scholarly journals Failure to Launch: The Unfulfilled Promise of Eportfolios in Irish higher education: An Opinion Piece

2018 ◽  
Vol 2 ◽  
Author(s):  
Orna Farrell
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Empirical Research ◽  
Slow Pace ◽  
Opinion Piece

In this article, the unfulfilled promise of eportfolio in Irish higher education is critiqued. The article analyses the factors that have led to the slow pace of eportfolio adoption in Ireland, in contrast to the ubiquitous nature of eportfolio practice in higher education worldwide. The emergence of an Irish eportfolio community indicates that eportfolio are gaining traction in Irish higher education but to fulfil their promise academics need to be supported in their professional development, funding is required for empirical research and a greater understanding of eportfolio purposes and pedagogy should be developed in the Irish academic community.Failure to Launch: The Unfulfilled Promise of Eportfolios in Irish higher education: An Opinion Piece

scholarly journals Students’ Emotions as a Factor of their Professional Competence Development

2021 ◽  
pp. 64-71
Author(s):  
С.А. Гапонова ◽  
С.Г. Ловков
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Empirical Research ◽  
Professional Competence ◽  
Coping Skills ◽  
Negative Emotions ◽  
Competence Development ◽  
Learning Activities ◽  
Professional Competencies ◽  
Development Of Students

В статье рассматривается вопрос о факторах, влияющих на развитие настоящего профессионализма, неразрывно связанного с профессиональной направленностью личности, субъектным отношением к деятельности. Одной из психических структур, связывающих профессиональное и личностное, являются профессиональные представления. Анализ современных эмпирических исследований показывает, что значительное развитие профессиональные представления получают во время обучения в системе высшего образования. Однако это развитие имеет значительные резервы. Гипотеза исследования состоит в том, что существуют факторы, значительно замедляющие развитие у студентов профессиональных представлений в процессе обучения. На основе анализа особенностей развития профессиональных представлений было выдвинуто предположение, что одним из таких факторов является частое возникновение у них негативных эмоциональных состояний. Для подтверждения этой гипотезы со студентами были проведены занятия по формированию навыка совладания с негативными переживаниями. В результате развитие профессиональных представлений у них значительно ускорилось. Таким образом, возникновение негативных переживаний, связанных с процессом обучения, является фактором, существенно замедляющим развитие профессиональных представлений. The article focuses on factors that influence the development of professional competencies, promotes people’s professional improvement, their involvement in their work. Professional insights serve as a bridge between the personal and the professional. The analysis of modern empirical research shows that higher education efficiently promotes the development of people’s professional insights. It also shows that people’s professional development has significant reserves. The hypothesis of the research consists in the assumption that there are certain factors that hinder the development of students’ professional insights in the process of education. The analysis of the peculiarities of professional insights development enables the authors of the article to assume that one of the factors is students’ predisposition towards negative emotions. To prove the hypothesis, students were engaged into learning activities aimed at the development of coping skills. The experiment showed that students’ professional insights were developed more efficiently and rapidly. Therefore, negative emotions associated with the process of education are a factor that significantly hinders the development of students’ professional insights.

Strategies to Mentor Female Faculty

2018 ◽  
pp. 126-150 ◽  
Author(s):  
Cassandra Sligh Conway ◽  
Yvonne Sims ◽  
Audrey McCrary-Quarles ◽  
Cynthia Salley Nicholson ◽  
Glacia Ethridge ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Empirical Research ◽  
Public Universities ◽  
Women Faculty ◽  
Academic Institution ◽  
Female Faculty ◽  
Mentoring Women ◽  
To Receive ◽  
Experiences Of Women

Historically, the percentage of women in higher education has been small. It is important for women to receive mentoring in order to stay in higher education. Mentoring is one of the key determining and empowering factors for measuring whether women faculty stay in higher education positions or decide to leave. This chapter will include the following objectives: 1) provide a review of research on mentoring women in general; 2) provide a review of conceptual and empirical research available on the mentoring experiences of women; 3) discuss the global implications of mentoring women in these careers; 4) provide suggestions and recommendations related to future opportunities that may assist women in becoming empowered to obtain more career and professional development opportunities globally; and 5) provide solutions and recommendations as positive strategies for women to consider at any academic institution, e.g. HBCU, PWI, private, or public universities. Mentoring can assist women in becoming successful both personally and professionally.

Strategies to Empower Women in Higher Education Positions

2018 ◽  
pp. 1-22
Author(s):  
Cassandra Louise Sligh Conway ◽  
Audrey McCrary-Quarles ◽  
Yvonne Sims ◽  
Cynthia Salley Nicholson ◽  
Glacia Ethridge ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Empirical Research ◽  
Global Perspective ◽  
Women In Higher Education ◽  
Women's Experiences ◽  
Mentoring Women ◽  
Meaningful Experiences ◽  
Experiences Of Women

There seems to be a dearth of helpful resources outlining strategic ways that organizations can provide women with empowering and meaningful mentoring opportunities from a global perspective. This effort will include the following objectives: 1) provide a review of research on mentoring women in general; 2) provide a review of conceptual and empirical research available on the mentoring experiences of women in specific positions; 3) discuss the global implications of mentoring and empowering women; 4) provide suggestions and recommendations related to future opportunities that may assist women in obtaining more career and professional development opportunities globally. Several authors provide narratives on their experiences in higher education positions. Women's experiences are unique and specific. Therefore, these experiences need to be documented in the literature as a way for women to become empowered within the higher education arena. This book chapter seeks to provide meaningful experiences of women and their perceptions of being mentored in higher education.

scholarly journals Quality teaching through openness and collaboration – an alternative to the TEF?

2017 ◽  
Vol 10 (2) ◽  
Author(s):  
Chrissi Nerantzi
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Student Learning ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Quality Teaching ◽  
The Public ◽  
Opinion Piece ◽  
Alternative Vision

In this opinion piece, I offer an alternative vision to the TEF that positions universities at the heart of communities and society through greater collaboration among higher education institutions and involving the public. I argue that this approach is a rewarding way for academic staff to develop their teaching capabilities and innovate, to improve the student taught experience at universities. Using measures such engagement in professional development and innovations in teaching as a result of it that have an impact on student learning, is my alternative to the TEF.

Novos modelos de educação superior

2020 ◽  
Author(s):  
Manuel Tavares Gomes ◽  
Eduardo Santos ◽  
Sandra Gomes ◽  
Daniel Pansarelli ◽  
Donizete Mariano ◽  
...  
Keyword(s):  
Higher Education ◽  
Public School ◽  
Empirical Research ◽  
Graduate Program ◽  
Point Of View ◽  
School Students ◽  
Public School Students ◽  
New Models ◽  
Cognitive Justice ◽  
Access Policies

This book, consisting of nine chapters, is the result of multiple theoretical and empirical research carried out by students in the post-graduate program in education (PPGE) at Universidade Nove de Julho (UNINOVE). The object of the research was to carry out a study on the new models of higher education, implemented in Brazil between 2005 and 2013. The studies carried out focus, above all, on institutional principles, student access policies, the internationalization process, quota policies, and mechanisms for inclusion in higher education for public school students. These were studies that used, as a theoretical basis, epistemological models of a counter-hegemonic character and, from a methodological point of view, an essentially qualitative approach. The studies showed, generically, the possibility of building other models of higher education capable of overcoming the elitism, characteristic of traditional universities. The inclusion of students from public school reveals that it is possible to make higher education a right for everyone, democratizing it, in the sense of establishing social and cognitive justice. Keywords: higher education; new models; empirical research; Brazil; social and cognitive justice.

scholarly journals Talking the Talk and Fitting In: Troubling the Practices of Speaking? ‘What you are Worth’ in Higher Education in the UK

2015 ◽  
Vol 20 (2) ◽  
pp. 27-39 ◽  
Author(s):  
Michelle Addison ◽  
Victoria ◽  
G. Mountford
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Research Projects ◽  
University Staff ◽  
Cultural Meanings ◽  
The North ◽  
The Uk ◽  
Fitting In ◽  
Uk Higher Education

In this article we raise questions about fitting in pertaining to various classed identities within two UK Higher Education Institutions (HEI). We discuss the pains and privileges attached to accent and ways of speaking worth: Who is able to mobilize and capitalize on inscribed values, as they come to be attached to ways of talking? Accents and ways of talking are part of embodied class identities and whilst some carry connotations of intelligence, other ways of talking are positioned as lacking value, as well as other cultural meanings ( Sayer 2002 ; Spencer, Clegg and Stackhouse 2013 ; Lawler 1999 ; Skeggs 1997 ; Southerton 2002 ; Taylor 2007 ; Macfarlane and Stuart-Smith 2012 ). In this article we discuss our empirical research carried out in two separate qualitative ESRC-funded research projects in the north of England with undergraduate students (Victoria Mountford) and university staff (Michelle Addison). Focusing primarily on white British ways of talking, we examine how embodying particular accents or ways of talking affect classed notions of ‘fitting in’ or ‘standing out’ (Reay et al 2009: 1; Abraham and Ingram 2013 ) in HE. In a climate of uncertainty in Higher Education we are concerned that the importance of demonstrating one's impact, value and worth comes down to more than just productivity, it is becoming demonstrably about being able to ‘talk the talk’. Here we trouble the practices of speaking ‘what you are worth’.

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