on FD in one Iranian HE institution. Conducting additional surveys and observations with a large sample of the faculties and students may verify and consolidate the findings of the study and contribute to further insights on the ways faculties’ professional development can be transformed.Practical implicationsTaking into account the findings of the study, a dynamic framework for continued professional development of faculties in Iran is developed.Originality/valueThe findings of the study present valuable insights into the FD procedures, challenges and paradoxes that seem to shape FD in Iranian HE institutions. Moreover, the findings indicated much-needed structural modifications to simplify and harmonise the policies and procedures to harness profession development. To conclude, the initiatives and action plans that may contribute to FD and reshape the Iranian HE landscape is discussed. The applications and implications are also relevant for similar HE systems in developing countries.

scholarly journals On the collective efficacy of social media teams

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Wondwesen Tafesse ◽  
Tor Korneliussen
Keyword(s):  
Social Media ◽  
Cognitive Theory ◽  
Social Media Marketing ◽  
Online Resources ◽  
Primary Data ◽  
Systematic Research ◽  
Marketing Effort ◽  
Short Term ◽  
Content Type ◽  
Media Performance

PurposeThe purpose of this study is to investigate the contribution of social media teams to firm social media performance. Although social media teams are tasked with planning, executing and optimizing the social media marketing effort of firms, little systematic research has examined their roles. Drawing on social cognitive theory, the present study develops collective social media efficacy as a key mechanism to explain the contribution of social media teams to firm social media performance.Design/methodology/approachThe study tested a conceptual framework in which social media team members' previous experience, short-term training and online resources use contribute to collective social media efficacy. In turn, collective social media efficacy is hypothesized to enhance firm social media performance. The study employed primary data and PROCESS macro to test its proposed hypotheses.FindingsThe findings revealed that previous social media experience, short-term training and online resources use contributed to firm social media performance by enabling social media teams to build strong collective social media efficacy.Originality/valueThe findings offer novel insights into how firms can optimize their social media marketing effort by systematically managing their social media teams. The findings add to the nascent literature on the organizational influences of social media performance.

The role of digital technology in providing education, training, continuing professional development and support to the rural health workforce

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Robyn Ramsden ◽  
Richard Colbran ◽  
Ellice Christopher ◽  
Michael Edwards
Keyword(s):  
Professional Development ◽  
Rural Health ◽  
Health Professionals ◽  
Digital Technology ◽  
Continuing Professional Development ◽  
Rural And Remote ◽  
Content Type ◽  
Rural Health Workforce ◽  
Education Training ◽  
The University

PurposeEducation, training and continuing professional development are amongst the evidence-based initiatives for attracting and retaining rural and remote health professionals. With rapidly increasing access to and use of digital technology worldwide, there are new opportunities to leverage training and support for those who are working in rural and remote areas. In this paper we determine the key elements associated with the utility of digital technologies to provide education, training, professional learning and support for rural health workforce outside the University and tertiary sector.Design/methodology/approachA scoping review of peer-reviewed literature from Australia, Canada, US and New Zealand was conducted in four bibliographic databases – Medline complete, CINAHL, Academic Search complete and Education Complete. Relevant studies published between January 2010 and September 2020 were identified. The Levac et al. (2010) enhanced methodology of the Arksey and O'Malley (2005) framework was used to analyse the literature.FindingsThe literature suggests there is mounting evidence demonstrating the potential for online platforms to address the challenges of rural health professional practice and the tyranny of distance. After analysing 22 publications, seven main themes were found – Knowledge and skills (n = 13), access (n = 10), information technology (n = 7), translation of knowledge into practice (n = 6), empowerment and confidence (n = 5), engagement (n = 5) and the need for support (n = 5). Ongoing evaluation will be critical to explore new opportunities for digital technology to demonstrate enhanced capability and retention of rural health professionals.Originality/valueTo date there has been limited examination of research that addresses the value of digital platforms on continuing professional development, education and support for rural health professionals outside the university and tertiary training sectors.

The Hook, Woo, and Spin

2017 ◽  
pp. 167-187 ◽  
Author(s):  
Megan Jane McPherson ◽  
Narelle Lemon
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Media Use ◽  
Research Tool ◽  
Significant Issue ◽  
Research Networks ◽  
Research And Teaching ◽  
Scholarly Identity ◽  
The University ◽  
Ways Of Being

Academics using social media in the university are now a significant issue as it is being used to influence outcomes of research and teaching. Academics are conducting their scholarly lives on social media in ways that make relations with others, and their university visible. Academics create hooks for others to be interested in the work, woo them with scholarly identity work and ways of being on social media, and spin the stories of their research. In the Academics Who Tweet project the authors focused on how academics used Twitter as a research tool, developed and maintained research networks, and for professional development. This chapter draws on findings from one interview to attend to the multiple ways academics use, think about, and research with social media. This research is significant as it is focused on academics' conceptualizations of social media use and how they think it supports their professional practices.

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