scholarly journals The Impact of Academic Staff Development on Their Approach to Teaching and Learning

2018 ◽  
Author(s):  
Staffan Andersson ◽  
Arnold Pears
Keyword(s):  
Staff Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Academic Staff Development ◽  
Approach To Teaching ◽  
The Impact

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

scholarly journals Contextually responsive and knowledge-focused teaching: disrupting the notion of ‘best practices’

2021 ◽  
Vol 9 (SI) ◽  
Author(s):  
Ceclia Jacobs ◽  
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Best Practices ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Knowledge Bases ◽  
Good Teaching ◽  
Approach To Teaching ◽  
Conceptual Paper ◽  
Higher Education Teaching

The notion that universal ‘best practices’ underpin higher education teaching is problematic. Although there is general agreement in the literature that good teaching is not decontextualised but rather that it is responsive to the context in which it occurs, generic views of teaching and learning continue to inform practices at universities in South Africa. This conceptual paper considers why a decontextualised approach to higher education teaching prevails and interrogates factors influencing this view, such as: the knowledge bases informing this approach to teaching, the factors from within the higher education sector that shape this approach to teaching, as well as the practices and Discourses prevalent in the field of academic development. The paper argues that teaching needs to be both contextually responsive and knowledge- focused. Disrupting ‘best practices’ approaches require new ways of undertaking academic staff development, which are incumbent on the understandings that academic developers bring to the enterprise.

scholarly journals IMPACT OF PROMOTION ON ACADEMIC STAFF DEVELOPMENT IN THE STATE HIGHER EDUCATIONAL INSTITUTIONS OF BORNO STATE

2021 ◽  
Vol 4 (1) ◽  
pp. 12-24
Author(s):  
Aji Abdulmumini ◽  
Keyword(s):  
Staff Development ◽  
State Government ◽  
Academic Staff ◽  
The State ◽  
Survey Method ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Academic Staff Development ◽  
Higher Educational ◽  
The Impact

Promotion may be considered as an employee’s reward for good performance or for additional qualifications, that is, positive appraisal which boost individuals’ moral and is a mark of recognition. The study explores the Impact of promotion on academic staff development in the State higher educational institutions of Borno State. The study raised one questions to determine: The impact of promotion on academic staff development. Hypotheses was formulated and tested in line with the objectives of the study. Related literatures were reviewed based on the stated objective. Survey method was employed for the study. The population of the study were all academic staffs of the State higher educational institutions (1410). The sample of the study comprised all academic staff from the four selected institutions (938) using closed questionnaires. The collected data was presented by the use of simple frequency and percentages, and later analysed using Chi-square statistical technique. The finding reveals that since 2015-to date the State government offer paper promotion with no monetary increment to salary to academic staff in the state higher education. The study also reveals that there is a significant relationship between promotion and academic staff development. The study concluded that promotion influence academic staff development. It is recommended that the state government should offer the academics the financial benefits of their promotions to boost morale and for effective and efficient performance.

scholarly journals IMPACT OF TRAINING ON ACADEMIC STAFF DEVELOPMENT IN THE STATE HIGHER EDUCATIONAL INSTITUTIONS OF BORNO STATE

2020 ◽  
Vol 2 (1) ◽  
pp. 98-108
Author(s):  
Aji Abdulmumini ◽  
Keyword(s):  
Staff Development ◽  
Academic Staff ◽  
National Development ◽  
The State ◽  
Survey Method ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Academic Staff Development ◽  
Higher Educational ◽  
The Impact

Academic staff for knowledge and skills update is a necessity for state and national development. The study explores the Impact of training on academic staff development in the State higher educational institutions of Borno State. The study raised two questions to determine: The impact of training on academic staff development. Hypotheses was formulated and tested in line with the objectives of the study. Related literatures were reviewed based on the stated objective. survey method was employed for the study. The populations of the study were academic staff of the State higher educational institutions (1410). The sample of the study comprised academic staff from four selected institutions (938) using closed questionnaires. The collected data was presented by the use of simple frequency and percentages, and later analysed using Chi-square statistical technique. The finding reveals there is a significant relationship between training and academic staff development. The study concluded that training influence academic staff development. It is recommended that the state should provide adequate funds for academic staff in the state higher education for training, workshops, conference, research and publications for knowledge and skill updates to boost academic staff productivity

scholarly journals Enabling learning through technology: some institutional imperatives

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Audrey McCartan ◽  
Barbara Watson ◽  
Janet Lewins ◽  
Margaret Hodgson
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Educational Practice ◽  
Learning Technology ◽  
Higher Education Funding ◽  
Institutional Practice ◽  
Effective Use ◽  
Technology Programme

The imminent completion of many Teaching and Learning Technology Programme (TLTP) projects means that a considerable number of courseware deliverables will soon be available to Higher-Education (HE) institutions. The Higher Education Funding Council's intention in funding the Programme (HEFCE Circulars, 8/92, 13/93) was to ensure their integration into academic curricula by providing institutions with an opportunity to review their 'teaching and learning culture' with regard to the embedding of learning technology within their institutional practice. Two recent workshops, conducted with a representative sample of newly appointed academic staff in connection with the evaluation of materials to be included in a staff development pack whose purpose is to encourage the use of IT in teaching and learning (TLTP Project 7), strongly suggested that the availability of courseware alone was insufficient to ensure its integration into educational practice. The establishment of enabling mechanisms at the institutional level, as well as within departments, was crucial to ensure the effective use of learning technology.DOI:10.1080/0968776950030115

Sign in / Sign up

Export Citation Format

Share Document