Issues related to personal and social self-development of academic staff members of higher education institutions in today's Russia

2020 ◽  
Vol 13 (32) ◽  
pp. 1-15
Author(s):  
Tatiana A. Vekovtceva ◽  
Vera D. Mishina ◽  
Anna B. Cherednyakova
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Modern Society ◽  
Social Self ◽  
Self Assessment ◽  
Education Professionals ◽  
Staff Members ◽  
Self Development ◽  
Higher Education Professionals

The issues addressed in the article are of particular relevance due to the growing role of teachers of higher education institutions in the modern society. The article is dedicated to the current issues of self-development of teachers and is aimed to identify the main reasons for their poor social and personal self-development. The most important research method used by the authors was the pedagogic experiment, including such particular empirical methods as monitoring, tests, surveys, questionnaires, interviews, self-assessment and psychological diagnostics. As a result of the study, it was found out that teachers' leisure time is not properly organised, therefore they have no opportunities for rehabilitation and recreation in their free time, which considerably reduces effectiveness of their personal self-development. The article describes a set of measures aimed to enhance the effectiveness of teachers' self-development through the organization of cultural and creative associations in higher education institutions, including four stages and six spheres of activity that can be implemented in such cultural and creative associations. Materials of this article may be useful for the management of higher education institutions and department heads, advanced training centres for higher education professionals and for all academic staff members.

scholarly journals The Mediating Role of Knowledge Sharing Attitude among Academic Staff at Higher Education Institutions in the Relationship between Organizational Learning Environment and Teacher Knowledge Sharing Int

2021 ◽  
Vol VI (I) ◽  
pp. 12-25
Author(s):  
Aneela Syed ◽  
Muhammad Danish ◽  
Nagina Gul
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Learning Environment ◽  
Knowledge Sharing ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Teaching Staff ◽  
Staff Members ◽  
Knowledge And Attitude ◽  
The Impact

This study aims to explore the attitude of faculty members in the universities towards knowledge sharing (KS). The study also analyzed the impact of the organizational learning environment (OLE) on the knowledge-sharing attitude among the university is teaching staff. An empirical model is developed while an integrated theory of Planned Behavior (PB) to conceptualize the Knowledge Sharing Behavior among the employees of Higher Education Institutions (HEI). Moreover, the study recognizes the levels of Knowledge Sharing between the staff members within the organization. Out of 407 respondents, 300 responses were collected through self-administer a survey. The results provide empirical evidence that OLE and Intention to Sharing knowledge (ISK) are significantly related among academic Staff at HEI. The results of the study may help the institution level of intention in sharing knowledge and attitude toward perceived behavior subjective norms to retain core employees within the organization.

INVESTING IN YOUNG ACADEMIC STAFF AT AN HEI: A PARTICIPANT’S EXPERIENCES OF THE UNISA RESEARCH DEVELOPMENT PROGRAMME

2016 ◽  
Vol 12 (2) ◽  
pp. 90-98
Author(s):  
Thulile Pearl Shandu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Career Development ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Development Programme ◽  
Research Development ◽  
Staff Members ◽  
The University

This article is based on the views and experiences of one participant who was part of the Young Academics Programme (YAP) for staff members at the University of South Africa (Unisa) in 2011. In the article, the author presents the scope of the programme, including its contents; her experiences of the programme; as well as the contributions of the programme to personal and career development. While previous research on YAP is acknowledged, the thrust of the article is on one participant’s experiences and how the programme contributed specifically to the particular participant’s development, especially in research. The article, therefore, highlights and validates some of the previous findings on YAP, while presenting new insights based on the 2011 YAP group. At the end of the article, recommendations are presented with reference to the programme, Unisa as an institution as well as other higher education institutions (HEIs).

scholarly journals The effectiveness of sexual harassment policies and procedures at higher education institutions in South Africa

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Pierre Joubert ◽  
Christo Van Wyk ◽  
Sebastiaan Rothmann
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Sexual Harassment ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Staff Members ◽  
Policies And Procedures ◽  
Sexual Harassment Policies

Orientation: Sexual harassment policies are generally in place in higher education institutions without any indication of its effectiveness as determined by the awareness of the policy.Research purpose: The aim of this study was to investigate the awareness levels of academic staff members at higher education institutions in South Africa of sexual harassment policies and procedures in their institutions.Motivation for the study: A number of high profile court cases emphasised the need for effective policies to reduce the incidence of sexual harassment complaints.Research design, approach and method: A cross-sectional survey design was conducted amongst 161 academic staff members, representing 10 higher education institutions in South Africa. The measuring instrument that was used is the Sexual Harassment Questionnaire (SHQ) that was developed specifically for this study.Main findings: The results showed that despite indications that sexual harassment policies do exist and that they are regarded as effective tools in addressing sexual harassment, the implementation of such policies is not effective and few academic staff members received training and/or guidance on the utilisation of the policy. Significant correlation coefficients were found between the elements of an effective policy and between population group and some of the elements.Practical/managerial implications: Employers across the board should regularly conduct an audit to determine the level of awareness of sexual harassment policies and procedures and plan interventions.Contribution: No other study in South Africa attempted to measure the awareness levels of academics and its impact on the management of sexual harassment.

scholarly journals Employers’ Perspectives on the Performance of Higher Education Institutions in Preparing Graduates for the Workplace: A Review of the Literature

2018 ◽  
Vol 8 (3) ◽  
pp. 92 ◽  
Author(s):  
Matthew R Hodgman
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Future Research ◽  
Review Of The Literature ◽  
Education Professionals ◽  
For Profit ◽  
Work Related ◽  
Job Attainment ◽  
Higher Education Professionals ◽  
Educational Credentials

Educational credentials play an important role in the job attainment process. To employers, academic credentials signal that a prospective employee has acquired certain competencies that certify readiness for the workplace. As grantors of educational credentials, higher education institutions (HEIs) are entrusted with the important duty of preparing graduates to enter the workforce. In order to better understand what employers need from HEIs in terms of preparing recent graduates for the workforce and the degree to which employers currently view the performance of HEIs in terms of preparing graduates to meet these needs, a review of the literature concerning employers’ perceptions of HEI performance was conducted for the current study. Sources were reviewed and analyzed for reoccurring ideas or themes in the literature. Three themes emerged from the review: (a) the need for work-related skills, (b) the need for internships, and (c) skepticism toward for-profit higher education (FPHE) graduates. Suggestions for future research are offered based on the emergent themes. This study is beneficial to prospective college students, college administrators, employers, and higher education professionals and scholars. 

scholarly journals Transformational leadership and employee organisational commitment in a rural-based higher education institution in South Africa

2018 ◽  
Vol 16 ◽  
Author(s):  
Wiseman Ndlovu ◽  
Hlanganipai Ngirande ◽  
Sam T. Setati ◽  
Simbarashe Zhuwao
Keyword(s):  
Higher Education ◽  
Transformational Leadership ◽  
Leadership Style ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Education Institution ◽  
Organisational Commitment ◽  
Staff Members ◽  
Transformational Leadership Style ◽  
South African Higher Education

Orientation: Transformation is a topical issue in South African higher education institutions. The slow and sluggish progress in attempts to transform the sector can be attributed to leadership and commitment of staff in these institutions.Research purpose: The study investigated perceptions of employees and managers on the connection between transformational leadership style and employee organisational commitment in a selected rural-based higher education institution in South Africa.Motivation for the study: This study was conducted to determine whether a perceived lack or the presence of transformational leadership style influences the level of organisational commitment of academic and non-academic staff members of a rural-based university. It is believed that in this way, the study may assist in determining and identifying the strategies to be used to improve the commitment of the staff members to attain the much needed transformation in higher education institutions.Research design, approach and method: A self-administered questionnaire was used to gather data following a quantitative research design. The target population was divided into academic and non-academic strata. Pearson product moment correlation and multiple regression analysis were performed.Main findings: The study found that transformational leadership style has a positive and significant relationship with affective commitment and moderate relationship with continuance commitment. On the contrary, it had no relationship with normative commitment. The study further revealed that perceived transformational leadership style explained the variance on employee organisational commitment. Therefore, the study concludes that effects of perceived transformational leadership style on employee commitment cannot be the same in different institutions and settings.Practical and managerial implications: The study recommends that each institution should diagnose its situation for a better pictorial view of how transformational leadership affects employee organisational commitment in their organisation.Contribution: The results of the study may assist leaders and employees in higher education institutions to enhance commitment for both academic and non-academic staff members through transformative leadership style to attain transformational goals of the South African higher education institutions as projected by the national government. Furthermore, this study will ensure the promotion and creation of transformative leaders who are adaptive and proactive in dealing with challenges of transformation in the former ‘black’ higher education institutions in South Africa and who also have staff members committed to this higher education transformation agenda.

Interaction Facilitation and Task Facilitation need optimization in higher education institutions

2019 ◽  
Vol 12 (3) ◽  
pp. 403-412 ◽  
Author(s):  
Edward Daly ◽  
Denelle Mohammed ◽  
Cheryl Boglarsky ◽  
Patrick Blessinger ◽  
Rana Zeine
Keyword(s):  
Higher Education ◽  
Organizational Effectiveness ◽  
Higher Education Institutions ◽  
Organizational Cultures ◽  
Content Type ◽  
Organizational Goals ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
Task Oriented ◽  
And Task

Purpose Facilitation and Task Facilitation are important components of healthy supervisory/managerial relationships among higher education professionals. Juniors are guided by superiors who play a supervisory/managerial role in professional development. The purpose of this paper is to examine the impact of Interaction Facilitation and Task Facilitation on supervisory/managerial relationships among higher education professionals. Design/methodology/approach The Human Synergistics International Organizational Effectiveness Inventory® was used to survey faculty and administrators at public and private higher education institutions. The authors analyze Interaction Facilitation and Task Facilitation, which focuses on people-oriented and task-oriented skills, respectively. Findings The authors demonstrated the negativity of current organizational cultures on organizational effectiveness measures in higher education institutions. The authors analyze Interaction Facilitation and Task Facilitation, which focuses on people-oriented and task-oriented skills, respectively. Results revealed average scores for both measures fell undesirably below the Historical Averages and Constructive Benchmarks in private and public not-for-profits, private for-profits, faculty, administrators, males and females. Practical implications To increase follower satisfaction and improve task and contextual performance in higher education institutions, the authors recommend defining the leader’s influence within supervisory/managerial relationships, increasing flexibility in contextual/situational factors, clarifying the role of supervisors, aligning individual and organizational goals in millennials, and maintaining collegiality. Social implications The findings suggest that organizational effectiveness in higher education institutions may benefit from thoughtful revision of leadership strategies, better alignment of individual with organizational goals, and continuous cultivation of constructive organizational cultures. Originality/value This study has identified the need to ameliorate the practice of Interactive Facilitation and Task Facilitation styles in higher education institutions. Ineffective supervisory/management styles in higher education have a negative impact on the organization cultures reducing the practice of constructive work behaviors.

scholarly journals Queer leadership : an exploration of LGBTQ leadership in higher education

2017 ◽  
Author(s):  
◽  
Jonathan Thomas Pryor
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Education Student ◽  
Policy And Practice ◽  
Student Affairs Practitioners ◽  
Education Professionals ◽  
Staff Members ◽  
Leadership In Higher Education ◽  
Higher Education Professionals ◽  
Advocacy Leadership

This study explored the experiences of staff members at two distinct college campuses who advocated for the advancement of LGBTQ equity through change in campus policy and practice. In this project I conceptualized a queer leadership framework based on grassroots leadership in higher education (Kezar and Lester, 2011). Findings from the multi-site case study identified two unique approaches higher education professionals engaged queer leadership through: a) Queer Activist Leadership and b) LGBTQ Advocacy Leadership. Participants were responsible for creating meaningful change on each campus, relying on campus partnerships with students, faculty, and staff members. These successes establish important considerations for student affairs practitioners, particularly those who work for institutions who do not have designated support programs for LGBTQ equity and inclusion. Findings from this study identified gaps and successes in staff leadership advocacy, demonstrating multiple ways LGBTQ advocates and queer activists may engage in in queer leadership work in higher education student affairs.

PROFESSIONAL TRAINING OF ELECTRONICS ENGINEERS: APPLYING US EXPERICENCE TO UKRAINAN HIGHER EDUCATION INSTITUTIONS

2020 ◽  
pp. 80-85
Author(s):  
Olha Pavlenko
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Best Practices ◽  
Cost Reduction ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Research And Innovation ◽  
Current State

The article discusses the current state of professional training of engineers, in particular, electronics engineers in Ukrainian higher education institutions (HEIs) and explores best practices from US HEIs. The research outlines the features of professional training of electronics engineers and recent changes in Ukrainian HEIs. Such challenges for Ukrainian HEIs as lack of collaboration between higher education and science with industry, R&D cost reduction for HEIs, and downsizing the research and academic staff, the disparity between the available quality of human capital training and the demanded are addressed. The study attempts to identify successful practices of US HEIs professional training of engineers in order to suggest potential improvements in education, research, and innovation for training electronics engineers in Ukraine.

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