scholarly journals Problems and Solutions of Teachers’ Evaluation Activities in Colleges and Universities in China

2021 ◽  
Vol 5 (10) ◽  
pp. 146-152
Author(s):  
Ruru Yao ◽  
Mingjun Hao
Keyword(s):  
Higher Education ◽  
Teacher Evaluation ◽  
Communicative Action ◽  
Colleges And Universities ◽  
University Teachers ◽  
Effective Evaluation ◽  
Theory Of Communicative Action ◽  
Class Background ◽  
Problems And Solutions ◽  
High Level

Teacher evaluation is the action guide of teachers, which is extremely important for the development of schools. The establishment of a scientific and effective evaluation for university teachers is the key step in adapting to the current “double first-class” background in the construction of high-level teachers. Based on Habermas’ theory of communicative action, this study analyzes the shortcomings and the reasons behind the current evaluation activities of university teachers in China as well as explores the standardization of these evaluation activities to meet the needs of the connotative development of higher education.

scholarly journals Global competence of employees in Hispanic Enterprises in the south of United States

2017 ◽  
Vol 8 (15) ◽  
Author(s):  
Mónica Blanco Jiménez ◽  
Juan Rositas Martínez ◽  
Francisco Javier Jardines Garza
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Colleges And Universities ◽  
Global Market ◽  
Global Competence ◽  
Institutions Of Higher Education ◽  
Global Competency ◽  
Common Assumption ◽  
High Level

Abstract. Developing interculturally competent students who can compete successfully in the global market is one of the challenges for institutions of higher education in the United States. Some researchers think that Colleges and universities must make a deeper commitment to prepare globally competent graduates. A common assumption is that the processes by which people are educated need to be broadly consistent with the way in which organizationsoperate in a globalizing environment. With this in mind, we turned to managers of Hispanic enterprises to report whether they believed their employees possess the knowledge, skills, attitudes, and experiences deemed necessary for attaining global competency. We developed a questionnaire based on one created by Hunter (2004) to measure global competencies. We sent them to managers of some Hispanic enterprises who are members of the Tucson Hispanic Chamber of Commerce. In our results we found that employees of the Hispanic enterprises that were targeted do not generally have a high level of global competenceaccording to our indicators.Keywords: education, global competence, Hispanic enterprisesResumen. Desarrollar competencias inter-culturales en los estudiantes que tienen que competir con éxito en el mercado global es uno de los retos para las instituciones de educación superior en los Estados Unidos. Algunos investigadores señalan que las universidades deben asumir un compromiso más profundo para preparar de una manera competente a los graduados a nivel mundial. Una propuesta común es que los procesos por  los cuales las personas son educadas deben ser ampliamente consistentes con la manera en que las organizaciones operan en un entorno globalizado. Basado en estas suposiciones en este proyecto de investigación se pregunto a los gerentes de empresas hispanas si consideraban que sus empleados tenían los conocimientos, habilidades, actitudes y experiencias suficientes para considerarlos globalmente competentes. Para esto se desarrollo un cuestionario creado por Hunter (2004) para medir las competencias globales. Se enviaron a los gerentes de algunas empresas hispanas que son miembros de la Cámara de Comercio Hispana e la Cd. De Tucson, Arizona. En los resultados se encontró que los empleados de la gran parte de estas empresas no presentaban un alto nivel de competencias globales de acuerdo a los indicadores mundiales.Palabras clave: competencias globales, educación, empresas hispanas 

Bipolar Tension and Employee Relations Challenge at a Higher Education Institution

2021 ◽  
pp. 218-242
Author(s):  
Niveen Labib Eid ◽  
Mays Dahadha
Keyword(s):  
Higher Education ◽  
Communicative Action ◽  
Labor Union ◽  
Education Institution ◽  
Employee Relations ◽  
Top Management ◽  
Higher Education Institution ◽  
Theory Of Communicative Action ◽  
Work Interruptions ◽  
Autocratic Leadership

This is a case of employee relations challenge at ASE, a Palestinian higher education institution (HEI). It reflects on real narratives and experiences of an accumulative and an endured conflict between ASE's labor union and its top management due to rigid administrative policies and pitfalls while transitioning through a strategic reform. The case urges readers to revert to the roots, envisage, and analyze 'internal employee relations under crises' from a dialogical and a sociopolitical perspective based on ideas drawn from the Habermas's 'Theory of Communicative Action' (TCA). HEIs are envisaged as sovereign workplaces that function on pluralistic values generating positive dialogue communication between all stakeholders and subsequently healthy employee relations. This case examines different episodes where ASE's management utilized autocratic leadership for utilitarian drivers causing employee exclusion and mounting tensions on campus. Consequently, several forms of overt resistance prevailed including strikes, apathy, and work interruptions.

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.

INTERNATIONAL GRANT COOPERATION AS A TOOL FOR THE DEVELOPMENT OF PROFESSIONAL COMPETENCIES OF UNIVERSITY TEACHERS

2018 ◽  
pp. 4-8
Author(s):  
Milan Chmura
Keyword(s):  
Higher Education ◽  
Czech Republic ◽  
Professional Education ◽  
European Countries ◽  
International Project ◽  
The Czech Republic ◽  
University Teachers ◽  
Quality Of Higher Education ◽  
Education And Development

The education and development of university teachers have its justifcation and its importance is signifcant not only in the Czech Republic but also abroad. This study provides an analysis of further professional education of university teachers in the Czech Republic and in selected European countries. Subsequently, it presents an international project with participants from the Czech Republic, Ukraine, Slovakia and Poland, which, ultimately, plays a role in the improvement of the quality of higher education.

Features of Preparation of Teachers of Higher School: Flexible Management Technologies

2020 ◽  
Author(s):  
А.Н. Лебедев ◽  
О.А. Бурукина
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Teacher Development ◽  
Educational Programs ◽  
Development Programs ◽  
Modern Management ◽  
University Teachers ◽  
Flexible Management ◽  
Applied Knowledge ◽  
Modern Technologies

авторы рассматривают консерватизм вузовских образовательных программ в качестве одного из препятствий в подготовке потенциальных преподавателей университетов. Рассмотрены особенности подготовки педагогов высшей школы по направлениям социально-гуманитарного образования. Авторы презентуют результаты анкетирования магистрантов и аспирантов, свидетельствующие о дефиците прикладных знаний респондентов в области современных технологий, таких как Agile. Обоснованы предложения по интенсификации программ повышения квалификации преподавателей, насыщению образовательных программ вопросами применения современных технологий менеджмента. the authors consider the conservatism of university educational programs as one of the obstacles in the preparation of potential university teachers. The article discusses the features of training higher education teachers in the areas of social and humanitarian education. The authors present the results of a survey of undergraduates and graduate students, indicating a lack of applied knowledge of postgraduate and graduate students in the field of modern technologies such as Agile. The article substantiates the proposals on the intensification of teacher development programs, the saturation of educational programs with the application of modern management technologies.

READINESS OF RUSSIAN HIGHER EDUCATION TEACHERS TO WORK IN EDUCATIONAL INCLUSION SETTING

2020 ◽  
Vol 86 (1) ◽  
pp. 35-45
Author(s):  
.D. Kalugina ◽  
Keyword(s):  
Higher Education ◽  
Survey Research ◽  
Inclusive Education ◽  
Maturity Level ◽  
Social Survey ◽  
General Attitude ◽  
University Teachers ◽  
Teaching Community ◽  
Russian Higher Education ◽  
Educational Inclusion

the article deals with the problem of implementing inclusive education in Russianuniversities . Despite the fact that education (training?) for people with disabilities has been implemented at all levels of Russianeducationfor several years, the general attitude to it is ambiguous, as well as the attitudeof the teaching community. The author has conducted a social survey research trying to estimate University teachers’ readiness to work with groups where such students study. The research has revealed insufficient motivational and technological maturity level. Following this, the author providesrecommendations for overcoming these challenges.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

scholarly journals Evidenciação do estado da arte do tema gestão de docentes em instituições de ensino superior

2015 ◽  
pp. 114-136
Author(s):  
Leonardo Ensslin ◽  
Ademar Dutra ◽  
Maurício Andrade de Lima ◽  
Caroline Carneiro ◽  
Leonardo Corrêa Chaves
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Web Of Science ◽  
University Teachers ◽  
Ebsco Host ◽  
University Performance ◽  
The Impact

O objetivo desta pesquisa é aprofundar o conhecimento dos pesquisadores sobre o tema Gestão de Docentes em Instituições de Ensino Superior, com o intuito de conhecer as mais relevantes produções científicas internacionais sobre o assunto, seus autores, periódicos e palavras-chave. Para tanto, foi elaborado um Portfólio Bibliográfico, utilizando-se como instrumento de intervenção o ProKnow-C que, após pesquisa nas bases Scopus, Web of Science, ScienceDirect, ASSIA e Ebsco host, e o processo de filtragem realizado com o auxílio do instrumento de intervenção, resultou em 18 artigos finais. A partir deste portfólio foi possível evidenciar que o periódico mais presente na literatura é o Teaching and Teacher Education. O artigo mais citado é o The impact of training of university teachers on their Os autores com mais destaque são: Lindblom-Ylänne, S., Nevgi, A. e Trigwell, K. e, as palavras-chave mais presentes são: Teacher, University, Performance, Evalu, Management, Assess e Higher Education.

scholarly journals Sustainable Innovation in Higher Education: The Impact of Gender on Innovation Competences

2021 ◽  
Vol 13 (9) ◽  
pp. 5004
Author(s):  
Raquel Ferreras-Garcia ◽  
Jordi Sales-Zaguirre ◽  
Enric Serradell-López
Keyword(s):  
Higher Education ◽  
Business Students ◽  
Bachelor's Degree ◽  
Sustainable Innovation ◽  
Educational Implications ◽  
Development Goals ◽  
High Level ◽  
The Impact ◽  
Innovation In Higher Education

There is currently an increasing interest for sustainable innovation in our society. The European agendas highlight the role of higher education institutions in the formation and development of innovation competences among students. Our study aimed to contribute to the analysis of the level of achievement of students’ innovation competences by considering two sustainable development goals (SDG) of the 2030 United Nations’ Agenda: Gender Equality (SDG 5) and Quality Education (SDG 4). This article tries to answer how business students perceive their own innovation competences and which innovative competences are best achieved by students, as well as if there are differences in the achievement of these competences depending on the students’ gender. Our results, from a sample of 360 students in the Business Administration and Management Bachelor’s Degree at the Universitat Oberta de Catalunya, confirm the extensive development of innovation competences. Moreover, female students present a high level of preparation for innovation-oriented action. These findings have educational implications for potentiating the innovation competences and environments where females can attain innovation skills.

scholarly journals Evaluation of Diversity Programs in Higher Education Training Contexts in Spain

2021 ◽  
Vol 11 (5) ◽  
pp. 226
Author(s):  
David Pérez-Jorge ◽  
Eva Ariño-Mateo ◽  
Ana Isabel González-Contreras ◽  
María del Carmen Rodríguez-Jiménez
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Educational Needs ◽  
Social Conditions ◽  
Dropout Rates ◽  
Educational Institutions ◽  
Educational Systems ◽  
University Teachers ◽  
Diversity Programs ◽  
Spanish Universities

Measures adopted by educational systems to improve and adapt the educational response of pupils with disability or diversity conditions arising from their personal and social conditions, have enabled them to gain tenure throughout the various stages of education. Educational institutions have been progressively adapting and responding to the educational needs of students who start university, and this fact highlights the lack of inclusive culture in university institutions. The lack of training of university teachers in the educational response to the needs of students with disabilities is evidenced by the high dropout rates of this group and in successive complaints of teachers who do not have the skills or tools to cope with this situation successfully. The review of a set of 75 programs developed by different Spanish universities to meet the needs of these students shows an insufficient institutional and administrative response while reflecting the lack of unity of jointly developed criteria.

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