scholarly journals Culture Club: Experiences of running a journal club for continuing professional development in higher education

2020 ◽  
Vol 8 (2) ◽  
pp. 81-89
Author(s):  
Jim Christopher Turner ◽  
Amanda Mason ◽  
Roger Harrison ◽  
Tunde Varga-Atkins
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Complex Terrain ◽  
Journal Club ◽  
Continuing Professional Development ◽  
Technology Journal ◽  
Journal Clubs ◽  
Subject Areas ◽  
Potential Area ◽  
Complex Subject

This article discusses the experiences of a journal club established to enable staff from different higher education (HE) institutions and roles to develop their knowledge and understanding around a shared interest in the areas of internationalisation and educational technology.  Journal clubs have been used, mainly within the field of medicine and healthcare, to facilitate group learning. The club enabled the group to navigate a complex terrain of literature, develop a focus for reading and identifying a potential area for research and collaboration. Members of the journal club experienced several benefits from participation which are discussed together with the challenges of sustaining engagement over time. The article concludes with highlighting ways in which journal clubs can provide a fruitful form of continuing professional development in higher education, particularly in complex subject areas that traverse numerous roles and domains and makes recommendations for those considering establishing a journal club for similar purposes.    

scholarly journals BMUS journal club on Twitter: An analysis of the first #BMUS_JC discussions

Ultrasound ◽  
2021 ◽  
pp. 1742271X2199005
Author(s):  
Ruth Reeve ◽  
Stephen Moore ◽  
Catherine Kirkpatrick
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Journal Club ◽  
Continuing Professional Development ◽  
Online Journal ◽  
Training Support ◽  
Journal Clubs ◽  
Advanced Search ◽  
Social Media Platforms ◽  
Dynamic Source

Introduction Journal clubs have evolved over recent years within healthcare to encourage continuing professional development. More recently, there has been a move from face-to-face group meetings to virtual groups utilising social media platforms. This article aims to explore the discussions and narrative following the inaugural BMUS journal club, highlighting the key discussions and themes from the participants and to provide a narrative for the future of ultrasound continuing professional development. Methods The August 2020 journal club chat was focussed on the article featured in Ultrasound: “Sonographers’ level of autonomy in communication in Australian obstetric settings: Does it affect their professional identity?” by Thomas et al. Data consisting of Twitter correspondence were extracted and analysed from the advanced search function on Twitter using #BMUS_JC thread. An initial review ensured related content was included. A second review and semantic thematic analysis was then conducted on the 123 tweets. Results In total, seven overall themes were identified between the three sub-threads within the journal club discussions. Those participating in the Twitter discussion recognised the limitations and barriers for communicating results to patients, acknowledging that training, support and regulatory involvement is required for sonographers to change practice locally and internationally. Conclusion The group discussions on Twitter highlight the ongoing issues for sonographers’ professional identity worldwide. Furthermore, our analysis echo other contemporary studies which indicate that Twitter journal clubs act as a fruitful and dynamic source of continuing professional development, particularly in an era where social distancing is encouraged. The outcomes of the first BMUS journal club support the wider evidence that online journal clubs can provide a successful platform for professional discussion and debate.

Equipping Educational Developers for Inclusive International Programs in Higher Education

2020 ◽  
pp. 21-40
Author(s):  
Davinia Sánchez-García ◽  
Emma Dafouz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Specific Reference ◽  
Teacher Education Programs ◽  
International Programs ◽  
Teacher Professional

Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role of the internationally-oriented educational developer (ED) as crucial to higher education institutions (HEIs) and provides these institutions with the means to support academic staff and hereby enhance the quality of internationalized programs taught in international classrooms. Consequently, this chapter provides the conceptual rationale behind the EQUiiP project, delves into the needs of teacher education programs and the role played by the EDs, and describes the EQUiiP project and its outcomes by providing concrete examples of its inclusive CPD program. Finally, some implications and recommendations for teacher professional development, with specific reference to the Spanish setting, are offered.

scholarly journals Twitter journal clubs and continuing professional development: An analysis of a #MedRadJClub tweet chat

Radiography ◽  
2018 ◽  
Vol 24 (1) ◽  
pp. 3-8 ◽  
Author(s):  
A. Bolderston ◽  
J. Watson ◽  
N. Woznitza ◽  
A. Westerink ◽  
L. Di Prospero ◽  
...  
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Journal Clubs

Knowledge Management in Higher Education and Professional Development in the Construction Industry

2011 ◽  
pp. 2355-2368
Author(s):  
Fung Fai Ng
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Knowledge Management ◽  
Lifelong Learning ◽  
Construction Industry ◽  
Business Processes ◽  
Knowledge Society ◽  
Continuing Professional Development ◽  
Lessons Learned ◽  
Design And Implementation

Development of a ‘knowledge society’ affects not only enterprises and organisations, but also individuals. Lifelong learning and continuing professional development are essential for graduates and workers to remain competent and competitive. Hence, knowledge management is not only important in business processes, but also in education. As the importance of knowledge management in the construction industry is growing, competence in knowledge management is essential for graduates of curricula related to the construction industry. Design and implementation of such curricula should take into account methods for enriching the knowledge management competences of students in higher education. This chapter reports on lessons learned from the design and implementation of a particular module where principles of knowledge management are integrated into the learning activities.

Reflections on Personal Experiences of Staff Training and Continuing Professional Development for Academic Staff in the Development of High Quality Support for Disabled Students in Higher Education

2014 ◽  
pp. 1301-1318
Author(s):  
Alan Hurst
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Staff Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
High Quality ◽  
Disabled Students ◽  
Personal Experiences ◽  
The Uk ◽  
Made In

Despite the progress made in the development of policy and provision for disabled students in Higher Education since the issue first received attention in the UK in 1974, there is still some way to go before a state of genuine inclusion is reached. The key to further improvement and enhancement of quality is seen to lie in training for staff. After presenting evidence showing the need for more and better training, a number of issues relating to initial training and continuing professional development are discussed. A number of sample tasks for inclusion in staff development sessions are described.

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