scholarly journals The Senses Framework: Understanding the Professional Development of Postgraduates Who Teach

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Amy Burge ◽  
Maria Grade Godinho ◽  
Miesbeth Knottenbelt ◽  
Daphne Loads
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Significant Contribution ◽  
Administrative Staff ◽  
Research Project ◽  
Senior Staff ◽  
Teaching Assessment ◽  
Research Outcomes ◽  
Gerontological Nursing ◽  
Part Time

The aim of this research project was to deepen our understanding of the professional development of postgraduates who teach (tutors). Using arts-based methods, we asked postgraduate tutors and senior staff how they saw tutors’ roles and development needs. Based on our research outcomes, we found that both postgraduate tutors and senior staff were concerned in their different ways about a lack of community, the administrative burden on tutors, the importance of enjoyment, how tutoring should be recognised and valued, and the question of training versus development. We make use of a framework borrowed from gerontological nursing for thinking about and addressing these issues in practice. Note: In this paper, ‘tutor’ refers to the part-time, adjunct, assistant, sessional or casual staff who make a significant contribution to small and large-group teaching, assessment and feedback in higher education. We are particularly concerned here with postgraduates who teach; ‘senior staff’ refers to a variety of colleagues who have some responsibility for supporting tutor development, including course organisers, senior tutors and administrative staff.

scholarly journals Faculty Perceptions on Accessibility in Online Learning: Knowledge, Practice and Professional Development

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Thelma C Guilbaud ◽  
Florence Martin ◽  
Xiaoxia Newton
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Learning ◽  
Students With Disabilities ◽  
Faculty Perceptions ◽  
Higher Education Institutions ◽  
Full Time ◽  
Professional Development Training ◽  
Part Time ◽  
Time Part

This study examined the level of readiness of faculty in designing and delivering accessible online courses to meet the needs of all learners, including students with disabilities. A total of 182 tenured/non-tenured full time, part-time, adjunct and clinical faculty from three public universities of different sizes were surveyed to gauge their awareness, understanding, and practices related to disability laws, quality standards, utilization of tools, and professional development support. Results from the study indicated an uneven level of readiness by faculty regarding online learning accessibility. Results from the study showed that professional development training in online learning had a very significant influence on accessibility knowledge and practice. Also, high perceptions of knowledge for institutional policy and terminology and low perception of accessibility laws and standards were found. It is also found that training on disability-related laws and regulations provided by higher education institutions was insufficient and at times, does not align with the faculty’s schedule. Given the results of the study, it is recommended that higher education institutions reorient their approach to supporting faculty who teach online and develop a comprehensive strategy to reach the goal of helping all students, including students with disabilities, to fully engage online learning. The findings from this study have implications for course development and implementation to support students with disabilities. 

Professional Development for Faculty and Staff in Ras Al Khaimah’s Higher Education Institutions

2014 ◽  
Author(s):  
Jane Knight
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Higher Education Institutions ◽  
Administrative Staff ◽  
Continuous Learning ◽  
The Status ◽  
Academic Faculty ◽  
Professional Development Needs ◽  
Faculty And Staff ◽  
Policies And Practices

The purpose of this report and the supporting research is to examine the status of professional development priorities, policies, and practices in Ras Al Khaimah higher education institutions and to identify areas of strength and improvement. Three different institutions participated in the project, and 100 academic faculty and administrative staff were interviewed. The purpose of the interviews was to determine staff’s professional development needs and understanding of policies and practices and to raise their awareness of the nature of continuous learning for an academic professional.

scholarly journals “I Still Feel Isolated and Disposable”: Perceptions of Professional Development for Part-time Teachers in HE

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Jennifer S Leigh
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Graduate Students ◽  
Academic Development ◽  
Graduate Schools ◽  
Extensive Coverage ◽  
Cohesive Group ◽  
Part Time ◽  
The Uk

Part-time teachers form an increasingly large part of the workforce within the Academy, in the UK and internationally. They can be employed on sessional or hourly-paid lecturer contracts, and as casual employees are not always able to access professional or academic development and support that is available for other employees. In 2013/14, there has been extensive coverage in the national and higher education press about ‘zero-hours’ contracts. Although some part-time teachers are also graduate students and able to access development through graduate schools and the like, it is likely that many hourly-paid lecturers are left without support. A survey of hourly-paid lecturers at one University in the UK provided data on how these individuals perceived the support and development opportunities available to them. Accessing the hourly-paid lecturers was challenging. Unsurprisingly, given the difficulties in communicating with them as a cohesive group, 60% (n=78) reported that they were unable to access or unaware of any development opportunities. In addition, this group of UK part-time teachers reported feeling isolated and lacking in support, as has been reported by casual academics in Australia.

scholarly journals Modelo de evaluación del desempeño laboral para el personal administrativo universitario

2018 ◽  
Vol 1 (12) ◽  
Author(s):  
Blanca Viviana Alvarez Indacochea ◽  
Blanca Soledad Indacochea Ganchozo ◽  
Narciso Roberto Yoza Rodríguez ◽  
Arturo Antonio Alvarez Indacochea.
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Model Evaluation ◽  
Work Performance ◽  
Administrative Staff ◽  
Educación Superior ◽  
Educacion Superior ◽  
Desarrollo Profesional ◽  
Complex Process ◽  
Definition Of

La evaluación del desempeño laboral para el personal administrativo de la educación superior es un proceso complejo, porque se requiere ejercer actividad laboral que correspondan a los niveles precisos de conocimientos en el puesto de trabajo asignado para esto se necesita como pasos previos la definición de perfiles ocupacionales, estructurados en torno a conocimientos, habilidades, conductas individuales y sociales respuesta al desafío que implica, desde la perspectiva laboral con aspectos propios del trabajador, el objetivo de esta investigación es analizar la importancia de un modelo de evaluación del desempeño laboral con énfasis para el personal administrativo de la educación superior que contribuye a mejorar el desarrollo profesional del trabajador en aras de cumplir los objetivos y metas propuesta por la institución. Palabra  clave: Modelo, Evaluación, Desempeño, Educación superior Summary The evaluation of work performance for administrative staff of higher education is a complex process, because it is required to exercise work that correspond to the precise levels of knowledge in the job assigned for this is needed as previous steps the definition of occupational profiles , structured around knowledge, skills, individual and social behaviors, responding to the challenge that implies, from a work perspective with aspects of the worker, the objective of this research is to analyze the importance of a model of evaluation of work performance with emphasis for the administrative staff of higher education that contributes to improving the professional development of the worker in order to meet the objectives and goals proposed by the institution. Keyword: Model, Evaluation, Performance, Higher education PARTICIPACIÓN EN LA PUBLICACIÓN: Autor: Alvarez Indacochea Blanca Viviana. Co – Autores: Indacochea Ganchozo Blanca Soledad, Yoza Rodríguez NarcisoRoberto, Alvarez Indacochea Arturo Antonio , MSc.

Administrative Environment And Employee Prductivity In Higher Education A Theoritical View

2019 ◽  
Vol 118 (11) ◽  
pp. 230-243
Author(s):  
Jamal Asad Mezel ◽  
Kiran Das Naik Eslavath
Keyword(s):  
Higher Education ◽  
Work Engagement ◽  
Physical Environment ◽  
High Performance ◽  
Educational Institution ◽  
Positive Association ◽  
Faculty Members ◽  
Employee Productivity ◽  
Administrative Staff ◽  
Administrative Employees

Ensure that from the above theoretical review on administrative context and employee productivity in higher education and there is a positive association between work engagement of faculty members and administrative staff motivate the employees in accomplishing their work regardless of any result that they are more productive. Researchers argue the fact that the physical environment of the institutional and administrative, employees effect job perception attitudes and job satisfaction which is in sequence affects the job performance and employee productivity. Improving the work environment in higher educational institution there is a dissatisfaction and complaints of employee while increasing their productivity the more satisfied employee are with their jobs in high performance and productivity.

Assessment : Basic Concepts, Thoughtful Decisions

2017 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Milton Raul Licona Luna ◽  
Elizabeth Alvarado Martínez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Assessment For Learning ◽  
Continuous Assessment ◽  
Research Project ◽  
Basic Concepts ◽  
Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

scholarly journals Spirals of Sustainable Academic Motivation, Creativity, and Trust of Higher Education Staff

2021 ◽  
Vol 13 (13) ◽  
pp. 7057
Author(s):  
Martina Blašková ◽  
Dominika Tumová ◽  
Rudolf Blaško ◽  
Justyna Majchrzak-Lepczyk
Keyword(s):  
Higher Education ◽  
Academic Motivation ◽  
Slovak Republic ◽  
Point Of View ◽  
Scientific Management ◽  
Administrative Staff ◽  
Sustainable Systems ◽  
New Concepts ◽  
Future Improvement ◽  
The University

Sustainability has to penetrate more and more into higher education. It should not focus only on traditional elements. It should also enter new, but for future improvement, extremely important areas. Based on this premise, creativity and motivation, when additionally interconnected and supported by trust that is provided and achieved, decide on the progress and sustainability of universities. This connection is gaining importance especially from the point of view of building solid foundations and mechanisms that functionally preserve the potential effects of these elements in the future. For this reason and following the nature, importance, and content of sustainable academic motivation (SAM), the paper introduces two new concepts: sustainable academic creativity (SAC) and sustainable academic trust (SAT). For further original contributions, the paper hypothesizes the existence of mutual—spiral—relations of sustainable academic motivation (SAM), sustainable academic creativity (SAC), and sustainable academic trust (SAT). The empirical section tests the validity of this claim in the universities of two countries: the Slovak Republic and Poland. A survey performed on a sample of n=181 pedagogical, scientific, management, and administrative staff in higher education confirms the existence of these spirals. The results indicate the spiral effect of motivation when connected with creativity and trust and show that it is accented by the crucial principles of sustainability (responsibility, novelty, usefulness, progress, etc.). Therefore, the paper’s conclusion contains the explanations for the potential occurrence of three types of sustainably mutual systems and complexes. These are: (a) individual sustainable systems of SAM, SAC, and SAT; (b) group/sectional sustainable systems of SAM, SAC, and SAT; and (c) the global sustainable complex of SAM, SAC, and SAT in the university.

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