The Reality of Professional Development for Faculty Members at the University of Al- Qassim in the Light of Quality Standards of University Education

2014 ◽  
Vol 15 (2) ◽  
pp. 201-243
Author(s):  
Dr. Majdy M. Younes
Keyword(s):  
Professional Development ◽  
Quality Standards ◽  
Faculty Members ◽  
University Education ◽  
The University

scholarly journals Staff Development as an Imperative Avenue in Ensuring Quality: The Experience of Adama University

2012 ◽  
Vol 2012 ◽  
pp. 1-17
Author(s):  
Yilfashewa Seyoum
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Development Program ◽  
Relevant Information ◽  
University Education ◽  
Staff Members ◽  
Program Coordinators ◽  
Education Training ◽  
Teachers Professional Development ◽  
The University

All endeavors were devoted to investigate the views and feelings of stakeholders on the implementation of teachers’ professional development and its contribution to sustain academic programs quality at Adama University. A case study that constitutes qualitative and quantitative method was employed. In an attempt to achieve the objectives of the study, evidences were collected from students, staff members, professional development program coordinators, and management bodies. The data-collecting instruments for obtaining relevant information were questionnaires, interview, observation, and document analysis. The finding in relation to this study uncovers the fact that though continuous professional development has been perceived as the most useful avenue of teachers continuous and lifelong learning, for the most part, it is relegated to adhoc committees or interested group or institutional units in the system of university education/training. Moreover, the absence of PDP in the university organizational structure, clear mission and vision, defined and well-articulated policy, strategic plan, representatives in university senate meetings, adequate resources, well-identified and -preserved training facilities, and unit library were circumstances that in one way or another negatively affected the provision of effective professional development programs/trainings that may have adverse effect in the deliberation of quality education/training in Adama University.

scholarly journals Education for Sustainable Development: a Strategic Tool for Quality Improvement of Higher Education

2016 ◽  
Author(s):  
Kageeporn Wongpreedee ◽  
Karnitta Sinsahuang ◽  
Janjira Intanakom ◽  
Wanlaya Tanechpongtamb ◽  
Pansiri Phansuwan-Pujito
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Quality Assurance ◽  
Social Enterprise ◽  
Mission Statement ◽  
Quality Standards ◽  
Education For Sustainable Development ◽  
Management Team ◽  
Faculty Members ◽  
The University

It has been long known that quality assurance (QA) is a system to develop quality standards in Thailand.  However, it is not easy to implement the concept throughout a whole organization, for example, to include in a university, faculty members, program specifications, management team, and so on.   This paper is to explain a case of strategic management of quality assurance using education for sustainable development (ESD) in the university with social enterprise concept.  An example of the university with the mission statement of “to serve society” can drawn more attention using ESD concept to faculty in stead of QA regulation concept.  The conceptual framework of the implementation was shown how QA can be developed in curriculum embedding with an ESD concept.  

A Strategy to Expand the University Education Paradigm

2011 ◽  
pp. 235-252 ◽  
Author(s):  
Richard Ryan
Keyword(s):  
Faculty Members ◽  
University Education ◽  
The Internet ◽  
Internet Education ◽  
Online Portal ◽  
Education Experience ◽  
Faculty Developer ◽  
The University ◽  
Traditional Class ◽  
Delivery Approach

To date most online content and experiences have been packaged in a traditional “class” format and delivered using a web site posted on a provider’s server. This chapter suggests a slight deviation from this approach for packaging and delivering Internet education. It suggests a look beyond the “class” delivery approach. The premise for this strategy is the belief that the greatest strength of the Internet for education may lie in delivery of class “components,” not classes, themselves. These online components can be used to supplement and add value to the traditional class experience, not replace it. The strategy proposes that the university provide, sponsor, administer and maintain an automated online portal to post and sell faculty-created material. An “e-store” selling products developed by the university’s faculty members. It is hoped that universities will explore this idea to develop new ways of packaging and delivering education that better reward the faculty developer, help pay for the service and also add “value” to the education experience.

The Academic Vocation

1992 ◽  
Author(s):  
Mark R. Schwehn
Keyword(s):  
Research University ◽  
The United States ◽  
Faculty Members ◽  
University Education ◽  
Knowledge And Skills ◽  
College And University ◽  
Teaching History ◽  
The One ◽  
The University ◽  
Number Of Classes

In this chapter, I shall try to advance our thinking about college and university education in the United States through a critical study of contemporary conceptions of the academic vocation. Current reflection upon the state of higher learning in America makes this task at once more urgent and more difficult than it has ever been since the rise of the modern research university. Consider, for example, former Harvard President Derek Bok’s 1986–87 report to the Harvard Board of Overseers. On the one hand, Bok repeatedly insists that universities are obliged to help students learn how to lead ethical, fulfilling lives. On the other hand, he admits that faculty are ill-equipped to help the university discharge this obligation. “Professors,” Bok writes, “. . . are trained to transmit knowledge and skills within their chosen discipline, not to help students become more mature, morally perceptive human beings.” Notice Bok’s assumptions. Teaching history or chemistry or mathematics or literature has little or nothing to do with forming students’ characters. Faculty members must therefore be exhorted, cajoled, or otherwise maneuvered to undertake this latter endeavor in addition to teaching their chosen disciplines. The pursuit of knowledge and the cultivation of virtue are, for Bok at least, utterly discrete activities. To complicate matters still further, the Harvard faculty, together with most faculty members at other modern research universities, would very probably resist the notion that their principal vocational obligation is, as Bok suggested, to transmit the knowledge and skills of their disciplines. They believe that their calling primarily involves making or advancing knowledge, not transmitting it. How else could we explain the familiar academic lament “Because this is a terribly busy semester for me, I do not have any time to do my own work”? Among all occupational groups other than the professoriate, such a complaint, voiced under conditions of intensive labor, is inconceivable. Among university faculty members, it is expected. Never mind the number of classes taught, courses prepared, papers graded, and committees convened.

scholarly journals TRAINING OF FUTURE SPECIALISTS-MUSICIANS ON THE PRINCIPLES OF INTERDISCIPLINARY MODELS OF FREE ARTS

2020 ◽  
Vol 1 (190) ◽  
pp. 38-42
Author(s):  
Alla Rastrygina ◽  
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Student Development ◽  
Educational Process ◽  
University Education ◽  
Main Trend ◽  
Ability To Work ◽  
Arts And Sciences ◽  
Teachers And Students ◽  
The University

The article highlights the problem of improving the training of future specialists-musicians through introducing an interdisciplinary model of Free Arts into educational process. This model differs fundamentally from the traditional, narrowly specialized approach to choosing a profession. Its implementation allows, along with the acquisition of professional competencies that constitute the essence and specifics of the profession, to build an individual trajectory of professional development of each student, based on his abilities, capabilities, needs, preferences in the number of trends of the chosen specialty, as well as to obtain such important for a present-day specialist qualities as critical thinking, responsibility, tolerance, sociability, ability to work in a team, respectful attitude to others, flexibility and adaptability in the labor market. A specific feature of professional art education according to Free Arts model, in contrast to the traditional one, is the possibility of combining the main direction of studies, (major), with the additional one, (minor), which differs from the main trend and is of certain interest for a student himself or herself. Being free from the authoritarian idea of ways of acquiring knowledge by students, this interdisciplinary model gives students an opportunity for independent construction of an individual trajectory of their personal professional development according to a personality choice. Based on the teacher's orientation towards students, flexible curriculum, broad disciplinary coverage and depth of subject study, interconnection of disciplines and freedom of choice of courses, the Free Arts model determines the solution of certain problems in the university education system, in particular, the crisis of disciplinary specialization; academicism and an excess of lectures; lack of partnership between teachers and students, detachment of theory from practice; inability of students to think critically and freely. The introduction of innovative educational programs for professional development of future specialists-musicians, who are targeted at student development and able to implement the Free Arts and Sciences model in the art educational space of universities, is one of the ways of successful reform of music education in Ukraine.

scholarly journals Training Needs in Light of the Degree of Awareness of Modern Teaching Strategies and Their Application in the Tertiary Level during the COVID-19 Pandemic

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
AbdulAziz R. Alamro
Keyword(s):  
Teaching Strategies ◽  
Teaching Methods ◽  
Statistical Significance ◽  
Descriptive Analysis ◽  
Training Needs ◽  
Faculty Members ◽  
University Education ◽  
Academic Rank ◽  
The University ◽  
Five Axis

This study aimed to evaluate modern teaching methods applied by the staff at the University of Hail during the COVID-19 pandemic to identify the most important causes, needs, and barriers from their perspective. Also, the study aimed to reveal individual differences (gender, academic rank, or experience) of statistical significance in the staff’s degree of use. To achieve the objectives of the study, the researcher used descriptive analysis on a sample of 164 faculty members. The researcher designed a five-axis questionnaire. The results indicated the importance of e-training when using modern teaching methods. Also, it was clear that the research sample uses MTM to some extent, and the use of modern teaching strategies was found to be moderate. Gender, academic rank, years of experience in the field of university education, and academic specialization did not affect training needs. In addition, the results showed that the most important reason for using MTM during the COVID-19 pandemic was “Mastery of how to use it.”

scholarly journals University tutoring: face-to-face or virtual: a systematic review

2021 ◽  
Vol 5 (37) ◽  
pp. 16-31
Author(s):  
Miguel Ángel Zubiaur Alejos ◽  
Jesús Emilio Agustín Padilla Caballero
Keyword(s):  
Professional Development ◽  
Systematic Review ◽  
University Education ◽  
Sources Of Information ◽  
Student Dropout ◽  
Face To Face ◽  
Tutoring Program ◽  
Overall Performance ◽  
The University

University tutoring is an activity in which the tutored (student) and the tutor (teacher) participate and which promotes the personal, academic and professional development of the student. This article presents a systematic review of university tutoring based on sources of information consulted to identify the most important dimensions and establish the benefits it represents for students. S cientific articles were collected heuristically, using search engines and journal repositories ( SciELO , Scopus, Redalyc and DOAJ) between 2017 and 2021. From the review of the research consulted, 8 predominant dimensions were identified in which the three parties that make up the university tutoring program are identified: the institution, the tutor and the student. University tutoring is an indicator of the quality of university education and an effective procedure to reduce the gap that exists in education,especially to reduce student dropout and improve the student's overall performance.

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