The University as a Training School for College and University Teachers

1927 ◽  
Vol 13 (4) ◽  
pp. 254
Author(s):  
V. T. Thayer
Keyword(s):  
Training School ◽  
University Teachers ◽  
College And University ◽  
The University

Joseph Kinmont Hart and Vanderbilt University: Academic Freedom and the Rise and Fall of a Department of Education, 1930–1934

2003 ◽  
Vol 43 (4) ◽  
pp. 571-609 ◽  
Author(s):  
Deron R. Boyles
Keyword(s):  
Academic Freedom ◽  
Department Of Education ◽  
Apparent Contradiction ◽  
University Professors ◽  
University Teachers ◽  
College And University ◽  
History Of ◽  
New Ideas ◽  
Intellectual Integrity ◽  
The University

No one can follow the history of academic freedom … without wondering at the fact that any society, interested in the immediate goals of solidarity and self-preservation, should possess the vision to subsidize free criticism and inquiry, and without feeling that the academic freedom we still possess is one of the remarkable achievements of man. At the same time…one cannot but be disheartened by the cowardice and self-deception that frail men use who want to be both safe and free.Discussions of academic freedom inevitably elicit revolutionary and conservative forces concurrendy. This conflict is apparent, for example, in the 1916 report of the American Association of University Professors (AAUP). On one hand, the university is an “inviolable refuge” from various tyrannies, including the “tyranny of public opinion.” Here, professors are part of a revolutionary “intellectual experiment…where new ideas may germinate and where their fruit, though … [possibly] distasteful to the community as a whole, may be allowed to ripen.…” Accordingly, no professor “can be a successful teacher unless he [sic] enjoys the respect of his students, and their confidence in his intellectual integrity. It is clear, however, that this confidence will be impaired if there is suspicion on the part of the student that the teacher is not expressing himself fully or frankly, or that college and university teachers are in general a repressed and intimidated class who dare not speak with that candor and courage which youth always demands in those whom it is to esteem.” On the other hand, the liberty of the scholar “is conditioned by there being conclusions gained by a scholar's method and held in a scholar's spirit; that is to say, they must be the fruits of competent and patient and sincere inquiry, and they should be set forth with dignity, courtesy, and temperateness of language.” How to rectify the apparent contradiction between expressing oneself “fully” and “frankly” while at the same time being “temperate” in language is, perhaps, a key feature in the long history of, and the various debates about, academic freedom.

Southeast Asian Studies in the U.S.A.

1964 ◽  
Vol 5 (1) ◽  
pp. 188-194 ◽  
Author(s):  
Robert Van Neil
Keyword(s):  
Southeast Asia ◽  
The United States ◽  
Southeast Asian ◽  
Asian Studies ◽  
Cornell University ◽  
University Teachers ◽  
College And University ◽  
Southeast Asian Studies ◽  
The Individual ◽  
The University

Today if Americans are asked about centers of Southeast Asian Studies in the United States, their reply should begin with the names of Cornell University, Yale University and the University of California (Berkeley). If on the other hand, the question concerns American scholars of Southeast Asian affairs, the answer would have to include names of individuals from Boston to Hawaii and from Minnesota to New Orleans. The centers of Southeast Asian studies offer a coordinated program of studies which prepares the recipient for special work in one or more disciplines and in one or more parts of Southeast Asian studies. The individual scholars, who are for the most part also college and university teachers, may offer a course or even a sequence of courses related to Southeast Asia, and on some occasions may be integrated into a specialized program which includes Southeast Asia in its purview, but the results of their teaching endeavors do not bear the imprint of specialization which is to be found in the centers. In this article I shall describe the chief Southeast Asia centers, say something about programs in which Southeast Asia plays only a part, and finally close with a word on the individual scholar interested in all or part of Southeast Asia.

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.

Visión social de la estrategia de formación de la competencia investigativa en el profesor universitario

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Concepción Elizabeth Marcillo García
Keyword(s):  
World Economy ◽  
Research University ◽  
University Teaching ◽  
Social Approach ◽  
University Teachers ◽  
Research Competence ◽  
Research Fields ◽  
University Professor ◽  
Relevant Topic ◽  
The University

El momento que viven las universidades ecuatorianas, se caracteriza por la búsqueda de una mejora significativa en el campo académico, investigativo y de vinculación con la comunidad. La intervención de algunas universidades por parte del CES, ha sido una medida que se constituye en oportunidad para lograr cubrir las expectativas de la sociedad y de las instancias superiores encargadas de velar por el desarrollo de la Academia. Las deficiencias encontradas develaron las causas principales que aquejan a estas comunidades: el pobre desarrollo de la investigación. En este marco, el presente trabajo se constituye en un tema pertinente, al proyectar una propuesta que se sustenta en la necesidad de formación de la docencia universitaria en el ámbito de la investigación. El análisis que se realiza a la propuesta, tiene un enfoque social pensado en función del servicio que presta la Universidad a la colectividad en aras de responder a la sociedad que concomitante al progreso mundial, apuntala su economía en el desarrollo del conocimiento. Considerar una estrategia para el desarrollo de las competencias investigativas en los docentes universitarios, ayudará a fortalecer la función investigativa, consecuentemente, se generará y crearán condiciones que permitan transferir tecnologías tendientes a mejorar las condiciones de vida del sector.  Palabras claves: Docencia universitaria, competencia investigativa, investigación, universidad, estrategia  Social view of the strategy for the formation of the research competence in the university professor    Abstract  The Ecuadorian universities are changing today and that is characterized by the search for a significant improvement in the academic and research fields and the link with the community. The intervention of some universities by the CES has been a measure which constitutes an opportunity to meet the society’s expectations and those of the higher level authorities to ensure the development of the university. The deficiencies found uncovered the main causes affecting these communities: the poor development of research. In this context, the present work constitutes a relevant topic, to project a proposal that is based on the need for training in the field of researching the university teachers. The analysis of the proposal has a social approach, which functions through the service provided by the University to the community in order to respond to the global society concomitant progress that seeks the development of knowledge while developing the world economy. To consider a strategy for the researching competence development in university teachers will help strengthening the researching function. Consequently, it will generate and create conditions for transferring technologies aimed at improving the living conditions of the teachers.  Keywords: University teaching, research competence, research, university, strategy

scholarly journals The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

2021 ◽  
Vol 13 (11) ◽  
pp. 6363
Author(s):  
Johanna Andrea Espinosa-Navarro ◽  
Manuel Vaquero-Abellán ◽  
Alberto-Jesús Perea-Moreno ◽  
Gerardo Pedrós-Pérez ◽  
Pilar Aparicio-Martínez ◽  
...  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Online Teaching ◽  
Communication Technologies ◽  
University Teachers ◽  
Qualitative Survey ◽  
Information And Communication ◽  
Older Teachers ◽  
Teachers Perspectives ◽  
The University

Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre-and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19.

IMPACT ANALYSIS OF HEC- BASED TRAINING PROGRAMS ON THE PERFORMANCE OF THE UNIVERSITY TEACHERS IN PAKISTAN

2012 ◽  
Vol 01 (06) ◽  
pp. 35-40
Author(s):  
Khalid Hussain Shaikh ◽  
Ikhtiar Ahmed Ghumro ◽  
Asif Ali Shah ◽  
Faiz M. Shaikh ◽  
Tahira Afridi
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Impact Analysis ◽  
Training Programs ◽  
Effective Teacher ◽  
University Teachers ◽  
Instructional Activities ◽  
Teacher Aides ◽  
The Government ◽  
The University

The current research investigates the HEC based training for the University teachers in Pakistan and its impact on the performance on University teachers. The Higher Education Commission (HEC) in Pakistan seeks to improve the quality of teaching by University teachers. The Commission has initiated different forms of training according to the areas of expertise in order to improve skills and impact on the performance of University teachers. HEC based training plays a crucial role in the personal development among the University Teachers in Pakistan. Survey was conducted from 200 University teachers who have recently got training from HEC skill development or professional development training from HEC from all provinces. Structural questionnaire was design for reliability and accuracy the data. Analysis and evaluation was done by using GENSTAT statistical software. Major findings of the study showed that training should be provided according to discipline and more interactive training should be design for the University teachers. It was revealed that HEC based training not only equipped with knowledge but also improving the confidence level of the University teacher. Moreover due to the government policies, rules and regulations, such as introduction of the Tenure Track System, the and hiring the foreign faculty in various all Public sector universities it also has impact on the performance of students in job market. It revealed that teacher training was beneficial for professional development as well as for teaching performance. It also suggested that improved knowledge, skills and attitudes was necessary for the teacher aides to support the teaching program and facilitate learning and communication. It was further revealed that effective teacher aides required competencies in broad areas of human relations, instructional activities, non-instructional activities, and basic skills. The study concluded that basic and advanced level training is necessary for future training programs in Pakistan and 190 respondents responded to the questionnaires, by producing 95.0% response rate. Among which 70 % were male respondents and 30% were female respondents

THE REFORM OF SPANISH UNIVERSITIES DURING THE SECOND REPUBLIC: INFLUENCES, OBJECTIVES AND ACTIONS

2021 ◽  
Vol 32 (1) ◽  
pp. 227-247
Author(s):  
Álvaro Ribagorda ◽  
Keyword(s):  
University Education ◽  
University Campus ◽  
University Reform ◽  
Second Republic ◽  
Silver Age ◽  
University Teachers ◽  
Science And Culture ◽  
Spanish Universities ◽  
Modernization Process ◽  
The University

At the beginning of XX Century there was a great advance in Spanish science and culture, but not in universities. The Second Republic launched a great university reform inspired by other European and American universities. The introduction of research, new studies plans, and the proliferation of university colleges, were some of the keys to the new Spanish university model. The project of the university reform of the Second Republic was actively developed until the summer of 1936, when many faculties, engineering schools, research laboratories, residences and other institutions of the Madrid Campus were already opened. The experience of Madrid was adopted by other Spanish uni-versities. In some cases, pedagogical and research methodologies have been at the forefront internationally. Access to university education and research for women has become ubiquitous. Among the university teachers were leading representatives of the Silver Age of Spanish sci-ence and culture. However, this project of reforming Spanish universi-ties was thwarted by the mutiny of July 18, 1936, one of the goals of which was to stop the modernization process launched by the Second Republic. The mutiny led to a bloody civil war, during which the new-ly opened faculties of the university campus became a zone of fierce fighting, buildings were destroyed, as was the entire university reform project.

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