Discovering inspiring teaching: immersive models of staff development

2014 ◽  
Vol 22 (3) ◽  
pp. 240-254 ◽  
Author(s):  
Claire Hennessy ◽  
Gill Adams ◽  
Elizabeth Mahon ◽  
Sarah Nixon ◽  
Andrea Pratt ◽  
...  
Keyword(s):  
Staff Development ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Teaching Staff ◽  
Content Type ◽  
Descriptive Case Study ◽  
And Training ◽  
Practical Implications ◽  
Staff Practice

Purpose – The purpose of this paper is to outline an innovative method of delivering staff development in an higher education (HE) setting. The paper evaluates the processes behind the “Focus on Inspiring Teaching” week and outlines its initial impact on staff. Design/methodology/approach – This is a descriptive case study which highlights how an immersive staff development event can be used to enable HE teaching practitioners to utilise more inspiring approaches to teaching and learning. The paper draws on questionnaire evaluations (n = 43). Findings – The paper highlights how staff development events can be used to foster communities of practice for teaching staff. For this to be successful, staff needs to be committed to reflecting on their own practice and be sufficiently engaged to partake actively of staff development events. By establishing these communities, inspiring practice in teaching can be developed with successful outcomes. The paper outlines a model for staff development which could be established in other HE settings. Practical implications – Immersive staff development events are effective in achieving sustainable impact. To achieve success effective leadership and a team of committed teaching staff are needed. Success was also fostered by not making sessions compulsory whereby the staff could opt in for sessions to fit around teaching schedules. Originality/value – This paper will be of interest to those working in staff development and training and academic managers. It indicates how immersive staff development can have a positive impact on staff practice to bring about improvements to the student experience.

Leading with love and hospitality: applying a radical pedagogy to LIS

2019 ◽  
Vol 120 (1/2) ◽  
pp. 119-132 ◽  
Author(s):  
Nicole A. Cooke
Keyword(s):  
Classroom Management ◽  
Teaching And Learning ◽  
Information Science ◽  
Library And Information Science ◽  
Ethnographic Case Study ◽  
Radical Pedagogy ◽  
Content Type ◽  
Information Professionals ◽  
Practical Implications

Purpose This paper aims to suggest that classroom instructors should reflect and revise their pedagogy to lead a classroom designed to produce future information professionals who will be prepared to serve their communities in a radical way. Design/methodology/approach The paper reviews the literature related to radical and humanizing pedagogies and then features an auto ethnographic case study which details how the author implemented some of the strategies. Findings Formal study of pedagogy can improve the library and information science (LIS) teaching and learning process. Practical implications Examining pedagogy in a formal way yields concrete suggestions for improving classroom management and content delivery. Social implications Using a radical pedagogy can improve relationships between teachers and learners, and learners will be able to model the classroom strategies in their own professional practice. Originality/value The study builds upon current examples of radical practice in the field and examines how such practices can be instilled even earlier in LIS graduate classrooms.

Strategies for sustainable services in academic libraries

2016 ◽  
Vol 37 (6/7) ◽  
pp. 298-307
Author(s):  
Dianne Cmor
Keyword(s):  
Staff Development ◽  
Academic Libraries ◽  
Large Scale ◽  
University Libraries ◽  
Content Type ◽  
Sustainable Services ◽  
Technological University ◽  
Structured Communication ◽  
Practical Implications

Purpose The purpose of this paper is to explore distinctive yet simple strategies for sustainability in academic libraries focussing on structured communication templates for stakeholders, pre-planned daily programming, and regularized, self-sustaining staff development. Design/methodology/approach Case study of unique strategies implemented at Nanyang Technological University Libraries. Findings Each of the three strategies has been successfully launched though they are at various stages of maturity. The first two strategies (structured communication templates and daily programming) have been implemented quite recently, whereas the staff development programme has been running for some time. Findings indicate that sustainability in all of these cases is directly linked to good planning which either minimizes daily, weekly or monthly work, and/or helps to clarify goals and focus action. Practical implications These strategies are feasible, transferable, malleable, and impactful such that other academic libraries with varying staffing structures can adopt and adjust them to their local needs. Originality/value Implementing simple sustainable services and strategies can have real impact and can provide alternatives to large-scale projects that may be too resource intensive for many to undertake on a regular basis.

scholarly journals No strings attached? Challenges and successes in creating a flexible, wire-free active learning classroom

2018 ◽  
Vol 36 (2) ◽  
pp. 211-224 ◽  
Author(s):  
Gillian (Jill) D. Ellern ◽  
Heidi E. Buchanan
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
High Tech ◽  
Learning Space ◽  
Content Type ◽  
Electronic Classroom ◽  
Technical Details ◽  
Practical Implications

Purpose This paper serves as a case study, detailing an academic library’s three-year process of redesigning, implementing, and using a library electronic classroom. The purpose of this paper is to share the challenges and successes of a library’s attempt to create a high-tech space that both accommodates active learning and is entirely flexible and free of wires. The paper provides technical details for implementing features such as wireless screen sharing and offers practical advice for librarians who are creating new teaching and learning spaces at their institutions. Design/methodology/approach This is a descriptive case study, which details the lessons learned in implementing an active learning space that incorporates technology such as wireless display to multiple screens. Findings There are still major challenges in having a truly wire-free classroom including authentication policies, wireless display technology, instructor’s station mobility, and student laptop control. Successes include flexible furniture, battery-power management solutions, and using multiple wireless devices in a single room. Practical implications Practical implications of this paper include recommendations for planning this type of upgrade in a library electronic classroom. Originality/value The unique feature of this case was the effort to combine the mobile features of a flexible learning space with some of the robust technology of a hardwired active learning classroom. This paper features technical details beyond what can be found in the library literature. For example, very little has been written about the issues involved in wirelessly displaying a computer screen to multiple devices in a classroom.

scholarly journals The COVID-19 pandemic: a catalyst for creativity and collaboration for online learning and work-based higher education systems and processes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tashmin Khamis ◽  
Azra Naseem ◽  
Anil Khamis ◽  
Pammla Petrucka
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Staff Development ◽  
Online Education ◽  
Teaching And Learning ◽  
Organisational Change ◽  
Faculty Training ◽  
Content Type ◽  
Regulatory Frameworks

PurposeThe purpose of this research is to focus on work-based problems catalysed by the COVID-19 global pandemic, based on a case study of a multi-continental, multi-campus university distributed across Kenya, Tanzania, Uganda and Pakistan. Higher education institutions (HEIs) in developing countries lacked pre-existing infrastructure to support online education and/or policy and regulatory frameworks during the pandemic. The university's programmes in Pakistan and East Africa provide lessons to other developing countries' HEIs. The university's focus on teaching and learning and staff development has had a transformational organisational effect.Design/methodology/approachCase study with participatory approaches aimed at co-production of responsive systems and co-creation of effective curriculum and faculty training is used.FindingsSystems and processes developed across the university in the effort to ensure educational continuity. From the disruption to all educational programmes and the disarray of regulatory bodies' responses, collaboration emerged as a key driver of positive change. The findings reiterate the value of trust and provision of opportunities for those with the requisite competencies to lead in a participatory and distributive manner whilst addressing limited human and financial resources. The findings reflect on previous work respecting organisational change recast in the digital age.Originality/valueThis paper reflects the authors' work in real-time as they led and managed changes encountered during the COVID-19 pandemic. The paper will be of value to management and leadership cadres, particularly in developing contexts, responsible for recovery and sustainability of the higher education sector.

Relevance of disaster awareness factors and evacuation experiment without emergency alarm: fire case study

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Akbar Adhiutama ◽  
Rony Darmawan ◽  
Shimaditya Nuraeni ◽  
Noorhan Firdaus Pambudi ◽  
Nur Budi Mulyono
Keyword(s):  
Disaster Response ◽  
Questionnaire Study ◽  
Content Type ◽  
Practical Action ◽  
Fire Disaster ◽  
And Training ◽  
Practical Implications ◽  
Evacuation Experiment ◽  
Campus Building

PurposeThe lack of studies about the relevance of disaster awareness factors and disaster evacuation as a part of disaster responses especially for fire cases in an academic environment in Indonesia has triggered this study to explore the disaster awareness factors and evacuation experiment without emergency alarm for case study students in the classroom. The relevance of disaster awareness factors in transforming into practical action and decision in a disaster evacuation need to be examined to study the relevance of both phases in disaster.Design/methodology/approachThis research conducted a quantitative approach by studying questionnaires from 162 respondents collectively divided into five groups to examine the student disaster awareness factors randomly from those groups. The qualitative approach was implemented through the evacuation experiments that were conducted twice to analyze the disaster evacuation performance. The analysis for the relevance is conducted by comparing the result of the questionnaire study and the evacuation experiment.FindingsAccording to the questionnaire study, generally, the students are highly confident with their hazard knowledge in disaster awareness except that half of them are doubtful about appropriate steps in a disaster. The experiment without explosive sound showed that they have slower responses in the critical moment of evacuation. The response in the experiments showed relevance with several disaster awareness factorsResearch limitations/implicationsThis study has explored the relevance of disaster awareness factors with disaster response in a campus building. In the part of reducing risk during fire disaster, this research shows the importance of social interaction and hazard knowledge during the disaster.Practical implicationsThe improvement of disaster evacuation procedures and training in a campus building is mandatory to reduce disaster risk based on the relevance of disaster awareness factors and disaster response in this study.Originality/valueThis study measures the relevance of disaster awareness factors performance of the students by comparing it to their actions and decisions in an experimental setting of fire building. The disaster awareness factor performance was measured by a questionnaire survey while the experiments were deployed to observe the performance of their actions and decisions during evacuation as part of the disaster response phase.

scholarly journals Educators’ perceptions of technology integration into the classroom: a descriptive case study

2019 ◽  
Vol 12 (3) ◽  
pp. 236-249
Author(s):  
Rita J. Hartman ◽  
Mary B. Townsend ◽  
Marlo Jackson
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Teaching And Learning ◽  
School Level ◽  
High School Level ◽  
Content Type ◽  
Descriptive Case Study ◽  
Level Of Confidence ◽  
Integrating Technology

Purpose The purpose of this paper is to supply an in-depth description of the educators’ values, beliefs and confidence changing from a traditional learning environment to a learning environment integrating technology. Design/methodology/approach The descriptive case study design was employed using descriptive statistical analysis and inductive analysis on the data collected. Findings Themes on a high level of confidence, the importance of professional development and training, self-motivation, and excitement about the way technology can enhance the learning, along with concerns over the lack of infrastructure and support for integrating technology, and about the ability of students to use the technology tools for higher ordered thinking surfaced. Research limitations/implications Additional research may include a more diverse population, including educators at the kindergarten to high school level. Another recommendation would be to repeat the study with a population not as vested in technology. Practical implications A pre-assessment of the existing values, beliefs and confidence of educators involved in the change process will provide invaluable information for stakeholders on techniques and strategies vital to a successful transition. Social implications To effectively meet the learning styles of Generation Z and those students following, educators need be able to adapt to quickly changing technology, be comfortable with students who multitask and be open to technology-rich teaching and learning environments. Originality/value This study filled a gap in the literature where little information on the humanistic challenges educators encounter when integrating technology into their learning environment providing insights into the values, beliefs and level of confidence of educators experiencing change.

Leveraging ambitions and barriers: Glasgow universities and the 2014 Commonwealth Games

2017 ◽  
Vol 35 (6) ◽  
pp. 822-838 ◽  
Author(s):  
Millicent Kennelly ◽  
Halley Corbett ◽  
Kristine Toohey
Keyword(s):  
Staff Development ◽  
Future Event ◽  
Missed Opportunities ◽  
Content Type ◽  
Stakeholder Relationships ◽  
Sport Events ◽  
Commonwealth Games ◽  
Depth Interviews ◽  
Practical Implications

Purpose The purpose of this paper is to investigate why and how universities in the Glasgow region sought to leverage the 2014 Commonwealth Games to achieve their own benefits. Design/methodology/approach An in-depth qualitative case study, utilising documentary evidence and in-depth interviews, was employed to examine how Glasgow universities leveraged the Games, and the outcomes they sought. Findings Universities sought to leverage the 2014 Commonwealth Games to garner a range of benefits, including increased brand awareness, student and staff development opportunities, new or improved infrastructure, and strengthened stakeholder relationships. Leveraging strategies included developing relationships with other Games’ stakeholders to establish and participate in collaborations, committees, and research consortia, hosting ancillary events, and hosting teams on training camps. However, data revealed substantial barriers to effective leveraging, such as insufficient resourcing and lack of leadership, and consequently several interviewees conveyed a sense of missed opportunities. Practical implications The results can inform universities located in host regions about the opportunities and challenges to strategically leveraging an event. Also, if event organisations understand the leveraging ambitions of event stakeholders, such as universities, they can better facilitate and manage their relationships with such stakeholders to maximise event benefits in the host region. Originality/value This research considers the leveraging activities of a previously un-researched event stakeholder group (universities) that have the potential to deliver benefits that reach students, staff, and industry interest groups in event host communities. The knowledge contributed could aid universities in future event host regions to strategically leverage to maximise the benefits of major sport events.

Deconstructing quality in South African higher education

2018 ◽  
Vol 26 (1) ◽  
pp. 44-59 ◽  
Author(s):  
Kehdinga George Fomunyam
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
South African ◽  
Teaching And Learning ◽  
Content Type ◽  
Study Approach ◽  
South African Universities ◽  
South African Higher Education

Purpose This study aims to examine six South African universities with a particular focus on the quality of teaching and learning. Design/methodology/approach A qualitative case study approach was adopted and data were mainly generated by means of open-ended questionnaires. The questionnaire was circulated to approximately 1,800 students and 746 completed it. The data were categorized and analysed thematically, using both national and international benchmarks for quality teaching and learning. Findings The findings reveal that teaching and learning in South African universities is marred by a plethora of challenges. Lecturers lack basic skills and essential resources to effectively facilitate teaching and learning. Furthermore, quality benchmarks set by the Council on Higher Education are only met on paper and little or nothing is done to translate this into practice. Originality/value The study proposes among others that clearer policies on funding are recommended to ensure proper allocation of resources, staff development and institutional comeliness. Finally, to enhance transformation, universities should prioritize teaching and learning and take steps to ensure that those teaching in the classroom are qualified to do so.

Cybersecurity workforce in railway: its maturity and awareness

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ravdeep Kour ◽  
Ramin Karim
Keyword(s):  
Positive Impact ◽  
Secondary Data ◽  
Primary Data ◽  
Maturity Model ◽  
Railway Transportation ◽  
Content Type ◽  
Capability Maturity ◽  
Railway System ◽  
And Training

PurposeThe purpose of this research paper is to evaluate and estimate the cybersecurity maturity and awareness risk for workforce management in railway transportation by using Railway-Cybersecurity Capability Maturity Model (R-C2M2) and Information Security Awareness Capability Model (ISACM), respectively.Design/methodology/approachThis research uses a case study strategy, so primary data comprise the majority of data collected. These data were collected through interviews and questionnaires. The secondary data were collected from the literature, technical reports and standards.FindingsThe results show that there is a gap in cybersecurity awareness within the workforce and there is a need to improve this gap. This paper provides some of the recommendations and literature to enhance cybersecurity workforce culture within railway organizations.Practical implicationsIn this paper, the authors have demonstrated that cybersecurity awareness has positive impact on the overall dependability of the railway system.Originality/valueThis paper describes the importance of cybersecurity awareness and training in building more cyber resiliency across the operation and maintenance of railway.

Exploring the impact of Investors in People

2014 ◽  
Vol 36 (3) ◽  
pp. 266-279 ◽  
Author(s):  
Simon M. Smith ◽  
Peter Stokes ◽  
John F. Wilson
Keyword(s):  
Job Satisfaction ◽  
Causal Relationship ◽  
Recent Literature ◽  
Positive Impact ◽  
Training And Development ◽  
Structured Interviews ◽  
Content Type ◽  
The Impact ◽  
And Training ◽  
Practical Implications

Purpose – Investors in People (IiP) is a UK government-backed scheme aimed at enabling organizations to develop their training and development cultures and, thereby, their competitiveness. The purpose of this paper is to examine the perceptions and understandings of individuals in six organizations undergoing IiP to explore recent claims within the literature concerning the Standard's impact on training and development, and job satisfaction. Design/methodology/approach – Data from 35 semi-structured interviews among managers and employees of six diverse organizations were gathered and analysed. Findings – The paper identifies three key findings in response to recent literature: first, the findings do not support a causal relationship between IiP and training and development; second, the findings do not support a causal relationship between IiP and job satisfaction; third, and to support the other findings, the results indicate little employee awareness of IiP. Practical implications – If IiP – UKCES are to realize the potential of their Standard, it needs to find a way to ensure it has a direct and positive impact on skill development. Originality/value – While much of the previous research has identified associations between IiP and various outcomes, this paper seeks to identify the extent to which these associations can be considered to be causal.

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