scholarly journals Working Together Within The University: An Interdisciplinary Project In Education

2010 ◽  
Vol 3 (13) ◽  
pp. 7-12
Author(s):  
Isabel-María Ferrándiz-Vindel
Keyword(s):  
Higher Education ◽  
Conceptual Knowledge ◽  
Technical Information ◽  
Teaching Quality ◽  
University Education ◽  
Teaching Staff ◽  
Educational Training ◽  
University Teachers ◽  
Teaching Learning ◽  
The University

The evolution of the professional and environmental conditions is forcing the university education to a change in the teaching-learning process. This implies a new definition in the roles and functions of university teachers from whom new ways of educational training should arise. These days, university teachers are called upon to encourage and facilitate their students’ learning. This new role of the teacher should be to help put the University at the level of the requirements and possibilities of this era, and those to come as well. In order to make the innovation and the change real in higher education is essential to start from concepts like “cooperation and collaboration” within the teaching staff, between them and in their departments. According to the new use of the didactic and organizational planning in higher education, this aspect is an aim for the development of the teaching quality in universities. In higher education, there is an increasing need of a formation which not only increases the conceptual knowledge of the professionals but also provides them the instrumental and attitudinal resources required for the professional development of their tasks. The aim of this paper is to show the work which has been done by a group of teachers at the Faculty of Educational Sciences and Humanities during four years in the degree of Educational Psychology. The activities carried out (information stands, sensitization workshops, leaflets with scientific-technical information, among others) facilitate our students’ apprehension of the basic elements of different subject matters and increase their skills of analyzing, contrasting, synthesizing, increasing knowledge, debating, etc. and, in addition, they can confront the need to give an answer –as a professional- to very different situations taken from the real world.

scholarly journals Establishing criteria for evaluating lecturers’ competences: solutions for improving quality of lecturers at University of Social Sciences and Humanities, VNU -HCM

2019 ◽  
Vol 3 (1) ◽  
pp. 18-24
Author(s):  
Bui Ha Phuong
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
University Education ◽  
Teaching Staff ◽  
Social Sciences And Humanities ◽  
Education Environment ◽  
Higher Education Quality ◽  
National University ◽  
The University

In the higher education environment, lecturers play an extremely important role in higher education of universities. Assessing the higher education quality based on many standards such as the training program, the facilities, the teaching staff, the supporting staff to the learners, the measures of quality improvement, ... In which, improving the qualified lecturers who meet the training needs and implementing the strategic goals of each university is as one of the requirements important. Assessing lecturers' competences is considered one of the mandatory requirements for measuring the quality of university education. The assessment of lecturers' competences is based on a variety of criteria, in which the competences of teaching, scientific research and community service are considered the core competences of the lecturer. The paper presents the necessity of proposing criteria for assessing lecturers' competences. Besides, the paper also analyzes some of the basic criteria for assessing lecturers' competences. Then, some solutions are proposed to apply these criteria in assessing the competences of lecturers at the University of Social Sciences and Humanities, Vietnam National University-Hochiminh.

scholarly journals THE SOCIAL ROLE AND COMPETENCIES OF TEACHERS IN HIGHER EDUCATION BETWEEN THEORY AND TEACHING PRACTICE

2020 ◽  
pp. 045
Author(s):  
Suzana Marković Krstić ◽  
Lela Milošević Radulović
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Social Role ◽  
University Education ◽  
Teaching Process ◽  
Quality Of Higher Education ◽  
The Social ◽  
Teaching Learning ◽  
The University

Starting from the fact that higher education is an activity of special social interest and the initiator of the development and improvement of society, in theory and teaching practice questions are often asked regarding the quality of higher education and the possibility of its improvement. The quality of higher education in terms of the increase in its effectiveness is one of the shared aims of the Bologna convention, that is, the current reform process in European countries. It is determined by the quality of the study programs and the quality of the teaching process, which requires a competent teacher, prepared for the process of innovating teaching plans and programs, and the realization and improvement of the teaching practice. Considering the social importance of education and teaching, research into the social group which performs work-related tasks in the educational process, as well as into the quality of the teaching itself, is of special importance. The paper presents the results of research regarding student perceptions of the characteristics of teachers manifested during the course of educational practice in higher education institutions, which were based on the following: the human, professional and pedagogical qualities of teachers, the quality of the university education/teaching process and learning outcomes/learning achievements (the prevalence of theoretical knowledge, practical application of knowledge, etc.). The aim of the paper is to, on the basis of three empirical studies, from a sociological standpoint evaluate the perception of the social role and competencies of teachers and the quality of university education from the viewpoint of the student youth(in 2009, 985 students from 30 colleges in Serbia were surveyed, in 2012, 2208 students of the University of Niš (818), University of Bitolj (804) and the University of Veliko Trnovo (586), and in 2019, 374 students from 13 faculties of the University of Niš). The empirical findings indicate that teachers are qualified professionals who lecture clearly, comprehensively and are able to emphasize the most important points, but that their lectures are still insufficiently interesting, and that they are often unjust and biased. Considering the noted differences between the competencies of teachers working in higher education settings, and the quality and outcomes of the teaching/learning, “models” of teaching/learning have been proposed in this paper for each of the countries included in the study (Serbia, Macedonia, Bulgaria). Based on noted disparity between theory and teaching practice, the paper points to the need for new scientific research in the context of reform processes in higher education, with the continued redefinition of its goals and tasks with the aim of improving the quality of the teaching process and teaching practice.

scholarly journals Dynamics of the gender structure of teaching staff in modern Russia

2021 ◽  
Vol 125 ◽  
pp. 02001
Author(s):  
Lyudmila Alekseevna Brushkova ◽  
Ivan Andreevich Vladimirov ◽  
Niginakhon Arslanovna Shermukhamedova
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Teaching Staff ◽  
University Staff ◽  
Pay Gap ◽  
Postgraduate Students ◽  
University Teachers ◽  
Age Cohorts ◽  
Representation Of Women ◽  
The University

The subject of the article is the dynamics of the gender structure of university staff in modern Russia. The purpose of the article is to reveal the changes that have occurred in the gender structure of university teachers over the past 20 years. Research methods include the analysis of statistical and sociological data, cross-tabulation and calculation of the feminization index. The authors note that over the twenty-year period, the feminization of Russian universities has intensified. It captures increasingly higher levels of the university job hierarchy, which is manifested in an increase in the number of women in the positions of associate professors, professors, heads of departments, vice-rectors, etc. The significant predominance of women in the positions of assistants, teachers and senior teachers is the basis for the further feminization of university staff in Russia. The analysis of the gender structure of postgraduate and doctoral students shows that women lag behind men only in the youngest age categories of postgraduate students (up to 27 years old) and doctoral students (up to 39 years old) and the oldest category of doctoral students (over 60 years old). This is explained by the fact that at these ages, women are likely to perform their reproductive and educational functions. Women dominate in all other age cohorts of postgraduate and doctoral students. The authors conclude that, despite the existing manifestations of discrimination against women in higher education (gender pay gap, low representation of women at the highest level of university administration, the glass ceiling effect in promoting women up the career ladder, etc.) In general, women are making progress in higher education, making the industry increasingly feminized.

scholarly journals The Sociogram: The Analysis Of Interpersonal Relationships In Higher Education

2011 ◽  
Vol 7 (5) ◽  
pp. 9-14 ◽  
Author(s):  
Isabel-Maria Ferrandiz-Vindel ◽  
Berta Castejon Jimenez
Keyword(s):  
Higher Education ◽  
High Education ◽  
Interpersonal Relationships ◽  
Class Group ◽  
Quality Development ◽  
University Teachers ◽  
Points Of View ◽  
Teaching Learning ◽  
And Function ◽  
The University

The environmental and professional conditions are doing at universitys education an imposition of a teaching-learning process and its assessment. Nowadays, a new function is demanded to the universitys teacher, not just as a facilitator of his/her students learning but also as a group dynamiter, team-works. At High Education, more and more frequently, it begins to get power to the necessity for answering to training apart from providing concepts to its professionals, to contribute with the instrumental and attitudinal resources which qualify them professionally to develop the tasks. According to the new use of didactic and organisational proposals at the High Education, High is essential that departs from concepts such as work through projects, interpersonal relationships, creativity it is placed in points of view of the university teachers quality development. The hole structural change we have fulfilled with the Europeans Space of High Education (EEES) will not mean nothing if people continue doing the same as they used to do before in terms of pedagogic language.What would we like to share in this communication? The main aim of this communication is to present the sociogram as other resource to use at High Education, to analyse competence among university groups, to make team-works distinguishing between relationships established by friendship and by other interests the students have. Furthermore, the pedagogical implications for the teacher not only by the results that they have obtained but also because of the structure and grade of cohesion in the class-group, its dynamic and function as a university group in order to orientate and give us the possibility to act in an individual way with each of the students.

scholarly journals Communication and didactics, the difficult but needful symbiosis in higher education systems

2019 ◽  
Vol 2 (2) ◽  
pp. 1-13
Author(s):  
Stefano Mustica
Keyword(s):  
Higher Education ◽  
European Commission ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
University Teaching ◽  
University Teachers ◽  
Equal Importance ◽  
The Individual ◽  
Teaching Learning ◽  
The University

Abstract The first purpose of the university system is to deliver qualitative education through solid didactics/educational, but not many university structures seem really interested in the subject. Sets of laws, measures, rules, and prescriptions of all kinds are in fact relegating it to a corner, making it less and less central and effective while also increasing the difficult to decipher, update and innovate it. As a matter of fact, the issue of modernization of teaching methods has been tackled decisively by the European Commission, which has placed it among the priorities of its agenda. By acting in this way, EU is manifesting the conviction that a better quality for higher education will determine a growth in development and competitiveness not only for the Union itself but also for the individual universities that will define a strategy to improve the level of their teaching and learning and to give equal importance to research and teaching. In its report on the theme of modernization and quality of teaching and learning, the European Commission summarizes its conclusions in 16 recommendations, including: - the need for adequate teaching training for teachers; - the need for the merits of teachers who make a significant contribution to improving teaching and learning methods to be recognized and rewarded. But in order to achieve such quality prospects, it is necessary for university teachers to combine the knowledge of their discipline with specific communicative, cognitive and, more generally, relational skills. All this must become a principle of the university teaching of the future. However, on a practical level, it is not uncommon to meet teachers who are not sufficiently attentive to these dimensions of the teaching-learning dynamic, failing to identify the “language” capable of transferring their theoretical/practical knowledge in the function of real learning of the student.

scholarly journals Staff Development Needs In Pakistan Higher Education

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Muhammad Hameed Ullah ◽  
Muhammad Naeem Ullah Khan ◽  
Ali Murtaza ◽  
Muhammad Naseer Ud Din
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Classroom Management ◽  
Philosophy Of Education ◽  
University Teaching ◽  
Learning Theories ◽  
Teaching Staff ◽  
University Teachers ◽  
Professional Attitude ◽  
The University

Staff development is very significant for the achievement of overall goals of higher education in Pakistan. The success of innovations depends largely upon the skills of instructors; but in Pakistan, the people with a simple masters degree (without any pedagogical training) are  inducted as teaching staff at the university level, so it is time to explore whether or not the inducted teachers feel the need for training. Further to be explored are areas in which they are interested in being trained. Therefore, the objectives of study were 1) to explore the training needs for university teaching staff, 2) to identify the areas in which development is needed by the teaching staff of the universities in Pakistan, and 3) formulation of recommendations for staff development in Pakistan to improve education at the higher level.  The sample comprised of 20% randomly-selected teaching staff of ten selected universities, degree-awarding institutions from the public sector, and 40% teaching staff of ten selected universities from the private sector. A self-developed questionnaire, consisting of 41 items to be responded to on a five-point Likert scale and two open-ended questions, was used to collect data.  The principal researcher approached all the respondents personally by repeated visits and got the completed questionnaires, so this questionnaire also served the purpose of an interview. The analysis of data revealed that the university teachers need training in the following areas: philosophy of education, Islamic philosophy of education, educational psychology, research techniques, professional trends, professional competencies, professional attitude, professional ethics ,global innovations in teaching strategies, classroom management, counselling and guidance, student discipline, communication skills, learning theories, and supervision. Therefore, it is recommended that they may be included in the training curriculum of university teachers.

scholarly journals Ventajas del uso de las TICs en el proceso de enseñanza-aprendizaje desde la óptica de los docentes universitarios españoles

2009 ◽  
pp. a119 ◽  
Author(s):  
Carlos Ferro Soto ◽  
Ana Isabel Martínez Senra ◽  
Mª Carmen Otero Neira
Keyword(s):  
Higher Education ◽  
University Education ◽  
Educación Superior ◽  
Educacion Superior ◽  
Transmission Of Knowledge ◽  
Time Interaction ◽  
Teaching Learning ◽  
The University ◽  
E Mail

Las TICs juegan un papel decisivo en el proceso de enseñanza-aprendizaje de las universidades europeas a la hora de alcanzar los retos planteados en el proyecto de convergencia de los diferentes sistemas nacionales (Espacio Europeo de Educación Superior –EEES-) referidos a la innovación en las formas de generación y transmisión del conocimiento y a la apuesta por una formación continuada a lo largo de toda la vida. Así las cosas, este trabajo presenta un estudio sobre la valoración que los docentes de las universidades españolas hacen sobre las ventajas que el uso de las TICs reportan a dicho proceso. La información acopiada mediante encuesta personalizada por correo electrónico pone de manifiesto que las principales ventajas son la ruptura de las barreras espacio-temporales, la posibilidad que ofrecen de interacción con la información y lo útil que resultan como herramienta de apoyo al aprendizaje. Por el contrario, la ventaja menos valorada ha sido el ahorro de tiempo que el profesor podría dedicar a otras tareas.  AbstractICT are an important tool of the process of teaching-learning proposed by European Space of Higher Education (ESHE) in order to reach the challenges related to innovation on forms of generation and transmission of knowledge, and continued training along whole life. So, in this paper we analyze the advantages of ICT at the university education by spanish professors. The information gathered by means of personalized survey by e-mail reveals that the main advantages are breaking up barrier of spread and time, interaction with the information and proving tool of support to the learning. On contrary, saving time to other tasks is the minor considered aspect.

scholarly journals Changes in University Teacher’s Pedagogical Activity in the Context of Digitalization of Education

2021 ◽  
Vol 30 (8-9) ◽  
pp. 9-19
Author(s):  
I. S. Batrakova ◽  
E. N. Glubokova ◽  
S. A. Pisareva ◽  
A. P. Tryapitsyna
Keyword(s):  
Higher Education ◽  
Pedagogical Knowledge ◽  
Value Orientations ◽  
Educational Process ◽  
Professional Activity ◽  
Federal State ◽  
Teaching Staff ◽  
Full Data ◽  
University Teachers ◽  
The University

The purpose of this article is to consider the changes in university teacher’s pedagogical activity in the conditions of a rapid transformation of higher education and propose a theoretical and empirical substantiation of the importance of teacher’s understanding of the value-semantic attitude to pedagogical activity, which is not limited only to mastering digital competencies, but consists in mastering pedagogical knowledge that allows you to critically analyze the productivity of modern educational strategies and methods.The conducted research was based on the methodology of post-non-classical science, which implies the widespread use of qualitative research methods that reflect the convergence of explanatory and interpretative research approaches, the use of representations, opinions, attitudes, and values of the research participants as full data.The article describes the results of studying the university teachers’ attitude to changes, the value orientations of the ongoing changes, as well as the main difficulties faced by university teachers in the context of digitalization of education – the design of educational and training programs, modern educational and methodological complex, the organization of productive self-directed work and communication with students in the educational process.The main directions of overcoming the identified difficulties are given – the construction of flexible curricula within the framework of the Federal State Educational Standard of Higher Education, the development of the digital educational environment of the university and updating the content of the professional development programs for teaching staff. The conclusion is made about the increasing importance of pedagogical knowledge in teacher’s professional activity in the conditions of a modern university.

Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Climate ◽  
Three Dimensions ◽  
Academic Setting ◽  
Teaching And Research ◽  
Evaluation Questionnaire ◽  
University Teachers ◽  
The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

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