scholarly journals Proposing an Electronic System for Following-up and Managing the Field Training: Palestine Ahliya University as a Case: نظام إلكتروني مقترح لمتابعة وإدارة التدريب الميداني في جامعة فلسطين الأهلية: دراسة حالة

2019 ◽  
Vol 3 (4) ◽  
Author(s):  
Sameh Taqatqa, Ahmad Hasasneh, Jamil Itmazi
Keyword(s):  
Academic Staff ◽  
Electronic System ◽  
Training System ◽  
Field Training ◽  
Core Courses ◽  
Training Unit ◽  
Training Institutions ◽  
The University ◽  
Academic Year

Obviously, digital technology offers simplified solutions to solve or mitigate problems in general. In the academic sector in particular, the field training is one of the core courses that students must enroll during the third and fourth academic year, where the students have manually to select a relevant organization or institution based on their specialization. The academic staff and hosting institutions do not supervise the trainees as required due to lack of communication between them, wrong selection of the hosting institutions by students in some cases, limited following-up the trainees, thus leading to uncertainty in the number of training hours and reports required by students. These problems can be addressed or mitigated by proposing an electronic training system improving the communication between supervisors of field training, host institutions, and trainees and thus solving most of the mentioned problems. Based on this e-training system, the training unit at the university could therefore follow-up the trainees and thus improve the communication and cooperation with the training institutions. It will also definitely contribute in improving the training task itself for the students. In this proposed paper, the importance of the proposed system was presented. Other related systems were mentioned and used as references in the analysis stage. In the analytical stage, data was collected using 3 different questionnaires developed for students, supervising staff, and for the training institutions. Consequently, obstacles and problems faced these entities were extracted and mentioned. Finally, a preliminary design was proposed in this paper to develop and implement an electronic training system at Palestine Ahliya University.

scholarly journals Salary Market Equity at the University of Colorado at Boulder Libraries: A Case Study Follow-up

2003 ◽  
Vol 64 (5) ◽  
pp. 390-400
Author(s):  
Scott Seaman ◽  
Carol Krismann ◽  
Nancy Carter
Keyword(s):  
Comparison Group ◽  
American University ◽  
Market Rate ◽  
University Of Colorado ◽  
Bottom Quartile ◽  
Equity Funds ◽  
Internal And External Factors ◽  
The University ◽  
Academic Year

During the 1995–1996 academic year, the University of Colorado at Boulder Libraries received market equity funds to increase librarian salaries to the median Association of American University librarian salary. One stipulation of the university administration required that the market equity funds be distributed over four years rather than in a single year. In an earlier article, the authors predicted that, as result of spreading the increase over four years, salaries of libraries faculty would only reach the 1996–1997 mean in 2000–2001. This follow-up study analyzes the results of distributing the equity funds over the four years between 1995–1996 and 2000–2001. It finds that during that time, the University of Colorado at Boulder Libraries rose from the bottom quartile of its comparison group to the top quartile when ranked by median salary, suggesting that spreading the equity over four years did not significantly impact the final salaries. Detailed analysis, however, reveals that although the overall salary pool rose in its comparison group, many individual librarians’ salaries did not reach market. This study concludes that the increase in overall ranking was due to a fundamental change in the profile of the faculty rather than to the application of market equity funds. The failure of some salaries to increase to market can likely be attributed to changes in the market rate of each position classification. Further, although the application of market equity might have been improved had the distances between the market and the librarians’ salaries been recalculated each of the four years, internal and external factors may have made that impractical.

scholarly journals Canadian University Social Software Guidelines and Academic Freedom: An Alarming Labour Trend

2014 ◽  
Vol 21 ◽  
pp. 45-56
Author(s):  
Taryn Lough ◽  
Toni Samek
Keyword(s):  
Academic Freedom ◽  
Academic Staff ◽  
Social Software ◽  
Canadian Universities ◽  
Administrative Capacity ◽  
Personal Use ◽  
The Right ◽  
The University ◽  
And Control ◽  
Academic Year

An analysis of first-stage social software guidelines of nine Canadian universities conducted in the 2012-13 academic year with the aim to reveal limits to academic freedom. Carleton University’s guidelines serve as the anchor case, while those of eight other institutions are included to signify a national trend. Implications for this work are central to academic labour. In as much as academic staff have custody and control of all records they create, except records created in and for administrative capacity, these guidelines are interpreted to be alarming. Across the guidelines, framing of social media use by academic staff (even for personal use) as representative of the university assumes academic staff should have an undying loyalty to their institution. The guidelines are read as obvious attempts to control rather than merely guide, and speak to the nature of institutional overreach in the related names of reputation (brand), responsibility (authoritarianism), safety (paternalistically understood and enforced), and the free marketplace of [the right] ideas.

scholarly journals University Students Are Unaware of the Role of Academic Librarians

2012 ◽  
Vol 7 (2) ◽  
pp. 67
Author(s):  
Kirsty Thomson
Keyword(s):  
Critical Incident ◽  
Academic Staff ◽  
Postgraduate Students ◽  
Post Secondary ◽  
Information Commons ◽  
Library Resources ◽  
Post Secondary Institution ◽  
Library Staff ◽  
The University

Objective – To discover students’ perceptions of information commons staff, and to determine how these perceptions influence the use of library resources. Design – Post-experience survey with one follow-up interview. Setting – The University of Sheffield, a post-secondary institution in England. Subjects – All undergraduate and postgraduate students were invited to take part. Just over 1% of the student population, or 250 students, completed the survey. Methods – Information about the survey was sent to students’ institutional email addresses. One follow up interview was carried out via email using the critical incident technique. Main Results – Students do not understand the academic roles of librarians. They are unlikely to approach library staff for academic support, preferring to turn to instructors, other students, friends, and family. Most students had positive opinions about assistance received in the Information Commons, but a small number reflected on previous bad experiences with staff, or on a fear of being made to feel foolish. The vast majority of students who did not seek help in the Information Commons stated that this was because they did not require assistance. Most students do not perceive a difference between Information Commons staff and library staff. Conclusion – Students have positive views of Information Commons staff at the University of Sheffield, but have low awareness of the roles of professional librarians. Librarians need to develop partnerships with academic staff and strengthen their presence in both physical and online learning environments to promote their academic roles.

Adopting a Strategy for Enhancing Generic Skills in Engineering Education

2014 ◽  
Vol 28 (3) ◽  
pp. 185-192 ◽  
Author(s):  
Evangelia Krassadaki ◽  
Kleanthi Lakiotaki ◽  
Nikolaos F. Matsatsinis
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Engineering Students ◽  
Academic Staff ◽  
Skills Development ◽  
Generic Skills ◽  
Team Working ◽  
High Level ◽  
The University ◽  
Academic Year

It is remarkable how often academic staff discover students' weaknesses in expressing their thoughts in written and oral contexts, and in team working. To examine these weaknesses, a study was conducted in 2009–2010 and 2010–2011 of students taking an engineering course. Students self-reported an initial high level of weakness in both communication skills (writing and speaking), while expressing higher levels of confidence in their team working skills. This suggested that there was significant potential for improvement in both forms of communication skills and a lower potential for the improvement of team-working skills. On that basis the Technical University of Crete organized short training workshops based on experiential learning methods, during the academic year 2012–13. Other factors taken into account were the lack of awareness of such skills in traditionally-organized Greek universities; the inability to redesign all courses, currently dependent on a content-based curriculum, on a competency basis; and findings in the international literature, which highlight specific generic skills of engineering students as essential to their studies and future career prospects. The aim was to enhance the three skills of writing, speaking and team working. Participation was voluntary and open to students from all schools in the university. This paper assesses this initiative and analyses the contribution of the workshops to skills development.

scholarly journals Dual Career Support Activities of High-Performance Students-Athletes in the Project “More than Gold”

2021 ◽  
Author(s):  
Ilvis Abelkalns ◽  
◽  
Laura Capranica ◽  
Mojca Doupona ◽  
Anda Paegle ◽  
...  
Keyword(s):  
Higher Education ◽  
High Performance ◽  
Academic Staff ◽  
Group Discussion ◽  
Dual Career ◽  
Long Distance ◽  
Career Support ◽  
Support Provision ◽  
The University ◽  
Academic Year

One of the European Union’s (EU) priorities in sports is the holistic development of athletes through combining high-performance sports with higher education. Within the ERASMUS+Sport Collaborative Partnership “More than Gold” (MTG, 603346-EPP-1-2018-1-LV-SPO-SCP), the aim of the empirical research was to clarify and analyse the opinions of high-performance athletes of five Member States on the opportunities for Dual Career (DC) implementation as well as support provision for high-performance athletes within their DC implementation. Survey as the research method was chosen applying questionnaire, interview and focus-group discussion as data collection methods. The research sample included in this work comprised 284 athletes. The data obtained revealed the challenges related to overlapping schedules, long distance from the university to the training venue, and the lack of understanding and flexibility from the academic staff, which was especially challenging in the first academic year. The respondents appreciated the support of DC tutors. Finally, the opinion of experts allowed to identify 9 aspects to be implemented within the DC perspective (e. g., access to educational facilities, tutorship, psychological support). Findings urge to implement DC programmes at higher education institutions (HEIs) comprising DC guidance, flexible study and training schedules, customized curricula, distance learning, proximity of training facilities and sports services, psychological and career support services tailored for elite-athletes. Therefore, the More Than Gold Guidelines for HEIs are crucial for the development of the European DC culture.

scholarly journals UNIVERSITY-LEVEL DESIGN ENGINEERING CHALLENGES WITH STUDENT FEEDBACK

2011 ◽  
Author(s):  
Jason Bazylak ◽  
Peter Wild
Keyword(s):  
Engineering Students ◽  
Interdisciplinary Teams ◽  
Student Feedback ◽  
First Year ◽  
Design Engineering ◽  
Electromagnetic Model ◽  
University Level ◽  
The University ◽  
Academic Year

The Design Engineering Challenge Series is a set of design events organized by the University of Victoria Design Engineering Office to enhance the undergraduate student design experience. The first of the two events run in the series was the First Year Design Engineering Challenge. This event challenged first year engineering students to design and construct a microcontroller-directed electromagnetic model crane, in a single day. The second event had students from across campus working in interdisciplinary teams to design video games. Both events were extremely successful with follow up events planned for the next academic year.

scholarly journals The Role of the Preparatory Year in the Selection of Engineering Specialization: A Case Study

2017 ◽  
Vol 7 (1) ◽  
pp. 58
Author(s):  
Omar S Asfour
Keyword(s):  
Academic Staff ◽  
Structured Interview ◽  
Academic Programs ◽  
First Year ◽  
Engineering Department ◽  
Preparatory Year ◽  
The University ◽  
Academic Year ◽  
Selection Of

At many universities, students who get enrolled at faculties of engineering are required to study a preparatory year before they begin their specialized academic programs. This year includes several general engineering and basic science modules. It is claimed that this year gives students the required time and knowledge to decide on which engineering department they would select. This study aims to investigate this issue from students’ and academics’ points of view. Islamic University of Gaza (IUG) has been taken as a case study. The study carried out a survey that includes a questionnaire directed to the students and a structured interview directed to the academic staff. Results showed that the majority of students do not think they need an entire academic year to get a clear perception for the different engineering specialities. They think it would be better if they get specialized directly upon their entry to the university. This is also the recommendation of the academic staff. Despite the benefits claimed for the preparatory year, greater ones could be achieved if students are given the chance to get specialized earlier. This includes giving engineering departments more flexibility in the selection of the first year modules

scholarly journals Seroprevalence Study and Cross-Sectional Survey on COVID-19 for a Plan to Reopen the University of Alicante (Spain)

2021 ◽  
Vol 18 (4) ◽  
pp. 1908
Author(s):  
Jose Tuells ◽  
Cecilia M. Egoavil ◽  
María Angeles Pena Pardo ◽  
Ana C. Montagud ◽  
Emilia Montagud ◽  
...  
Keyword(s):  
Random Sample ◽  
Sources Of Information ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Sample Testing ◽  
Training Courses ◽  
The University ◽  
To Receive ◽  
Academic Year

The implementation of strategies to mitigate possible cases of COVID-19 were addressed at the University of Alicante for the safe reopening of the 2020/2021 academic year. To discover the prevalence of immunity against SARS-CoV-2, a study was designed using a rapid immunoassay test (carried out between 6 and 22 July 2020), and in addition a cross-sectional survey was conducted on risk factors, symptoms, predisposition for becoming vaccinated, and sources of information about COVID-19. A random sample, stratified by students, faculty, and administrative staff, was selected. The seroprevalence found was 2.64% (39/1479; 95% CI 1.8–3.4), and the adjusted seroprevalence was 2.89% (95% CI 2.1–3.7). The average age of the students was 23.2 years old, and 47.6 years old for staff. In relation to COVID-19, the following was found: 17.7% pauci-symptomatic, 1.3% symptomatic, 5.5% contact with cases, 4.9% confined, and 0.3% PCR positive. More than 90% complied with preventive measures. The proportion willing to receive the COVID-19 vaccine was 91%. Their sources of information were the Internet (74%) and television (70.1%). They requested that the university offer information (45.1%), training (27%), and provide Personal Protective Equipment (PPE) (26.3%). Lastly, 87.9% would repeat the test. A plan was established that included the follow-up of cases and contacts, random sample testing, training courses, bimodal teaching, a specific website, and the distribution of PPE.

scholarly journals About Research Interests of Renowned Ukrainian Scholar

2019 ◽  
pp. 14-20
Author(s):  
Marta Kaczmarczyk
Keyword(s):  
Academic Staff ◽  
Scholarly Work ◽  
Postcolonial Criticism ◽  
Catholic University ◽  
Educational Challenges ◽  
University Professor ◽  
History Of ◽  
Research And Education ◽  
The University ◽  
Academic Year

The paper presents a scholarly profile of professor Stefaniia Andrusiv, paying specific attention to her achievements in the fields of research and education during her work at the John Paul II Catholic University of Lublin. In 2001 professor Andrusiv started her work at the Institute of Slavic Philology and in the academic year 2005/2006 became the head of the newly founded Department of Ukrainian literature holding this post until 2013. The scholar took an active part in popularizing Ukrainian studies in Poland and was very concerned about developing Polish-Ukrainian dialogue. In the course of her fruitful work at the university professor Andrusiv met different research and educational challenges and proposed many valuable initiatives. She effectively used contemporary research trends, such as postmodern methodology, the theory of intertextuality, the literary theory of narratology, as well as anthropology and postcolonial criticism. As far as her didactic work is concerned, professor Andrusiv delivered very interesting, thought-provoking lectures on the history of Ukrainian literature. Her  professional approach was much appreciated not only by her students but by academic staff as well. The lectures on cultural studies, master’s and doctoral seminars belong to her didactic achievements and constitute a valuable heritage of education. It should be underlined that under the supervision of professor Andrusiv twelve students have successfully defended their Ph.D. dissertations and the majority of them continue their scholarly work. Professor Andrusiv never was afraid of making experiments, finding new solutions and approaches. Her mind was very flexible, creative and free of any obstructive restraints.

scholarly journals The CDIO ++ Approach to University Faculty Advance Training for Research and Teaching Activities

2019 ◽  
Vol 28 (5) ◽  
pp. 18-36 ◽  
Author(s):  
A. I. Chuchalin
Keyword(s):  
Academic Staff ◽  
Associate Professor ◽  
Training System ◽  
University Faculty ◽  
Advanced Training ◽  
Teaching Activities ◽  
Research And Teaching ◽  
Student Training ◽  
The University ◽  
Foreign Universities

A review of the literature on university faculty advanced training for research and teaching activities is presented. Based on the analysis of the experience of Russian and foreign universities, the principles for developing a modern faculty advanced training system at the university are set out responding to the challenges associated with the ongoing and expected changes in the content and technology of student training, primarily in the field of STEM. It is proposed to use the CDIO ++ approach for advanced training of faculty of various categories (professor, associate professor, assistant) to research and teaching activities in the conditions of division of labor when creating and implementing educational products at various stages of their life cycle. The distribution of academic staff potential is shown and an assessment of the resources of a program for faculty advanced training is given on the basis of the CDIO ++ approach for a hypothetical university with a given structure and established priorities for faculty members of various categories.

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