scholarly journals ACADEMIC STAFF DEVELOPMENT PROGRAMME: RESEARCH COMPETENCE FORMATION

2020 ◽  
pp. 23-32
Author(s):  
Svitlana Sysoieva ◽  
Iryna Sokolova
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Personal Development ◽  
Academic Staff ◽  
Development Programme ◽  
Research Knowledge ◽  
Education Teacher ◽  
Research Competence ◽  
Academic Staff Development ◽  
Innovative Thinking

The article is devoted to the study of the effectiveness of Academic staff development programme to promote the development of research competence. Mixed method (qualitative and quantitative) was used to explore the problem: the analysis of scholarly literature searching for the term «research competence» as well as modelling structural components of research competence. Research competence is seen in our article as an integrated personal and professional quality of a higher education teacher, which reflects the motivation for scientific research, the level of teaching research methodology, the personal qualities of a researcher, such as innovative thinking, the capacity for creativity and innovation. We have identified the following key components of the Research competence of a higher education teacher: motivational and valuable, cognitive, procedural and active, information, communicative, personal and creative, reflexive; components of research competence form a holistic unity of the results of academic staff professional and personal development. The article presents the experience and results of the implementation of the research module of Academic staff development programme at the Borys Grinchenko Kyiv University. The results showed that participation in the Research modules had influenced much to develop some components (the motivational and valuable, communicative, the personal and creative) of research competence in Academic staff. While learning Research modules university teachers can assess the current level of their research knowledge and skills and take responsibility for their continued professional development.

scholarly journals ACADEMIC STAFF DEVELOPMENT PROGRAMME TO ENHANCE RESEARCH COMPETENCE: A CASE STUDY

2020 ◽  
pp. 78-87
Author(s):  
Svitlana Sysoieva ◽  
Iryna Sokolova
Keyword(s):  
Staff Development ◽  
Early Stage ◽  
Academic Staff ◽  
Doctoral Degree ◽  
Development Programme ◽  
Independent Study ◽  
Research Competence ◽  
Academic Staff Development ◽  
Staff Research

Findings from this study include a summary of best practices in terms of Academic staff development programme (ASDP) to support the implementation of the Research modules to enhance the university teacher’s research competence. Mixed methods (qualitative and quantitative) approach and the case study were used to explore the problem, to find out the result of Research modules implementing into the practical space where university teachers had the opportunity to engage in active training. The authors highlighted general principles of active/ research-based learning in practical space training environments, focused specifically on the content of Research modules for lectures – Early-Stage Researchers, Doctoral candidates (Gr. A, the RM I); for PhDholders, professors, doctoral degree holders (Gr. B, the RM II). The teaching and learning strategies used in the modules were a combination of workshops, case studies, small group discussions, pair peer review and independent study including a literature review of relevant research. The research has shown that competency enhancement programme with Research modules is effective and crucial for developing Academic staff research competence at universities. The evaluation of competence research components has revealed the positive changes and confirmed the effectiveness of the Research modules. The programs of the Modules have effectively contributed to the development of Academic staff research competence. The proposed ASDP can be applied to other universities. Some recommendations for Academic staff developers, Curriculum development managers, coaches are suggested for consideration and using to support the professional development of academic and research staff.

scholarly journals The role of Personal Development Planning (PDP) for employer sponsored students - an exploration of how PDP learning activities can support CPD and workforce development requirements

1969 ◽  
Author(s):  
Julie Savory
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Staff Development ◽  
Workforce Development ◽  
Personal Development ◽  
Academic Staff ◽  
Development Planning ◽  
Structured Interviews ◽  
Potential Benefits

Over the past decade government policy has emphasised the need for effective and active partnerships between employers and higher education providers (DfES, 2003; Wedgewood, 2007; CBI, 2008; BIS, 2009) to meet the requirements of a globalised knowledge economy. This paper discusses the findings from a research project undertaken at the University of Salford which sought to explore how:Personal Development Planning (PDP) input can support the development of employability skills for part-time sponsored students.Employer engagement could be drawn upon to enhance such provision.Informed by the Appreciative Inquiry approach (Cooperrider 1986, cited Reed, 2007), the methodology included a questionnaire survey of two student cohorts and thirteen semi-structured interviews with organisational development managers from sponsoring organisations to explore perceptions of the value of PDP within day release provision and potential benefits to the organisation. A follow up focus group with employers explored further staff development needs and the potential for PDP processes within Higher Education (HE) courses to complement their existing Continuing Professional Development (CPD) and in-house staff and workforce development strategies.Savory, Conroy and Berwick The role of Personal Development Planning (PDP) for employer sponsored studentsThe paper concludes that dialogue between academic staff, students and sponsoring employers is valuable in developing shared understandings of the role of PDP activities within HE curriculum, the potential benefits for individual professional development and the workforce development requirements of organisations. Employers participating in the research stressed the importance of 'functioning knowledge' (Biggs 2003, cited Walsh, 2008) and discussions highlighted the potential for PDP to provide a bridge between the discipline specific knowledge which forms the main focus of HE courses and the trans-disciplinary knowledge produced by the largely informal learning that occurs during the course of professional practice (Gibbons et al., 1964). The joint dialogue enabled exploration of perceptions of the difference between CPD and PDP and identification of how links between PDP and appraisal processes in the workplace could be strengthened, including suggestions for practical activities which could be incorporated into HE programmes and employers' performance review processes.

Role of Internal Marketing in Determining Academic Staff Job Satisfaction in Higher Education

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Rajani Kumari Sarangal ◽  
Meenakshi Nargotra ◽  
Rabinder Singh
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Staff Development ◽  
Academic Staff ◽  
Internal Marketing ◽  
Internal Communication ◽  
Four Dimensions ◽  
Academic Staff Development ◽  
Education Design ◽  
The Individual

Purpose-The purpose of the present study is to examine the influence of internal marketing (IM) dimensions (i.e. academic staff development, rewards, internal communication and empowerment) on academic job satisfaction (AJS) in higher education. Design/Methodology/Approach - A survey of 236 faculty members of Jammu division from the UT of J&K higher education institutions was done. To analyse the data SEM has been used. Findings - The results of the study indicated that all the four dimensions of internal marketing significantly influence academic job satisfaction. Empowerment plays the foremost critical part in determining AJS, there after internal communication, academic staff development and rewards. Practical Implications - By highlighting the influence of these four dimensions of IM on AJS, this study offers valuable experiences into the fundamental forms through which job satisfaction among the staff can be improved. The results of this study will demonstrate to be of incredible assistance to academicians and policymakers. They can give their energies and assets towards devising strategies pointed at maximizing faculty satisfaction level through the proper implementation of IM practices. Originality/Value -This study includes to the exceptionally little number of researches that have explored the individual influence of the above mentioned four dimensions of IM in determining AJS.

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

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