scholarly journals Faculty Development and Dissemination of Knowledge on Active Learning by Higher Education Leaders

2020 ◽  
Vol 2 (2) ◽  
pp. 54-70
Author(s):  
Kelber Tozini ◽  
Haylea Hubacz
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Faculty Development ◽  
Development Programs ◽  
Effective Dissemination ◽  
Phase Study ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
Multi Phase

With faculty development programs being more present around higher education institutions worldwide, researchers question their effectiveness as how it benefits faculty members and students. For development programs to take place, effective dissemination processes must become a common practice, and be strongly encouraged by the leadership. This paper presents a case study on how dissemination of knowledge works after leaders of several Brazilian institutions that are part of a consortium attend a weeklong workshop on active learning methodologies. This study employed a mixed methods approach utilizing the review of program documentation, an online leader survey, and virtual interviews with select participants. This multi-phase study revealed several ways leaders disseminate knowledge within and outside their institutions - including internal and external communities of practice - and that in most cases the high administration is willing to invest on creating an environment which fosters the dissemination. However, some challenges still compromise the complete effectiveness of the dissemination, including the involvement of the leadership of the consortium post-program. This paper sheds light on the role of leaders in this process in addition to presenting a case study in Latin America, context that is still understudied.

scholarly journals Internationalizing higher education: from grand plans to evolving responses

2016 ◽  
Vol 29 (6) ◽  
pp. 889-902 ◽  
Author(s):  
Sefika Mertkan ◽  
Ilkay Gilanlioglu ◽  
Simon McGrath
Keyword(s):  
Higher Education ◽  
Dynamic Change ◽  
Institutional Transformation ◽  
Levels Of Analysis ◽  
Content Type ◽  
Reciprocal Influence ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
Different Levels

Purpose The purpose of this paper is to explore the complexity of developing into an international institution from the perspective of higher education leaders through the case study of one institution engaged in institutional transformation. Design/methodology/approach This study employs the qualitative approach and involves in-depth interviews with key institutional managers. Findings Findings suggest internationalization is a dynamic change process that goes beyond the rational and predictive elements of internationalization and cannot be confined to the rational planning and grand plans solely at institutional level. Reciprocal influence of different levels of analysis – institution, society and the nation – needs to be acknowledged and internationalization efforts need to go beyond the confines of the institution and extend into the society and the nation as a whole. Originality/value Internationalization of higher education has been widely examined, but the reciprocal influence of different levels of analysis on the internationalization efforts of higher education institutions is thin to which this paper contributes.

Help Me Understand

2019 ◽  
pp. 338-359
Author(s):  
Carolyn N. Stevenson
Keyword(s):  
Higher Education ◽  
Organizational Culture ◽  
Career Advancement ◽  
Communication Style ◽  
Mentoring Programs ◽  
Education Leaders ◽  
The Common ◽  
Higher Education Leaders ◽  
Generational Group

Higher education leaders need to identify differences among generations of employees and students and develop a strategic plan for managing and motivating across the generations. This case study addresses the following question: “How do higher education leaders lead and motivate multigenerational employees and online students?” An understanding of the common characteristics of each generational group is the first step for developing a strategy for motivating all employees and students in higher education. Communication, mentoring programs, training, respect, and opportunities for career advancement are components valued by all. It is important for higher education leaders to understand the values, work ethic, and communication style of the different generations. The implications for higher education leaders lie in establishing an organizational culture that promotes satisfaction for all individuals in the higher education setting.

scholarly journals Analysis of Impact Factors of the Quality Accreditation on Design and Improvement Curriculum in the University

2021 ◽  
Vol 13 (4) ◽  
pp. 1
Author(s):  
Nguyen Duc Hanh ◽  
Pham Van Thuan ◽  
Vu Quynh Loan
Keyword(s):  
Higher Education ◽  
Educational Program ◽  
Teaching Method ◽  
Faculty Perceptions ◽  
Impact Factors ◽  
Education Leaders ◽  
The Difference ◽  
Higher Education Leaders ◽  
The University

Studies here are the to determine effects of the quality accreditation to a training program on aim, teaching method, test and assessment methods and content, outcomes to students. Consider the fields and the professions, skills and attitudes that the curriculum must address to support graduate outcomes for students. Analyze the challenges for higher education leaders to appropriate industry requirements and the effects on faculty perceptions and capacity to design a transformative educational program for students. Comparing the difference between a curriculum only has concentrated on meeting requirements and follows quality accreditation standards with a curriculum focus to experiment for students. A case study for universities in Australia and Vietnam have been considered, compared and recommended.

A Case Study on the Effects of Active Learning Classrooms in Higher Education

2018 ◽  
Vol 24 (4) ◽  
pp. 733-754
Author(s):  
Hyeon Woo Lee ◽  
Yoon Mi Cha ◽  
Kibeom Kim Kibeom Kim
Keyword(s):  
Higher Education ◽  
Active Learning

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

scholarly journals Organizational Change Management in Higher Education through the Lens of Executive Coaches

2021 ◽  
Vol 11 (6) ◽  
pp. 269
Author(s):  
Dimitrios Vlachopoulos
Keyword(s):  
Higher Education ◽  
Organizational Change ◽  
Change Management ◽  
Academic Community ◽  
Structured Interviews ◽  
Organizational Change Management ◽  
Executive Coaches ◽  
Leadership In Higher Education ◽  
Education Leaders ◽  
Higher Education Leaders

This study investigated perceptions of organizational change management among executive coaches working with British higher-education leaders and factors that make leaders effective when managing change. This basic qualitative research used semi-structured interviews with eight executive coaches selected through purposeful sampling. As main challenges to efficient, inclusive change management, participants mentioned leaders’ lack of a strategic vision or plan, lack of leadership and future leader development programs, and lack of clarity in decision-making. They recognized that leaders’ academic and professional profiles are positively viewed and said that, with coaching and support in leadership and strategic planning, these people can inspire the academic community and promote positive change. Additional emphasis was given to the role of coaching in the development of key soft skills (honesty, responsibility, resiliency, creativity, proactivity, and empathy, among others), which are necessary for effective change management and leadership in higher education. The paper’s implications have two aspects. First, the lessons of the actual explicit content of the coaches’ observations (challenges to efficient change management and views of leaders); second, the implications of these observations (how coaching can help and what leaders need).

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

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