RU Centre for Higher Education Research Teaching and Learning

2020 ◽  
Author(s):  
Rhodes University, CHERTL
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Academic Departments ◽  
Higher Education Research ◽  
Professional Educators ◽  
Research On Teaching ◽  
Short Courses

<p>The work of CHERTL involves the development of academic staff as professional educators, the promotion and assurance of quality in teaching and learning, and the development of student learning in conjunction with academic departments, the latter more directly through the work of the <a href="https://www.ru.ac.za/teachingandlearning/esu/#d.en.173783">Extended Studies Unit</a> (ESU). In addition, CHERTL also functions as an academic department of Rhodes University focused on Higher Education as a field of study and the development of teaching and learning in higher education. The Centre conducts research on teaching and learning in higher education and offers formal programmes in Higher Education Studies contributing to the development of quality teaching and learning. The Centre is also responsible for promoting service-learning within the institution, for the administration and development of the Next Generation of Academics (nGAP), for enhancing the quality of short courses and supporting tutor coordinators.</p>

RU Centre for Higher Education Research Teaching and Learning

2020 ◽  
Author(s):  
Rhodes University, CHERTL
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Academic Departments ◽  
Higher Education Research ◽  
Professional Educators ◽  
Research On Teaching ◽  
Short Courses

<p>The work of CHERTL involves the development of academic staff as professional educators, the promotion and assurance of quality in teaching and learning, and the development of student learning in conjunction with academic departments, the latter more directly through the work of the <a href="https://www.ru.ac.za/teachingandlearning/esu/#d.en.173783">Extended Studies Unit</a> (ESU). In addition, CHERTL also functions as an academic department of Rhodes University focused on Higher Education as a field of study and the development of teaching and learning in higher education. The Centre conducts research on teaching and learning in higher education and offers formal programmes in Higher Education Studies contributing to the development of quality teaching and learning. The Centre is also responsible for promoting service-learning within the institution, for the administration and development of the Next Generation of Academics (nGAP), for enhancing the quality of short courses and supporting tutor coordinators.</p>

Equipping Educational Developers for Inclusive International Programs in Higher Education

2020 ◽  
pp. 21-40
Author(s):  
Davinia Sánchez-García ◽  
Emma Dafouz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Specific Reference ◽  
Teacher Education Programs ◽  
International Programs ◽  
Teacher Professional

Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role of the internationally-oriented educational developer (ED) as crucial to higher education institutions (HEIs) and provides these institutions with the means to support academic staff and hereby enhance the quality of internationalized programs taught in international classrooms. Consequently, this chapter provides the conceptual rationale behind the EQUiiP project, delves into the needs of teacher education programs and the role played by the EDs, and describes the EQUiiP project and its outcomes by providing concrete examples of its inclusive CPD program. Finally, some implications and recommendations for teacher professional development, with specific reference to the Spanish setting, are offered.

scholarly journals ATHENA: Contributing to Development of Higher Education Institutions for the Digital Age

2021 ◽  
Vol 30 (1) ◽  
pp. 125-131
Author(s):  
J. C. Quadrado ◽  
Yu. P. Pokholkov ◽  
K. K. Zaitseva
Keyword(s):  
Higher Education ◽  
European Union ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
The European Union ◽  
Grant Programs ◽  
Professional Educators ◽  
Digital Era

Facilitated by public administrations and the European Union, higher education institutions should support their teachers so they develop the skills for online and other forms of teaching and learning opened up by the digital era and should exploit the opportunities presented by technology to improve the quality of teaching and learning. The article focuses on new European Union grant programs that empower the increasing of digital literacy in the higher education area, developing cooperation, and overcoming challenges during the coronavirus pandemic. This initiative can empower a new European University and support an international project aimed at certification of professional educators with the participation of a Russian partner.

scholarly journals MANAJEMEN MUTU TERPADU PADA PROGRAM STUDI MANAJEMEN PENDIDIKAN S2 PASCASARJANA UNIVERSITAS NEGERI JAKARTA

2010 ◽  
Vol 1 (1) ◽  
pp. 92
Author(s):  
Mukhneri Mukhneri
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community College Faculty ◽  
Implementation Process ◽  
Educational Management ◽  
Community Needs ◽  
Quality Of Higher Education ◽  
General Community

At present more directional orientation of the organization to fulfill the needs of customers, both existing customers within and outside the organization. So also with the quality of higher education orientation, which is directed at the needs of the community college (faculty, students, staff) as well as general community needs. The purpose of this study was to describe the implementation process of teaching and learning in higher education, service to students and the system of supervision of learning activities. While the methods used in this research is descriptive method with population research masters student educational management force from 2009 to 2010. The results of the research are as follows : 1) Implementation of the learning process in educational management department have been met, 2) Information on educational management department have also been fulfilled, 3) Service learning resources on educational management department are not entirely satisfied, including the availability of laboratory educational management, 4) Monitoring learning educational management department have been run well.

scholarly journals Determinants of the quality of academic staff in the process of teaching and learning in private universities in Uganda

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Jimmy Alemiga ◽  
Martha Kibukamusoke
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Private Universities ◽  
Monitoring And Evaluation ◽  
National Council ◽  
Total Quality ◽  
Quality Of Higher Education ◽  
Standard Education

Background: Private Universities (PUs) have existed in Uganda since the 1990s during the time when higher education was privatised due to the high demand for higher education. However, this undermined the quality of higher education in many ways because issues like enrolling students who do not qualify to join universities and recruiting academic staff that do not qualify among others hinder the quality of the teaching and learning in these PUs. The National Council for Higher Education (NCHE), an institute established under Act of Parliament No. 15 of 2011 to implement the University and Other Tertiary Institutions Act of Parliament 2001, is the regulator body of higher education in Uganda. The mandate of the NCHE includes among others: to regulate, to accredit and to ensure that higher education institutions effectively deliver quality, relevant and standard education to the society. This is through the drafting of the quality assurance framework composed of two core components: the regulatory component at the NCHE level and the institutional component at each individual university level.Aim: The general objective of the study was to investigate determinants of the quality of the academic staff specifically focusing on the academic staff recruitment, development, promotion and dismissal.Setting: The study used the total quality management theory to explain the quality of teaching and learning processes in PUs in Uganda.Methods: The study adopted descriptive and case study designs where data was collected through interviews and observation methods.Results: The study found that PUs have the academic recruitment, promotion, dismissal and development policies that govern their management.Conclusion: Although the policies exist, their enforcement, monitoring and evaluation are weak thus affecting the quality and output of education.

scholarly journals Quality Considerations in the Internationalization of Higher Education: the International Students’ Experiences Within Joint Degree Studies

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 205-218
Author(s):  
Inga Juknytė-Petreikienė ◽  
Vilma Žydžiūnaitė
Keyword(s):  
Higher Education ◽  
International Students ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Degree Programs ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
European Universities ◽  
Joint Degree Programs

The paper discusses the considerations on qualitative indicators regarding the quality of the teaching and learning in joint degree studies. Method used for data collection was focus group discussions with students of joint degree programs implemented by seven European universities. Findings revealed that general dimensions on the quality of internationalization are focused on students and academic staff. Following the examination of student experience within joint degree studies in Lithuania, the key challenges faced by joint degree consortiums are highlighted.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

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.

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

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