scholarly journals NURSING PROFESSOR IN HIGHER EDUCATION: TIME, MONEY AND RESISTANCE IN THE MANAGEMENT VISION

2020 ◽  
Vol 29 ◽  
Author(s):  
José Renato Gatto Júnior ◽  
Cinira Magali Fortuna ◽  
Leandra Andréia de Sousa ◽  
Fabiana Ribeiro Santana
Keyword(s):  
Higher Education ◽  
Evaluation Model ◽  
Public Institutions ◽  
University Teaching ◽  
Data Production ◽  
Approach Method ◽  
The University ◽  
Teaching In Higher Education ◽  
Teaching Time ◽  
Teaching Conceptions

ABSTRACT Objective: to analyze university teaching in nursing from an institutional dialectic approach. Method: a qualitative research based on Institutional Socioclinics. Eighteen nursing professors from four regions of Brazil and from six public institutions of higher education participated. For data production, interviews, observations, documentary analyses, individual and collective restitution and use of the research diary were performed. Data was organized for analysis by transcription/translation, recomposition/rearrangement, and final reconstruction/narration. Data analysis was produced from analyzers, based on Socioclinics, Institutional Analysis current of thought, and on the qualitative mode of analysis by questioning and writing. Results: two main analyzers made the institution ‘teaching in higher education and the nursing professor’ emerge: time-money relation and resistance. Teaching time, increasingly associated with money, in managerialist logic, has formatted the nursing professors as passive subjects in the production of knowledge, induced by the evaluation model of the Coordination for the Improvement of Higher Level Personnel and its link to the progression in the university career. In this model, the nursing professor is driven to devote more to research than to teaching. This interferes with teaching conceptions and practices, which are more influenced by managerialism and less grounded in pedagogical theories. Resistance against this model has not yet encountered coping mechanisms. Conclusion: from the analysis produced with the participants, the choices of the nursing professor are so much more grounded in managerialism and so much less based on pedagogical references, especially those arising from dialectical theories. In this sense, resistance is transformed into a movement of adaptation.

scholarly journals Non-Natural Born lecturers: How to survive teaching in Dutch higher education

2018 ◽  
Author(s):  
Charlotte Oude Alink ◽  
Alberto Martinetti ◽  
Armağan Karahanoğlu ◽  
Marije Hahnen-Florijn
Keyword(s):  
Higher Education ◽  
Qualitative Evaluation ◽  
Training Programme ◽  
Point Of View ◽  
Educational Quality ◽  
University Teaching ◽  
International Level ◽  
The University ◽  
Teaching In Higher Education ◽  
Development Perspective

Teaching in Higher Education Institutions (HEI) requests training and skills as researching. Unfortunately, on an international level the teaching training programme is not always crystal and clear, or even worse, not requested. Often researchers are asked to provide lectures without receiving proper formation. This approach creates sensible depletion in the educational quality. Offering an overview on how the Dutch HEIs are tackling the problem, the aim of this study is twofold: (i) presenting the University Teaching Qualification (UTQ) from a career development perspective and (ii) giving a qualitative evaluation of the entire process from the point of view of UTQ supervisors and lecturers. Finally concluding the relevance of such a professionalization programme.

scholarly journals Analyze students' learning processes to innovate university teaching. The Formative Educational Evaluation model of the University of Bologna

2019 ◽  
Author(s):  
Nicoletta Balzaretti ◽  
Elena Luppi ◽  
Dina Guglielmi ◽  
Ira Vannini
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Evaluation Model ◽  
Evaluation Research ◽  
Educational Evaluation ◽  
Learning Processes ◽  
University Teaching ◽  
Pilot Studies ◽  
The University

The article aims to highlight how the knowledge of university students' characteristics is a key-point for planning innovative teaching. The Bologna University Project refers to a Formative Educational Evaluation model, which is focused on higher education teaching skills and aims to have an impact on teaching and learning processes' multiple levels and dimensions, in a diachronic perspective. The application of the model to different academic contexts of the University of Bologna was carried on by two evaluation research pilot studies with "Nursing" and "Economics and Finance" (CLEF) Degree teachers. This model includes evaluation actions specifically oriented in the formative sense (analysis and progressive re-planning of teaching actions supported by ad hoc higher education teachers training interventions) in order to promote teachers' capacity for reflection, self-analysis of their teaching practices and specific training actions based on innovative methodologies

Docencia en contextos de educación superior: la contribución de “The scholarship of teaching” para el fortalecimiento de la enseñanza llevada a cabo por profesores universitarios

2015 ◽  
pp. 37
Author(s):  
Helena Montenegro Maggio
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
University Teaching ◽  
Educación Superior ◽  
Field Of Study ◽  
Scholarship Of Teaching ◽  
Educacion Superior ◽  
New Challenges ◽  
Teaching In Higher Education

ResumenLa investigación de la docencia universitaria ha sido un campo ampliamente explorado en los países anglosajones pero escasamente abordado y debatido en nuestro país. El presente artículo tiene como propósito contribuir en el debate del fortalecimiento de la docencia universitaria chilena a través de la propuesta de “Scholarship of Teaching” desarrollada porBoyer (1990), lo cual implica nuevos desafíos para las instituciones de Educación Superiory los actores que forman parte de ella.Palabras clave: Docencia Universitaria - profesor universitario - scholarship of teaching- indagación reflexiva. Teaching in higher education contexts: the contribution of "the scholarship of teaching" to strengthen the teaching conducted by university professorsAbstractResearch on university teaching, an extensively explored field of study in Anglo-Saxons’countries, has been hardly examined and debated in Chile. By using Boyer’s “Scholarshipof Teaching”, the aim of this paper is to make a contribution on discussions on how to strengthen Chilean university teaching, which entails new challenges for higher education institutions as well as players that take part on it.Keywords: University teaching - university teacher - scholarship of teaching - practitionerinquiry.

Interdiscursivity and Promotional Discourse: A Corpus-Assisted Genre Analysis of About Us Texts on Chinese University Websites

2020 ◽  
Vol 43 (4) ◽  
pp. 397-416
Author(s):  
Tao Xiong ◽  
Qiuna Li
Keyword(s):  
Higher Education ◽  
Academic Research ◽  
Public Institutions ◽  
International Exchange ◽  
Rhetorical Strategies ◽  
University Websites ◽  
Amount Of Information ◽  
Chinese University ◽  
The University ◽  
Promotional Discourse

Abstract The debate on the marketization of discourse in higher education has sparked and sustained interest among researchers in discourse and education studies across a diversity of contexts. While most research in this line has focused on marketized discourses such as advertisements, little attention has been paid to promotional discourse in public institutions such as the About us texts on Chinese university websites. The goal of the present study is twofold: first, to describe the generic features of the university About us texts in China; and second, to analyze how promotional discourse is interdiscursively incorporated in the discourse by referring to the broader socio-political context. Findings have indicated five main moves: giving an overview, stressing historical status, displaying strengths, pledging political and ideological allegiance, and communicating goals and visions. Move 3, displaying strengths, has the greatest amount of information and can be further divided into six sub-moves which presents information on campus facilities, faculty team, talent cultivation, disciplinary fields construction, academic research, and international exchange. The main linguistic and rhetorical strategies used in these moves are analyzed and discussed.

scholarly journals Evaluating the performance of teaching staff members, a step towards teaching performance development of higher education in Sebha University

2021 ◽  
Vol 20 (3) ◽  
pp. 21-26
Author(s):  
Zamzam Amhimmid Mare
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
University Teaching ◽  
Analytic Description ◽  
Teaching Staff ◽  
Teaching Performance ◽  
Staff Members ◽  
Performance Development ◽  
The University

This study aims to show the importance of evaluating the teaching performance level of the University teaching members. It also aims to provide the suggested mechanisms for evaluating the teaching performance of the teaching staff members of Sebha University. This study was based mainly on documents and analytic description to collect information about the importance and ways of evaluating teachers with reference to some of the international experiences on teaching performance development. This study concluded that the absence of an experienced entity that would develop the teaching performance of faculty members is one of the main reasons for the weak teaching performance at Sebha University. Based on the results of the study, it is recommended that there should be a planned system based on measured standards and criteria for evaluating staff members to improve the quality of teaching in the higher education domain. 

scholarly journals El aprendizaje en la educación superior / Learning Process of Higher Education

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
César Carbache Mora
Keyword(s):  
Higher Education ◽  
Knowledge Society ◽  
Educación Superior ◽  
Education Policies ◽  
Educational Decisions ◽  
Educacion Superior ◽  
Research And Teaching ◽  
Sociedad Del Conocimiento ◽  
The University ◽  
Teaching In Higher Education

ABSTRACTThe following analysis aims to investigate the present and the future of the Ecuadorian university, its relationship to work, citizenship and identity, higher education and learning, knowledge ecologies to link research and teaching in higher education and the pre service education: policies, programs and practices. The information society and knowledge required of citizens better prepared and more committed to the environment in which they live and develop. Aware of this reality, the university must rethink the principles that led to its creation. Moving from theorizing (conceptualization - observation) to the practical (research - reflection – criticality - involvement) valuing and respecting diversity and multiculturalism in tandem to raise awareness on the social responsibility of their knowledge. This rethinking of contemporary university must analyse as proposed by some researchers (Montero, Patricio. 2010) the megas educational trends and challenges for higher education that have implications on key educational decisions related to the relevance and validity of higher education. In particular, for curriculum development, methodologies for both teaching and assessing also the management of teaching. 1.- Globalization marked by the knowledge society. 2.- Training for a highly dynamic interdependent labour structure. 3.- The survival of organizations depends on the knowledge possessed by its staff. 4.- Changes in the design of intelligent behaviour and productivity of people. 5.- Changes on the conception of learning, emphasizing the concern of internal processes of people for learning.RESUMENEl siguiente análisis pretende investigar el presente y el futuro de la universidad ecuatoriana: su vinculación al trabajo, la ciudadanía y la identidad, la enseñanza superior y el aprendizaje, ecologías del conocimiento en cuanto a enlazar la investigación y la docencia en la educación superior, así como el pre servicio de la educación: las políticas, programas y prácticas. La sociedad de la información y el conocimiento requiere de ciudadanos mejor preparados y más comprometidos con el medio en que les toca vivir y desenvolverse. Consciente de esta realidad la universidad debe de replantearse los postulados que la llevaron a su creación. Pasar de la teorización (conceptualización - observación) a la practicidad (inves-tigación – reflexión - criticidad- involucramiento) valorando y respetando la diversidad y la multiculturalidad a la par de concienciar en la responsabilidad social de sus conocimientos. En este replanteo la universidad de hoy debe de analizar, como lo proponen algunos investigadores (Montero, Patricio, 2010) las megas tendencias educativas como desafíos para la educación universitaria que tienen implicaciones en las decisiones educacionales claves vinculadas a la pertinencia y vali-dez de la educación superior. En especial, para el desarrollo curricular, las metodologías tanto para la enseñanza como para la evaluación y para la gestión de la docencia. Cinco son las que se plantean: 1.- La globalización marcada por la sociedad del conocimiento. 2.- Formación para una estructura laboral altamente dinámica e interdependiente. 3.- La super-vivencia de las organizaciones depende centralmente del conocimiento que posee su personal. 4.- Cambios en la concepción de comportamientos inteligentes y la productividad de las personas. 5.- Cambios sobre la concepción del aprendizaje, enfatizando la preocupación de los procesos internos de las personas para el aprendizaje. Contacto principal: [email protected]

English Language Learning as Intercultural Experience

2021 ◽  
pp. 1-16
Author(s):  
Hamza R'boul ◽  
M Camino Bueno-Alastuey
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
English Language ◽  
English Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Intercultural Relations ◽  
Intercultural Experience ◽  
The University ◽  
Teaching In Higher Education

Teaching English in higher education entails additional factors and considerations that exemplify the complexity of accounting for the diverse population in modern higher education institutions. In particular, the increasing flow of international students and the employment demands of functioning in multicultural contexts render helping students to develop a critical understating of intercultural relations an important aspect of English language teaching. With the increasing adoption of English as a medium of instruction and its use as a lingua franca in intercultural communication, it is important to structure English education in a way that accounts for intercultural relations both in and outside the university. In addition to the postmodern conceptualizations of interculturality that emphasize the fluidity of culture, language and identity intercultural relations are characterized by power imbalances. That is why this chapter makes a case for the necessity of considering sociopolitical realities in intercultural English language teaching in higher education.

scholarly journals Appointing and Removing Academic Staff in Public Institutions: The Level of Autonomy at Kyambogo University, Uganda

2016 ◽  
Vol 2 (1) ◽  
pp. 101
Author(s):  
Ayebare Justin ◽  
Kisige Abdu ◽  
Gitta Eric ◽  
Betihama Jackson ◽  
Kimoga Joseph
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Public Institutions ◽  
Institutional Autonomy ◽  
State Control ◽  
University Autonomy ◽  
Public Authorities ◽  
Resource Manual ◽  
The University ◽  
Skilled Staff

Many governments, the university sector and the European Commission have recognized that increasing university autonomy represents a crucial step towards modernizing higher education in the 21st century. This study which was conducted at Kyambogo University highlights that in practice, public authorities still play a central role in the regulation of higher education systems more especially in the appointment and dismissal of academic staff. Despite the fact that the ministry has moved away from direct state control towards more “indirect” steering mechanisms, universities often continue to lack autonomy in many crucial areas, particularly in terms of filling staff positions. The purpose of this study therefore was to establish the level of institutional autonomy in academic staff appointment and removal at Kyambogo University. The researchers analysed each dimen¬sion of university autonomy in terms of appointment and dismissal of academic staff. We found out that appointment and removal of the academic staff in Kyambogo University was not in line with what is provided for in the Human Resource Manual and national guiding Acts, Laws and Standing orders. We recommend that since universities have a unique duty to perform that requires specific skilled staff, they should be given autonomy in the appointment and removal of these staff.

Researching Teaching in Higher Education

2021 ◽  
pp. 57-78
Author(s):  
Bahareh Ghodoosi ◽  
Geraldine Torrisi-Steele ◽  
Sharmistha Dey
Keyword(s):  
Higher Education ◽  
Grounded Theory ◽  
Research Method ◽  
University Teaching ◽  
Grounded Theory Research ◽  
Teacher Researchers ◽  
Research In Education ◽  
Theory Research ◽  
Teaching In Higher Education

Grounded theory, since Glaser and Strauss conceived of it, has been applied to myriad research situations. Variation characterises the use of grounded theory, and the landscape of grounded theory is ‘messy' and difficult to navigate, especially for novice researchers, and subsequently, many existing studies lack transparency and detail, employing only loosely grounded theory methodologies. The authors argue for the value of grounded theory research in education, especially for teacher researchers, but this value can only be realised if researchers attend in-depth to articulating clearly their methodologies and justifying how the methodology can be considered grounded theory. In the chapter, the authors aim to provide a primer on grounded theory, and to stimulate discussion around grounded theory as a research method in teaching, especially in higher education, for the purpose of generating knowledge as a basis for improving the quality of university teaching.

scholarly journals Recomendaciones derivadas de la acreditación de programas educativos: Análisis en una universidad pública estatal de México

2020 ◽  
Vol 28 ◽  
pp. 131
Author(s):  
José Alfonso Jiménez Moreno ◽  
Salvador Ponce Ceballos
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Academic Staff ◽  
Evaluation Model ◽  
Educational Programs ◽  
Public University ◽  
International Standards ◽  
Academic Productivity ◽  
Documentary Analysis ◽  
The University

The article addresses the problem of accreditation of educational programs in Mexico. The importance of this type of evaluation is generated based on the policies in which higher education in Latin America is circumscribed. The objective of the research was to carry out a documentary analysis of 21 accreditation documents of seven programs of a public university over three periods, in order to classify the recommendations made by the accrediting instances; The resulting units or categories were as follows: Academic Staff, Students, Curriculum, Collaboration, Research and Program Management. The results show a lack of conceptual delimitation and compliance with international standards in the 21 documents, as well as information that suggests the university should increase the competitiveness of its programs, consolidate collegial work, strength trajectories, and meet the needs of the environment. The authors conclude that there is a need to make explicit the evaluation model that supports the accreditations. In addition, they  describe how the accreditation promotes academic productivity and the establishment of basic conditions for the organization and operation of educational programs.

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