scholarly journals Student-generated video creation for assessment: can it transform assessment within Higher Education?

2018 ◽  
Vol 5 (1) ◽  
pp. 1-11
Author(s):  
Ruth Hawley ◽  
Cate Allen
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Collaborative Group ◽  
Local Context ◽  
Assessment Practices ◽  
Video Creation ◽  
Education Academic ◽  
Robust Evidence ◽  
Video Format ◽  
Do So

Abstract Student-generated video creation assessments are an innovative and emerging form of assessment in higher education. Academic staff may be understandably reluctant to transform assessment practices without robust evidence of the benefits and rationale for doing so and some guidance regarding how to do so successfully. A systematic approach to searching the literature was conducted to identify relevant resources, which generated key documents, authors and internet sources which were thematically analysed. This comprehensive critical synthesis of literature is presented here under the headings of findings from literature, relevance of digital capabilities, understanding the influence of local context and resources, and pedagogical considerations. Student-generated video creation for assessment is shown to have several benefits, notably in supporting development of digital and communication skills relevant to today’s world and in enhancing learning. As an emerging innovation within assessment, intentionally planning and supporting a change management process with both students and staff is required. The importance of alignment to learning outcomes, context and resources, choice of video format to desired skills development, and to relevance beyond graduation is emphasised for video creation in assessment to be used successfully. Video creation for assessment is likely to grow in popularity and it is hoped the evidence of benefits, rationale and guidance as to how to do this effectively presented here will support this transformation. Further research to consider video creation for assessment with individuals rather than collaborative group assessments, and to establish academic rigour and equivalence would be beneficial.

scholarly journals Appraisal of Higher Education Academic Staff

1998 ◽  
Vol 3 (2) ◽  
pp. 111-122
Author(s):  
Rukhsana Zia
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Teaching Staff ◽  
Education Academic

The Annual Confidential Report is a government document and is used by all government departments. The document is used for all employees of Grade 16 and above. The same document is used for the teaching staff as well. The inefficiency of the document to present an appropriate appraisal of scholarship characteristics of the higher education academic staff is evident. This study will focus on identifying various factors that ought to be assessed to provide information about the performance of the teaching staff and help formulate an effective format to achieve the objectives of appraisal.

scholarly journals Development Of Higher Education In Albania

2012 ◽  
Vol 9 (1) ◽  
pp. 91-96
Author(s):  
Sonila Xhafa
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Quality Education ◽  
The Political ◽  
Working Population ◽  
High Quality ◽  
Economic Changes ◽  
High Quality Education ◽  
Do So

Albania is looking to take its place within Europe. To do so, the nation needs to develop more skilled and educated working population. Following the political and economic changes of 1991, the system of higher education in Albania has not necessarily been adequately organised or capable of providing a sufficiently high-quality education. This paper will present some information on higher education (including degree and diploma programmes) in Albania during the transition and in the present day, and give attention to the development of higher education in the country and conclude with some suggestions for improving public universities and education infrastructure and increasing the quality of the experience undergone by both students and academic staff.

scholarly journals Academic staff perceptions of empowerment training programmes initiated by Durban University of Technology

2018 ◽  
Author(s):  
◽  
Bingwa Luyanda Loraine
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Academic Staff ◽  
Staff Members ◽  
University Of Technology ◽  
Routine Tasks ◽  
Correct Application ◽  
Education Academic ◽  
Training Programmes

Higher education in South Africa underwent a significant change during the last decade. Lecturers may not be necessarily equipped to face all the changes that are a result of changes faced by higher education. Academic staff needs to be trained so as to strengthen their teaching competencies. Training serves as an opportunity to upgrade their qualifications. Without training, it would be challenging for academics to perform their core activities. The problem that arises is that the type of routine tasks typical of the functions of academic staff does not require only training in the form of coaching but also learning in the form of gaining knowledge and competence within the academic disciplinary context. However, hands-on training seems to be the crucial component that will ensure the correct application of routine procedures. The purpose of this study was to identify the academic staff perception of empowerment programmes initiated by the Durban University of Technology (DUT), and the challenges involved in successfully empowering staff. This study also identified problems encountered during academic staff development process and further investigated if the academic staff were provided with reasonable opportunity to participate. In this study, a quantitative approach was used, and data was collected from academic staff, comprising of professors, head of departments, senior lecturers, lecturers and junior lecturers of the Durban University of Technology. A sample size of 132 was drawn from the population. Questionnaires were designed with both closed and open-ended questions, and were personally administered by the researcher to all academic staff members in all faculties of the Durban University of Technology. Analysis of data revealed that the University provide academic staff with sufficient and relevant training however staff felt that they should be included in the planning of these programmes. Furthermore there was a need for follow-up to evaluate effectiveness of the training programmes and if they served the purpose for which they were intended to. This study, therefore, recommended that respective faculties should involve their staff members in planning, and that a follow-up be conducted after completion of training.

scholarly journals The Perceptions Of Higher Education Academic Staff On The Freedom To Decide What To Teach

2017 ◽  
Vol 4 (16) ◽  
Author(s):  
Joseph Kimoga ◽  
Namaganda Justine ◽  
Maigut Tom ◽  
Asiimwe Constance ◽  
Ngabirano Caroline
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Education Academic

Learning and teaching on transnational higher education programmes in Hong Kong

2015 ◽  
Vol 8 (1) ◽  
pp. 95-112 ◽  
Author(s):  
Sheila Trahar
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Teaching And Learning ◽  
Academic Staff ◽  
The Other ◽  
Local Context ◽  
Related Literature ◽  
Learning And Teaching ◽  
Transnational Higher Education ◽  
Home Context

Transnational higher education is the term that is most commonly used to describe programmes that allow students to obtain a degree from an overseas university in their local context. Such programmes are often marketed on their similarity with those offered at home by the overseas university. Perhaps as a consequence, the related literature focuses on 'problems' that are encountered in the 'other' environment, particularly when academic staff travel to the host country to deliver the teaching. Transnational programmes, however, offer rich opportunities for developing cultural capability in students and academics through a sensitively internationalised curriculum. This article uses an autoethnographic approach to discuss teaching and learning in transnational programmes that are delivered in a postcolonial context (Hong Kong) by a university that is in the former colonising country (U.K.). Its aim is to illustrate how, by embracing the complexities, transnational higher education programmes can enrich learning and teaching in both the host and the home context.

scholarly journals Assessment beliefs of higher education staff developers

2017 ◽  
Author(s):  
Maddalena Taras ◽  
Mark S. Davies
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Assessment Literacy ◽  
Assessment Practices ◽  
Structured Interviews ◽  
Staff Developers ◽  
Assessment Beliefs ◽  
The Uk ◽  
Common Understanding

This research focuses on the assessment literacy, that is, the understandings of assessment terminologies and how they relate to each other, in academic staff developers in the UK, collected via questionnaires and semi-structured interviews. Academic staff developers have been trained and certified to support new higher education lecturers in learning, teaching, and assessment practices, and provide continuing professional development for more experienced staff. Results showed inconsistent and differing understandings between and within individuals. These inconsistencies may reflect the lack of consistency of terminology in the literature. This lack of common understanding has far-reaching implications and needs reconciling to enhance personal and collective assessment literacies, particularly since our respondents have responsibility for training the next generation of academics.

scholarly journals The Conceptual Scheme for Managing University Stakeholders' Satisfaction

2014 ◽  
Vol 62 (4) ◽  
pp. 719-727 ◽  
Author(s):  
David Schüller ◽  
Vít Chlebovský ◽  
Karel Doubravský ◽  
Vladimír Chalupský
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Field Research ◽  
Field Education ◽  
Conceptual Scheme ◽  
Stakeholder Satisfaction ◽  
Third Stage ◽  
University Services ◽  
Education Academic ◽  
Education Science

A duplicate of this original article was erroneously published in issue six of this year. Please use this original for citation. Universities have to face many changes in the sector of higher education caused by the current dynamic development in this sector. With the decline in state support, increased competition and unfavourable demographic progress, universities are forced to establish and improve their relationships with new and existing stakeholders. Research on relationships among universities and stakeholders has historically focused on the different factors and their influence on improving stakeholder satisfaction with the quality of university services and on strengthening cooperation. Some studies are focused on stakeholders' classification according to their importance for higher education institutions. However, there are fewer scientific studies which concentrate on the intricacies of managing stakeholder satisfaction according to key areas of Universities. This study aims to design a conceptual scheme for managing stakeholder satisfaction depending on the importance of stakeholders in the key fields of Universities. The research was done in three steps. As the first stage, university stakeholders were identified via interview. In the second stage, the following key fields relating to university activities were identified via focus group - education, science and research, premises and technology. In the third stage, the importance of the particular stakeholders was identified for the fields mentioned in the stage two. In order to gain the necessary information, a set interview method was chosen. Native students were identified as the most important stakeholder for the field - education, academic staff as the most important for the field - research and development and enterprises as the most important stakeholder for the field - premises and equipment. The results of the research conducted provided the authors with a convenient base for formulating the conceptual scheme for managing stakeholder universities' satisfaction.

Students' Independent Professional Activity in Pedagogical Practice

2010 ◽  
Vol 12 (2) ◽  
pp. 38-58
Author(s):  
Aina Strode
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Empirical Study ◽  
Qualitative Data ◽  
Academic Staff ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Criteria And Indicators ◽  
Study Process

Students' Independent Professional Activity in Pedagogical PracticeThe topicality of the research is determined by the need for changes in higher education concerned with implementing the principles of sustainable education. The article focuses on teacher training, highlighting the teacher's profession as an attractive choice of one's career that permits to ensure the development of general and professional skills and an opportunity for new specialists to align with the labour market. The empirical study of students' understanding of their professional activity and of the conditions for its formation is conducted by applying structured interviews (of practice supervisors, students, academic staff); students and experts' questionnaire. Comparative analysis of quantitative and qualitative data and triangulation were used in case studies. As a result, a framework of pedagogical practice organisation has been created in order to form students' independent professional activity. The criteria and indicators of independent professional activity have been formulated and suggestions for designers of study programmes and organisers of the study process have been provided.

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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