scholarly journals Continuous Professional Development Program for Higher Education Academics in Ethiopia. Views, Perceived Needed Competencies and Organization in Focus

2012 ◽  
Vol 2 (3) ◽  
pp. 027-041
Author(s):  
Sisay Zeleke Aytaged ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Development Program ◽  
Continuous Professional Development ◽  
Professional Development Program

Increasing Technology Adoption through Certified Digital Educator Programme

2018 ◽  
pp. 17-34 ◽  
Author(s):  
Chee Leong Lim ◽  
Nurhanim Hassan
Keyword(s):  
Professional Development ◽  
Technology Adoption ◽  
Blended Learning ◽  
Development Program ◽  
Continuous Professional Development ◽  
Professional Development Program ◽  
Learning Skills ◽  
Face To Face ◽  
E Learning ◽  
Training Modules

In this chapter, the certified digital educator (CDE) programme is developed with the aim of providing the academics with an on-going training that will lead to the e-learning certification. Formulated as part of continuous professional development program for academics at Taylor's University, the CDE programme provides opportunities for the academics to equip themselves with related e-learning skills through the byte-sized training modules offered in addition to the existing blended learning and face-to-face session. Through CDE programme, all current e-learning-related training modules currently being offered to the academics have been re-categorized under four e-learning packages, which represent the four essential skill components required by the academics to effectively able to apply technology in their lessons. Upon completion of this program, the participants are awarded the certified digital educator certification that certify them as competent e-learning practitioners.

scholarly journals Critical Care Nurses’ Reasons for Poor Attendance at a Continuous Professional Development Program

2017 ◽  
Vol 26 (1) ◽  
pp. 70-76 ◽  
Author(s):  
Myra Viljoen ◽  
Isabel Coetzee ◽  
Tanya Heyns
Keyword(s):  
Professional Development ◽  
Critical Care ◽  
Nurse Practitioners ◽  
Development Program ◽  
Critical Care Nurses ◽  
Continuous Professional Development ◽  
Professional Development Program ◽  
Nominal Group ◽  
Consensus Method ◽  
Critical Care Units

Background Society demands competent and safe health care, which obligates professionals to deliver quality patient care using current knowledge and skills. Participation in continuous professional development programs is a way to ensure quality nursing care. Despite the importance of continuous professional development, however, critical care nurse practitioners’ attendance rates at these programs is low. Objective To explore critical care nurses’ reasons for their unsatisfactory attendance at a continuous professional development program. Methods A nominal group technique was used as a consensus method to involve the critical care nurses and provide them the opportunity to reflect on their experiences and challenges related to the current continuous professional development program for the critical care units. Participants were 14 critical care nurses from 3 critical care units in 1 private hospital. Results The consensus was that the central theme relating to the unsatisfactory attendance at the continuous professional development program was attitude. In order of importance, the 4 contributing priorities influencing attitude were communication, continuous professional development, time constraints, and financial implications. Conclusion Attitude relating to attending a continuous professional development program can be changed if critical care nurses are aware of the program’s importance and are involved in the planning and implementation of a program that focuses on the nurses’ individual learning needs.

scholarly journals Senior Academic Staff Mentoring: Dealing with a Challenging Concept

2012 ◽  
Vol 2 (5) ◽  
pp. 57 ◽  
Author(s):  
Marius Boboc ◽  
Sharon Smaldino ◽  
Kay Persichitte
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Knowledge Base ◽  
Academic Staff ◽  
Development Program ◽  
Positive Culture ◽  
Professional Development Program ◽  
College Instructors ◽  
College Professors ◽  
Operational Models

This article theorizes mentoring in higher education, particularly considering the gap that senior academic staff notice in terms of support after being granted tenure. Following discussions of the various definitions of the concept as well as the identification of its features and several operational models as found in the literature, the authors propose a model for mentoring of experienced college professors. The model in question capitalizes on parameters that characterize effective mentoring, while comparing the pre- and post-tenure experiences of senior academic staff. The focus of a prospective professional development program relying on mentoring should take into account contextual parameters that motivate seasoned college instructors as contributors to their institution’s knowledge base and positive culture.   Keywords: Senior Academic Staff; Mentoring; Professional Development

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