Implementing Continuing Professional Education Micro-Credentials in a University Context

2022 ◽  
pp. 45-64
Author(s):  
Josephine Lang ◽  
Karyn Giglietta
Keyword(s):  
Technological Innovation ◽  
Professional Learning ◽  
Professional Education ◽  
Continuing Professional Education ◽  
Strategic Vision ◽  
Strategic Approach ◽  
Key Issues ◽  
The University ◽  
Early Establishment

Responding to unrelenting change and disruption of global macro factors, universities are rethinking the roles they play in the education landscape. The longevity of life, the complexity of the workplace, and the increasing need for workforce upskilling provide opportunities for universities to engage with lifelong learning and develop a strategic approach towards participating in the 60-year curriculum. This chapter describes the efforts of one Australian university as it commences to diversify from a dominant focus of preparing professionals to enter the professions to building a stronger program portfolio that supports ongoing professional learning. The global technological innovation of digital micro-credentials enables the university's strategic response to fulfil the need for continuing professional education. Using the university as a case study, the chapter discusses key issues and challenges in the early establishment and implementation of the strategic vision for engaging in digital micro-credentialing within the continuing professional education.

scholarly journals An Archivist and a Records Manager: Professional Education in Ukraine (Case study of the National Aviation University)

Knygotyra ◽  
2020 ◽  
Vol 73 ◽  
pp. 289-319
Author(s):  
Iryna Tiurmenko ◽  
Liudmyla Bozhuk
Keyword(s):  
Education Reform ◽  
Professional Education ◽  
Higher Education Reform ◽  
Academic Disciplines ◽  
Records Management ◽  
Archival Studies ◽  
Archival Education ◽  
Information Activity ◽  
The University

 A higher education reform in Ukraine, and the emergence of the new integrated program “Information, Library and Archival Studies” instead of “Records Management and Information Activity” in the educational space in particular, brought about various interpretations and sharp discussions. In general, the university community met these innovations without enthusiasm. The scientific thought of Ukrainian scholars on how to develop archival education in Ukraine was generally based on the tradition enshrined in the complex of the developed academic disciplines and tested in practice in conditions of intense competition among students.The approach of the Department of History and Records Management of the National Aviation University to modern training of the archivist was prompted by the needs of the labor market and the challenges of the digital society.1 It consists of finding ways to train modern specialists who possess interdisciplinary competences in the field of archival studies, records management, information activity, and socio-communicative sciences. This led to a study aimed at finding an up-to-date profile of a records manager/archivist.The research analyzes the approaches to the education of archivists in Ukraine at various stages of its socio-economic development and summarizes the current experience of the National Aviation University in this sphere.

scholarly journals The MAGPIE model

2013 ◽  
Vol 11 (2) ◽  
pp. 47-59
Author(s):  
Alison Warren ◽  
Ann Taylor ◽  
Mairead Cahill ◽  
Marie O’Donnell
Keyword(s):  
Health Service ◽  
Focus Groups ◽  
Professional Education ◽  
Professional Activity ◽  
Practical Application ◽  
Team Working ◽  
The University ◽  
Physiotherapy Students ◽  
Case Based

Inter Professional Education (IPE) is not commonplace within Ireland. This paper presents the development and practical application of an IPE placement experience initiated by the University of Limerick. Several factors contributed to its development, including the establishment of posts based within several universities and the health service specifically to facilitate placement education. The MAGPIE model (Meet, Assess, Goal-Set, Plan, Implement and Evaluate) was used as a platform for the case-based IPE sessions involving Occupational Therapy and Physiotherapy students. Each student experienced 10.5 hours of discussion-based inter-professional activity within a placement and presented an inter-professional case study. The IPE experience was evaluated via focus groups involving students, practice educators and placement facilitators. Strengths of the experience included increased motivation, improved team working skills and development of a greater understanding of professional roles. Recommendations to enhance future case-based IPE sessions are identified.

scholarly journals Investing in Transfer of Learning: Dancing the Talk

2007 ◽  
Author(s):  
Lex McDonald ◽  
Liz Melchior
Keyword(s):  
New Zealand ◽  
Professional Education ◽  
Transfer Of Learning ◽  
Tertiary Education ◽  
Education Programme ◽  
Meaningful Relationship ◽  
Key Issues ◽  
The Impact ◽  
The Relationship

The tertiary education sector in New Zealand is changing, with more and more emphasis being placed upon outcomes and the relationship that universities have with their stake-holders. There is a danger that the complexities of change may over-shadow some key issues in the transformation. This article highlights the importance of one of the keys to accomplishing a meaningful relationship with the stakeholders – the development of teaching strategies that ensure transfer of learning occurs. A case study of a professional education programme in dance is outlined as an example of how planning for the impact of outcomes can be accomplished.

scholarly journals “ADAPTATION OF THE TEACHER TO PROFESSIONAL AND PEDAGOGICAL ACTIVITY AT THE UNIVERSITY”

2021 ◽  
Vol 58 (1) ◽  
pp. 5347-5350
Author(s):  
Dilrabo Inatovna Mukumova Et al.
Keyword(s):  
Teacher Training ◽  
Professional Education ◽  
External Environment ◽  
Continuing Professional Education ◽  
Adaptation Process ◽  
Teacher Adaptation ◽  
The University

The paper examines the phenomenon of personal adaptation in a rapidly changing external environment; provides definitions of the concept of adaptation proposed by various scientists; analyzes its types and functions. The author examines the process of teacher adaptation in the system of continuing professional education, identifies the stages of this process, and the factors that affect the success of teacher adaptation. It is proposed to conduct the adaptation process more purposefully and effectively on the basis of the existing institutional forms of teacher training.  

scholarly journals Introduction to Blended Learning Practices

2011 ◽  
pp. 1-19 ◽  
Author(s):  
Elizabeth Stacey ◽  
Philippa Gerbic
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Professional Learning ◽  
Professional Education ◽  
Teaching And Learning ◽  
University Teaching ◽  
Learning Practices ◽  
Emerging Trends ◽  
Key Issues ◽  
The Impact

Blended learning is now part of the learning landscape in higher education, not just for campus-based courses but for courses designed for students studying at a distance as well as for communities of professional learning and practice. The impact of this concept in university teaching and learning can be seen in the appearance of practice focused texts for example, Littlejohn and Pegler (2007) and, more recently, Garrison and Vaughan (2008). Blended learning is now constantly positioned as one of the emerging trends in higher education (e. g. Allen, Seaman and Garrett, 2007; Graham, 2006; Garrison and Kanuka, 2004) and therefore is of particular strategic importance in the future of universities, their students and teachers as well as in the widening community of professional education and training. As an introduction to this book, this chapter will review the growing literature about blended learning and will discuss some of its key issues. The authors begin by introducing the concept of blended learning and its many meanings and attempt to clarify the definitional discussion. Issues in teaching and learning in both campus based and distance settings are then described followed by a discussion of the way blended learning provides a process for establishing communities of learning and practice, particularly for professional learning. Much of the literature about professional learning and learning communities has only just begun to identify aspects of blended learning practices as significant in their field, a gap this book is helping to fill.

Reflections on change in doctoral education: an Australian case study

2017 ◽  
Vol 8 (2) ◽  
pp. 78-87 ◽  
Author(s):  
Margaret Kiley
Keyword(s):  
Doctoral Education ◽  
Contemporary Literature ◽  
Content Type ◽  
Wide Range ◽  
Key Issues ◽  
Australian Case ◽  
The Rich ◽  
The University ◽  
Second World

Purpose This paper aims to reflect on the development of Australian doctoral education after the program commenced, initially at the University of Melbourne, following the end of the Second World War. Design/methodology/approach While utilizing the rich literature on doctoral education in Australia, the paper adopts a chronological approach to key issues that have had particular impact on the Australian doctorate since the mid-1980s. Findings Three major reports have had particular impact on the Australian PhD which was based on the Oxbridge model of supervisor/candidate with little or no coursework. Originality/value This reflection brings together a number of threads in Australia’s PhD program based on a wide range of historical and contemporary literature.

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