Development and Evaluation of a Faculty-Based Accredited Continuing Professional Development Route for Teaching and Learning

2021 ◽  
Author(s):  
Jill MacKay ◽  
Catriona Bell ◽  
Kirsty Hughes ◽  
Velda McCune ◽  
Daphne Loads ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Structured Interviews ◽  
Protected Time ◽  
Professional Recognition ◽  
Engineering Mathematics ◽  
Development Route ◽  
Context Specific ◽  
New Strategies

This article characterizes and evaluates the development of an accredited, in-house faculty-based teaching recognition scheme aimed at supporting clinicians and academics to achieve Advance HE Fellowship recognition. The scheme takes 6 to 24 months to complete and forms part of an institution-wide scheme. The evaluation covered 44 months collecting data on participation rates across the school and 21 semi-structured interviews across 16 staff participants. We describe the outcomes measured alongside key perceived benefits and challenges to support the implementation of similar schemes elsewhere. Across 130 academic staff, there was 61% engagement. In interviews, 11 participants characterized benefits in terms of changes to their teaching, such as adopting new strategies for differing class sizes, and highlighted the benefit of accessible and context-specific development opportunities designed specifically for STEMM (science, technology, engineering, mathematics, and medicine) practitioners and clinicians. Motivations for participating were mainly intrinsic (69%), with international professional recognition also featured (61%, n = 10). Of the 23 participants who withdrew, the largest subgroup (39%) withdrew because they had left the institution, and 35% withdrew because of a lack of time, which encompassed a range of issues. We outline recommendations for implementing similar schemes including protected time, accessible development opportunities, and support for mentors.

scholarly journals Implementation of Learning Management System: A Way Ahead on the Digital Journey in Distance Learning

Open Praxis ◽  
2020 ◽  
Vol 12 (3) ◽  
pp. 329
Author(s):  
Sidra Noreen
Keyword(s):  
Distance Learning ◽  
Rural Areas ◽  
Management System ◽  
Teaching And Learning ◽  
New Technologies ◽  
Academic Staff ◽  
Learning Management System ◽  
Group Discussion ◽  
Structured Interviews ◽  
Learning Management

Over a number of years, the Allama Iqbal Open University (AIOU) has encouraged and supported moves to Learning Management System (LMS) replacing aspects of paper-based and face-to-face teaching and learning including, assignments, workshops and examination. The views of learners and academics were explored to consider the advantages of the system as well as potential challenges. Twenty-two participants were involved in qualitative data gathering by means of focus group discussion and semi-structured interviews, which were comprised of 12 M.Phil students and 10 academics from the Faculty of Education. Thematic analysis was carried out by applying themes and codes. Numerous advantages were identified with the use of Learning Management System. However, it was found that the approach did face some challenges. Learners often lacked easy Internet access and the necessary skills to use new technologies efficiently. Academic staff required considerable time for the development of online materials. Major training needs arising from the findings and it was recommended that the university must consider setting up small campuses in rural areas as well as provided mandatory training and support for learners, especially those from rural areas. There is also a need for formal training for academic staff and the sharing of ways by which the new technologies can be used effectively and efficiently in enhancing all aspects of distance learning.

Equipping Educational Developers for Inclusive International Programs in Higher Education

2020 ◽  
pp. 21-40
Author(s):  
Davinia Sánchez-García ◽  
Emma Dafouz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Specific Reference ◽  
Teacher Education Programs ◽  
International Programs ◽  
Teacher Professional

Given the internationalization process of higher education across the globe, continuing professional development (CPD) of academic staff is vital to ensure the quality of teaching and learning. Under such scenario, the European Erasmus+ project “Educational Quality at Universities for Inclusive International Programmes” (EQUiiP) identifies the role of the internationally-oriented educational developer (ED) as crucial to higher education institutions (HEIs) and provides these institutions with the means to support academic staff and hereby enhance the quality of internationalized programs taught in international classrooms. Consequently, this chapter provides the conceptual rationale behind the EQUiiP project, delves into the needs of teacher education programs and the role played by the EDs, and describes the EQUiiP project and its outcomes by providing concrete examples of its inclusive CPD program. Finally, some implications and recommendations for teacher professional development, with specific reference to the Spanish setting, are offered.

scholarly journals Reflections on a bilingual peer assisted learning program

2015 ◽  
Vol 29 (3) ◽  
pp. 284-297 ◽  
Author(s):  
Jin Cui ◽  
Tairan Kevin Huang ◽  
Corinne Cortese ◽  
Matthew Pepper
Keyword(s):  
Teaching And Learning ◽  
International Student ◽  
Academic Staff ◽  
Structured Interviews ◽  
Learning Program ◽  
Peer Assisted Learning ◽  
Content Type ◽  
Bilingual Teaching ◽  
Starting Point ◽  
High Level

Purpose – The purpose of this paper is to identify and evaluate faculty and academic staff perceptions, experiences and expectations with respect to a voluntary, bilingual peer assisted learning (PAL) program, which operates for the benefit of students studying in the Faculty of Business at a regional Australian University. Design/methodology/approach – A survey instrument and semi-structured interviews were used to faculty executive and academic staff in order to collect information about the perceived benefits of the program and identify opportunities for improvement. Findings – Based on an analysis of student results, the bilingual PAL program is shown to have a positive effect on performance of students participating in the program. Results from interviews with executive and academic staff indicate a high level of support for this type of student learning program. Originality/value – Although the value of both bilingual teaching and PAL has been explored in the teaching and learning literature, few studies have examined the integration of these two approaches. This research contributes to the literature by exploring the practical contribution of integrating these approaches. This research also provides valuable information regarding executive and academic perceptions of PAL programs, which is infrequently addressed in the literature. Findings may be used to inform institutions of the value of bilingual PAL programs in relation to international student retention and learning support and provide a starting point for discussions around the practical implications of such programs.

Conceptualizing language, culture and intercultural communication in higher education languages programs

2019 ◽  
Vol 42 (2) ◽  
pp. 192-213
Author(s):  
Paul J. Moore ◽  
Adriana Díaz
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Academic Staff ◽  
Approaches To Teaching ◽  
Structured Interviews ◽  
Language And Culture ◽  
Australian Universities

Abstract Languages curricula are an important, yet underutilized, site for students’ development of intercultural knowledge, awareness and skills in higher education, though there has been little related empirical research. Given the key role teachers play in student learning, in the context of two Australian universities, this study explores language teaching academics’ perspectives on language, culture and intercultural communication, and how these are reflected in their teaching approaches. As part of a larger needs analysis project into the teaching of languages and intercultural communication, this article reports on semi-structured interviews with ten academic staff engaged in teaching and/or researching languages, and one study abroad coordinator with a language teaching background. Interpretations of the key concepts varied, as did participants’ reported approaches to teaching, from critical to instrumental. Teachers’ interpretations and approaches were influenced by their teaching and learning histories, and while there were a range of approaches to the incorporation of the (inter)cultural in the teaching of languages, this was approached more critically than reported in previous studies. Contextual features which may limit such integration of language and culture are discussed, as is the contribution of languages teachers to students’ development of intercultural competence.

scholarly journals Exploring Teachers’ Conceptual Uses of Research as Part of the Development and Scale up of Research-Informed Practices

2020 ◽  
Vol 16 (10) ◽  
Author(s):  
Jane Flood ◽  
Chris Brown
Keyword(s):  
Student Outcomes ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Scale Up ◽  
Small Scale ◽  
Research Use ◽  
Structured Interviews ◽  
Project Participants ◽  
Conceptual Research ◽  
New Strategies

This article examines the idea of research-informed teaching practice (RITP) and how such practice can best be facilitated to improve aspects of teaching and learning. After first exploring RITP as a concept, the paper then engages with Carol Weiss’ seminal typology of research-use, and makes the argument that Weiss’ notion of conceptual research-use is both more likely and more realistic than instrumental research-use. The paper then illustrates how the idea of conceptual research-use aided the design of a small-scale project that sought to help teachers engage with and employ research, such that this engagement might impact positively on teaching and learning. In-depth semi structured interviews were undertaken with 15 project participants to examine whether the approach employed by the project: 1) helped teachers engage with research; 2) helped teachers develop new strategies for teaching and learning; and 3) whether the strategies developed by teachers were thought to impact on practice and student outcomes. Analysis of the interview data indicates that the approach employed has enabled teachers to successfully engage with research and use research to improve teaching and learning. Furthermore, the analysis also provides clues regarding effective ways to replicate research-informed teaching strategies in new settings and contexts.

Exploring the E-Learning Experiences of Academic Staff at a South African University

2018 ◽  
Vol 40 (1 & 2) ◽  
Author(s):  
Mncedisi Maphalala ◽  
Nhlanhla Mpofu
Keyword(s):  
Staff Development ◽  
South African ◽  
Teaching And Learning ◽  
Research Output ◽  
Single Case ◽  
Academic Staff ◽  
Learning Technologies ◽  
Structured Interviews ◽  
Resident Students ◽  
E Learning

While there is evidence of a burgeoning research output on academic staff’s e-learning acceptance and usage in universities, there is a paucity of studies that seek to understand the South African experience. Thus, the purpose of this study was to explore the experiences of academic staff with the uptake and use of e-learning innovations in teaching and learning in the context of a university in South Africa. Theoretically, the study was underpinned by activity theory. The study was qualitative in nature and an exploratory single case study design was employed. The participants comprised six purposively selected academic staff at a South African university. In the study, we used semi-structured interviews to gather the data required to answer the research questions. We analysed data using an inductive thematic framework following Braun and Clarke’s (2006) approach. The following themes emerged from the analysis: challenges with technology infrastructure and internet accessibility on campus, technical support for students and staff, staff development and training, difficulty in creating e-learning content, and challenges with non-resident students. Based on the findings we recommend an increased interactive and context-dependent e-learning support system for academic staff. In addition, to accelerate the acceptance and effective use of e-learning technologies there is a need for collaborative and peer-oriented activities that develop the knowledge of academic staff.

Exploring the Teaching and Learning Quality Question in Technical Education in Botswana

2019 ◽  
Vol 10 (2) ◽  
pp. 25-39
Author(s):  
Lentswe Sokwane ◽  
Gbolagade Adekanmbi
Keyword(s):  
Support Services ◽  
Teaching And Learning ◽  
Technical Education ◽  
Continuing Professional Development ◽  
Quality Teaching ◽  
Structured Interviews ◽  
Strategic Objective ◽  
Quality Of Teaching ◽  
College Managers

Due to a perception that the quality of their certificates was in question, students of the Gaborone Technical College (GTC), along with their counterparts in similar institutions, went on a strike in 2016. Based on a subsequent case study of the college, completed in 2018, this article examines the quality question in technical education in Botswana. The study set out to assess the implementation of policies guiding teaching and learning; examines the quality of resources for teaching and learning; appraises the nature and use of support systems for teaching and learning; investigates the views of lecturers and students on the quality of teaching and learning and identifies the factors which inhibit the quality of teaching and learning. Using a mixed method approach, the study collected data from students, lecturers and college managers through questionnaires and semi-structured interviews. The results show the absence of a specific teaching and learning policy, thus questioning the quality of the implementation of the policy itself. The study shows that the availability of resources for enhancing quality teaching is questionable, and the general perception by staff and students is that the overall quality of teaching and learning is average. However, most staff have the required qualifications for quality teaching, adequate support services exist, but a low utilization of the support services is observed. Factors inhibiting the quality of teaching and learning include inadequate library reference materials, the slow pace of internet connectivity, the absence of technical support for staff and inadequate resources in laboratories. In line with the literature, the article recommends a prioritization of quality teaching as a strategic objective, the establishment of a teaching and learning framework and the continuing professional development of staff, among others.

scholarly journals Impact of TOEIC as a University Exit Test: A Vietnamese Perspective

2021 ◽  
Author(s):  
◽  
Thi Thanh Ha Nguyen
Keyword(s):  
Teaching And Learning ◽  
Phase 1 ◽  
Structured Interviews ◽  
School Settings ◽  
Interesting Insight ◽  
Teachers And Students ◽  
Context Specific ◽  
The Impact ◽  
Test Impact

<p>The Test of English for International Communication (TOEIC) has recently become a language exit test in many Vietnamese universities. Despite the high stakes of the test for a large number of Vietnamese students, no robust research has been done to explore its impact on teaching and learning yet. Also, although the powerful influence of tests on teaching and learning has been well documented, the way test impact occurs is very complicated and varied because of a myriad of context-specific factors. Language testers, therefore, have called for more research in different contexts.  In response to the needs mentioned above, this study examined the impact of TOEIC on teaching and learning in Vietnamese universities with an emphasis on discovering the variations of the test impact due to school settings. To meet the research objectives, a mixed-methods study was conducted at two different locations in Vietnam. The perspectives from three groups of stakeholders, namely educational policymakers, teachers, and students were sought by means of semi-structured interviews, questionnaires, and case study. The study was conducted in two phases. Phase 1 aimed at understanding policymakers’ perspectives on the TOEIC-as-exit-test policy and identifying the general patterns of the actual test impact from the teachers’ and students’ perspectives. Phase 2 had the purpose of explaining the patterns found in Phase 1 through a case study. Both the questionnaire and case study participants came from the same three large universities.  The study gave interesting insight into the nature of the impact of the TOEIC test in the Vietnamese context. It showed a clear tendency of teaching and learning to the test since its introduction. However, the test impact varied greatly in form and intensity across different groups of participants although, contrary to expectations, school settings did not seem to be a major factor that caused this variability. On the one hand, the findings confirmed the indirect nature of the relationship between a test and its impact found in many other studies. On the other hand, they shed light on specific features of the mechanism of the impact of the TOEIC-as-exit-test, which might be attributed to the socio-cultural and educational context in Vietnam. The study suggested that the test impact on teaching and learning operated differently. While the influence of the TOEIC test on teaching was likely to be first filtered through the course factors, the latter was through students’ abilities. In both cases, beliefs about communicative language teaching and learning and some other person factors only played subservient roles in shaping the test impact. The study also had important implications for stakeholders, especially policymakers. It proved certain values of the TOEIC-as-exit-test policy as well as revealed negative issues associated with it. It suggested measures that need to be taken to modify the policy.</p>

scholarly journals Insights from Academics Teaching International Students in Australia

2020 ◽  
Author(s):  
Dawn Joseph ◽  
Kay Hartwig
Keyword(s):  
Higher Education ◽  
International Students ◽  
Interpretative Phenomenological Analysis ◽  
Cultural Context ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
The Body ◽  
Structured Interviews ◽  
Learning Programs

Australia continues to be an attractive destination in the world for international students. For higher education institutions to remain globally competitive there is a need to deliver high quality teaching and learning programs and adequate support structures. This paper forms part of a wider study on improving work placement for international students, their mentors and other stakeholders at Deakin University (Australia) and adds to the body of knowledge on international students as seen through the eyes of academic staff. It explores the lived experiences of seven academics as they navigate what is required of them when teaching international students in teacher education programs. Drawing on semi-structured interviews, we used Interpretative Phenomenological Analysis (IPA) as an analytical tool to code and analyse our data. Some of the challenges, dilemmas and opportunities are discussed under three overarching themes (Academic staff teaching experiences, Perceptions of navigating the Australian Cultural Context, and Staff valuing student opportunities). Based on the findings, we offer recommendations for higher education institutions to consider for academic staff when supporting students (international and local) from diverse cultures and languages.

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.

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