Cognitive Coaching

2021 ◽  
pp. 138-161
Author(s):  
Kimberly Coupe Pavlock ◽  
David Anderson
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Organizational Development ◽  
Teaching And Learning ◽  
Student Support ◽  
Cognitive Coaching ◽  
States Of Mind ◽  
Coaching Model ◽  
Staff Motivation ◽  
Coaching Strategies

The focus of this chapter is on the effectiveness of Cognitive Coaching as a coaching model for faculty, staff, and administrators in higher education. The chapter's purpose will be to add to the literature about coaching in higher education by explaining how Cognitive Coaching serves as a path to “triple-loop learning” and to shifts in identity that result from coaches' increased effectiveness in teaching and learning, student support, and leadership development as well as coaches' enhanced resourcefulness in the five states of mind: consciousness, craftsmanship, efficacy, flexibility, and interdependence. Interesting and critical relationships among Cognitive Coaching strategies, staff motivation, and organizational development are also illuminated.

Cultivation of Leadership in Higher Education Students

2017 ◽  
pp. 111-120 ◽  
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Teaching And Learning ◽  
Role Model ◽  
Rapid Change ◽  
Education Students ◽  
Leadership In Higher Education ◽  
Metacognitive Activity ◽  
Programs Of Study ◽  
Discipline Knowledge

In the midst of great and rapid change, it is no longer sufficient to equip higher education students with discipline knowledge and skills. Instead, it is imperative that graduates not only cope with change, but they should also drive and incite change. Given leadership is about dealing with change, it is argued that each and every student should develop leadership capabilities throughout the course of their tertiary studies since, during their careers, they will be required to engage in leadership activity, regardless of the ‘rung' they occupy within an organization. Although approaches to leadership development such as specific programs of study or extra-curricular activities have been shown to be useful, leadership can, and should also be cultivated as an integral part of students' studies in whatever discipline is being pursued. If instructors adopt a social constructivist philosophy of teaching and learning, then conditions become favourable for the cultivation of leadership within the classroom in such a way that is integrated with learning and discipline knowledge. The conditions include teacher as leader, role model and mentor, and emphasis on reflection and on metacognitive activity.

scholarly journals Student Support at Unisa: A Flowing-River Metaphor

2021 ◽  
Author(s):  
Gladys Mokwena
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Data Gathering ◽  
Student Support ◽  
The Other ◽  
Other Hand ◽  
Pedagogical Guide ◽  
Available Resources

The flowing-river metaphor is explored in this paper for the Unisa Department of Adult Education’s higher certificate programme student support. It is a qualitative case study, grounded in Connectivism. It involves seven lecturers’ reflections of using the elements of the flowing-river metaphor on the way in which technology has reorganised lecturers’ interactions when providing support to students in teaching and learning. Virtual talking circles on the Microsoft Teams forum, a review of departmental reports on student support, and my reflection on the experiences of higher certificate lecturers when providing student support in teaching the module material are the main data gathering tools. The flowing-river metaphor, on the other hand, uses the contrast between vehicle and target to help higher certificate students to develop their teaching and learning. In this case, the complexity of using available resources varies from lecturer to lecturer. The paper encourages other higher education lecturers to think more carefully about the flowing-river metaphor’s potential as a pedagogical guide for student support.

scholarly journals University leadership development: lessons from Ukraine

2019 ◽  
pp. 133-143
Author(s):  
Svitlana Kalashnikova ◽  
Olena Orzhel
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Shared Leadership ◽  
Teaching And Learning ◽  
Knowledge Exchange ◽  
Education Sector ◽  
Programme Implementation ◽  
University Leadership ◽  
British Council ◽  
The Impact

The article is a follow-up analysis of Ukraine Higher Education Leadership Development Programme that ran in Ukraine 2016 – 2019 and was a joint initiative of the British Council in Ukraine, United Kingdom Leadership Foundation for Higher Education, Institute of Higher Education of the National Academy of Educational Sciences of Ukraine and Ministry of Education and Science of Ukraine. The article is rooted in insights, observations and reflections of Programme implementers and participants, as well as incorporates conclusions of the impact report put forward by an external evaluator of the Programme. The authors of the article conclude that university leadership is important for precipitating change at an individual, institutional and sectoral levels in Ukraine’s higher education sector and that currently available resources and existing capacity in university leadership development within the sector are sufficient to sustain and advance university leadership development. The authors argue that shared leadership approach has proved its effectiveness during the Programme; they propose to further apply shared leadership as a means of responding to numerous challenges faced today by Ukraine’s higher education sector. In addition to review of lessons learnt from three phases of Programme implementation, the authors generate recommendations for advancement of university leadership at institutional and sectoral levels within Ukraine’s higher education, like: unfolding discourse on university leadership at institutional and sub-institutional, sectoral and national levels; mainstreaming university leadership into all HEI activities, including teaching and learning, research, governance and management, student self-government, international cooperation etc.; facilitating inter-university cooperation, knowledge exchange and sharing; involving students into university leadership discourse and practice; launching a campaign to promote establishment of a privately funded foundation or endowment on university leadership development.  

Coaching Applications and Effectiveness in Teaching and Learning in Higher Education

2021 ◽  
pp. 21-47
Author(s):  
M. Mahruf C. Shohel ◽  
Md. Ashrafuzzaman ◽  
Arif Mahmud ◽  
Md Tariqul Islam ◽  
Atm Shafiul Alam
Keyword(s):  
Higher Education ◽  
Organizational Development ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Professional Service ◽  
Service Users ◽  
Personal Reflection ◽  
Good Practices ◽  
Contextual Understanding ◽  
Reflective Practitioners

Coaching creates opportunities to communicate better and enhance trust among the service users, employees, and employers regardless of their differences. Therefore, higher education institutions are increasingly recognizing the value of coaching for personal, professional, and organizational development. In coaching, contextual understanding is essential to achieve expected growth and outcomes. This chapter explores the applications and effectiveness of coaching interventions in teaching and learning in higher education. Based on literature and personal reflection, this chapter highlights different strategies and good practices and how coaching helps students succeed in their academic journeys and academics to become reflective practitioners. This process of coaching in higher education could also include people from academic, administrative, and professional service backgrounds. This chapter also presents the factors that hinder or support coaching programs and draws a set of recommendations to strengthen coaching initiatives in the higher education context.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

A CUSTOMISED FRAMEWORK FOR EFFECTIVE PODCAST INTEGRATION IN A SOUTH AFRICAN HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 14-32
Author(s):  
Shane Pachagadu ◽  
Liezel Nel
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
South African ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Education Environment ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education ◽  
Effective Integration

Numerous studies have explored the potential of podcast integration in teaching and learning environments. This paper first presents and organises perspectives from literature in a conceptual framework for the effective integration of podcasting in higher education. An empirical study is then discussed in which the guidelines presented in the framework were evaluated for applicability in a selected course at a South African University of Technology. Since the results of the study revealed a number of aspects not accounted for in the conceptual framework, the framework was customised to make it more applicable for the particular higher education environment. The customised framework identifies four principles and a series of related guidelines for the effective integration of podcasts in a South African higher education teaching and learning environment. This framework can become a valuable resource for effective podcast integration in similar environments.

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