Reflections on Personal Experiences of Staff Training and Continuing Professional Development for Academic Staff in the Development of High Quality Support for Disabled Students in Higher Education

2014 ◽  
pp. 1301-1318
Author(s):  
Alan Hurst
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Staff Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
High Quality ◽  
Disabled Students ◽  
Personal Experiences ◽  
The Uk ◽  
Made In

Despite the progress made in the development of policy and provision for disabled students in Higher Education since the issue first received attention in the UK in 1974, there is still some way to go before a state of genuine inclusion is reached. The key to further improvement and enhancement of quality is seen to lie in training for staff. After presenting evidence showing the need for more and better training, a number of issues relating to initial training and continuing professional development are discussed. A number of sample tasks for inclusion in staff development sessions are described.

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.

Creating an Authentic Space for a Private and Public Self through E-Portfolios

2014 ◽  
pp. 197-223
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Professional Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Private And Public ◽  
Reflective Approach ◽  
The Uk ◽  
Enhanced Learning

The chapter reports work that investigated the use of e-portfolios developed by teaching practitioners as part of an award-bearing academic development programme in the UK. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. The project was designed to foster a reflective approach, promote critical thinking focused on learning and teaching, and enhance continuing professional development. The outcomes of this project are discussed in terms of an appreciation of e-assessment by the teaching practitioners involved, recommendations for an e-portfolio environment that uses technology enhanced learning resources to foster a reflective approach that can enable and enhance continuous professional development for academic 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.

scholarly journals TYPES AND FORMS OF CONTINUING PROFESSIONAL DEVELOPMENT OF ACADEMIC STAFF (BY THE RESULTS OF THE POLL)

2018 ◽  
Author(s):  
Oksana Bulvinska ◽  
Maxim Bulvinsky
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Educational Institution ◽  
Continuing Professional Development ◽  
Training System ◽  
Online Forms ◽  
University Lecturers

The article is devoted to the results of the academic stuff of Ukrainian universities employees regarding to the types and forms of their professional development. Professional development forms are ordered according to their reducing degree in meaning for respondents by a ranking method. It was determined that the first three ranked places among the named types and forms of university lecturers professional development took such activities as studying at trainings, courses, coaching sessions outside the native educational institution; using online forms and self-analysing of own professional experience accordingly. Nationwide advanced training courses and a system of professional development within native higher education institutions are highly demanded among lecturers, although are clearly underdeveloped forms. According to the results of the study, it is suggested to cultivate types of professional growth of the academic stuff of higher education institutions at the expense of accredited educational programs in educational or scientific institutions; expanding of educational online resources of a Ukrainian Internet segment, as well as involvement of European and worldwide relevant resources. It is also perspective to develop the lecturers training system in the context of institutional autonomy as this is an all-European trend.

Creating an Authentic Space for a Private and Public Self through E-Portfolios

2014 ◽  
pp. 1706-1727
Author(s):  
Simon Lygo-Baker ◽  
Stylianos Hatzipanagos
Keyword(s):  
Professional Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Development Programme ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Private And Public ◽  
Reflective Approach ◽  
The Uk ◽  
Enhanced Learning

The chapter reports work that investigated the use of e-portfolios developed by teaching practitioners as part of an award-bearing academic development programme in the UK. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. The project was designed to foster a reflective approach, promote critical thinking focused on learning and teaching, and enhance continuing professional development. The outcomes of this project are discussed in terms of an appreciation of e-assessment by the teaching practitioners involved, recommendations for an e-portfolio environment that uses technology enhanced learning resources to foster a reflective approach that can enable and enhance continuous professional development for academic staff.

scholarly journals MODERN TRENDS OF CONTINUING PROFESSIONAL DEVELOPMENT OF ACADEMIC STAFF IN HIGHER EDUCATION INSTITUTIONS

2018 ◽  
pp. 22-30 ◽  
Author(s):  
Oksana Bulvinska ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Intercultural Competence ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Education Institution ◽  
Educational Environment ◽  
Educational Process ◽  
High Tech

The article is devoted to modern trends of continuing professional development of academic staff in higher education institutions. The continuing professional development of an academic staff as a process of acquiring of new and improving the existing professional competencies is determined. Based on the analysis of strategic documents of the European Higher Education Area, modern trends of educating and teaching in higher education are described, according to them, directions of continuous professional development of an academic staff are determined. These areas include: development of a facilitator qualities, a coach, a moderator, a tutor, change of the authoritarian role of a teacher to a softer pedagogical support in a student-centered model of educating and teaching; improvement of foreign and intercultural competence to implement internationalization of higher education; development of own research competence and research methods usage as well as modes in conditions of organizing an educational process at university on the basis of scientific researches for the development of students’ critical thinking and reflexive analysis; developing the ability to adapt educational goals to a high-tech and mobile educational environment and creating a psychologically safe educational environment; development of some new electronic educational tools, as well as the experience of using the tools, methods and technologies of e-learning in the educational process of higher education institution.

scholarly journals IN-SERVICE TEACHER TRAINING IN UNIVERSITY: ACTUALITY OF TRAININGS

2019 ◽  
pp. 53-59
Author(s):  
Bulvinska Oksana ◽  
Kapralova Irina
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Educational Process ◽  
Professional Activity ◽  
Improvement Program ◽  
Innovative Teaching ◽  
Social Competencies ◽  
Training Courses

The article is devoted to the survey results of academic staff of the Borys Grinchenko University of Kyiv on identifying topical subjects for qualification training as part of the didactic, research, leadership modules and the module on ICT. The list of topics for training courses was formed in accordance with certain current trends of higher education institutions academic staff continuing professional development, as well as taking into account the European experience of organizing advanced training courses for lecturers at universities. The survey showed that the lecturers’ choice for continuing professional development is fully consistent with pan-European tendencies. The largest number of choices received trainings related to innovative teaching methods, as an improvement of teaching skills and an innovation establishment in teaching are a priority in the European higher education area. The respondents’ great interest was caused by trainings on internationalization in education, which is an important aspect of both European and Ukrainian educational policy. The research showed that lecturers were less interested in training on general and social competencies, motivation and leadership qualities. As part of the module on ICT, academic staff chose trainings, dedicated to teaching improvement with innovations in ICT, that is, didactic issues of introducing the new technological tools into an educational process. The results of the survey can become a basis for a modernization of universities academic staff qualification improvement program in order to acquire new and / or improve previously acquired competencies within professional activity. The perspectives of the further researches will be a justification of competency profiles within the lecturers training program modules.

scholarly journals Career Development and Progression of Early Career Academics in Political Science: A Gendered Perspective

2020 ◽  
pp. 147892992092566
Author(s):  
Shardia Briscoe-Palmer ◽  
Kate Mattocks
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Career Development ◽  
Political Science ◽  
Early Career ◽  
Structured Interviews ◽  
Personal Experiences ◽  
Primary Focus ◽  
The Uk ◽  
Uk Higher Education

In this article, we examine the career development and progression of Early Career Academics in the discipline of political science in the UK. The primary focus is to explore whether and to what extent career development is gendered. With data from a survey of Early Career Academics as well as semi-structured interviews, the article shares personal experiences of professional development, exposing the challenges women in the profession face, including the gendered aspects of networking and mentoring, as well as broader issues of isolation, exclusion, and discrimination. These challenges are compounded by the structural contexts of UK Higher Education.

scholarly journals CONTINUING PROFESSIONAL DEVELOPMENT OF ACADEMIC STAFF: THEORETICAL APPROACHES AND MODELS

2020 ◽  
pp. 14-22
Author(s):  
Iryna Lynova ◽  
Oksana Bulvinska
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Informal Education ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Self Control ◽  
Education Assessment ◽  
Self Organized ◽  
Theoretical Approaches ◽  
Individual Professional

The article pays attention that usage of a definite theory in educational researches that gives distinct and reproducible explanation of professional experience, becomes the basis of the layout of a practical models of educational practices. It is suggested to classify theoretical approaches and concepts to continuing professional development at philosophical, pedagogical and psychological levels. It was proved that generalization of interconnected systematic synergetic, anthropological, axiological, acmeological, andragogical, and personality-based and activity-based approaches substantiate the aim, tasks, content, forms and methods of continuing professional development of academic staff, take into account self-direction and self-control of individual professional development, and at the same time making it possible to coordinate actions of teachers, make all the adjustments on time, to act on the basis of democracy. It was found out that practical models designed according to these approaches make it possible for the teachers to develop their own educational trajectory, to choose concrete forms, types, tendencies and subjects of educational services individually. But still there is unsolved problem of absence of regulated ways and informal education assessment criteria which is defined as individually controlled professional development, self-organized acquisition of professional competences by the teachers which is not documented. That is what limits possibilities of self-education and its importance for modernization of the system of higher education in Ukraine and for improving of professional practices of each teacher. Every institution of higher education was offered to create their own inter-institutional ways of academic workers’ informal education assessment in the system of their professional development.

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