The Teaching Degree – A Premise in Objective Satisfaction Evaluation in Technical Higher Education

2016 ◽  
Vol 834 ◽  
pp. 237-242
Author(s):  
Ana Maria Bogatu ◽  
Gheorghe Solomon ◽  
Dumitru Titi-Cicic
Keyword(s):  
Higher Education ◽  
Associate Professor ◽  
Professional Experience ◽  
Difference Of Opinion ◽  
Variable Distribution ◽  
Teaching Positions ◽  
Satisfaction Evaluation ◽  
Assistant Lecturer

It’s well known that the professional experience cumulated in years of teaching brings another vision towards certain challenges. The present paper aims to identify the teachers’ difference of opinion regarding certain aspects of satisfaction on all teaching positions – assistant, lecturer, associate professor, professor. The results have been obtained by analyzing 132 answers received after the distribution of a questionnaire regarding satisfaction in technical higher education. After analysis, for the same dimension of satisfaction, a variable distribution could be observed, explained by the different professional experience of each respondent.

An Interview with Associate Professor Margaret Plunkett

2020 ◽  
pp. 47-53
Keyword(s):  
Primary Education ◽  
Gifted Education ◽  
Teacher Educator ◽  
Associate Professor ◽  
Professional Experience ◽  
Teaching Excellence ◽  
Learning And Teaching ◽  
National Office ◽  
Vice Chancellors

Associate Professor Margaret Plunkett, Federation University, Australia, has over 30 years' experience in education. She currently coordinates and lectures in a range of courses and programs in both secondary and primary education, related to gifted education and professional experience. Margaret has won a number of awards for teaching excellence including the Monash Vice Chancellors Teaching Excellence Award (Special Commendation, 2010); the Pearson/ATEA Teacher Educator of the Year Award (2012); and a National Office of Learning of Learning and Teaching (OLT) Citation in 2014.

scholarly journals 2019 Special Issue: Psychological Wellbeing and Distress in Higher Education

2019 ◽  
Vol 10 (3) ◽  
pp. i-vi
Author(s):  
Abi Brooker ◽  
Lydia Woodyatt
Keyword(s):  
Higher Education ◽  
Associate Professor ◽  
Mental Wellbeing ◽  
Psychological Wellbeing ◽  
Special Issue ◽  
The Us ◽  
Strategic Policy ◽  
Policy And Planning ◽  
The University ◽  
Support Students

Many universities around the world have now initiated wellbeing strategies that encompass psychological wellbeing. These resources can be leveraged for change to better support students. Associate Professor Lydia Woodyatt from Flinders University, Adelaide and Dr Abi Brooker from the University of Melbourne are guest editors for this very special issue which includes a collection of articles from scholars and practitioners in Australia, Canada, the US, UK and Germany addressing student (and staff) psychological wellbeing in higher education. Broadly, articles discuss the scope of  mental wellbeing and psychological distress, identify specific cohorts (including international students and refugees), profile targeted means of support (via the curriculum, the co-curriculum and strategic policy and planning initiatives) and also identify the need for ‘psychological literacy’ via leadership.

scholarly journals Applying STEEPLE to course and curriculum design

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Peter Colin Kelly
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Design Theory ◽  
Course Design ◽  
Strategic Decision ◽  
Professional Experience ◽  
Course Development ◽  
Learning Design ◽  
Graduate Certificate ◽  
The University

When it comes to course design in Higher Education, everything from learning theory and learning design theory to needs analysis and potential markets should shape our thinking. A group based course design task on the Post Graduate Certificate in Higher Education (PGCert. HE) at the University of Greenwich (UoG) provided the context within which my colleagues and I were able to bring a key aspect of our professional experience and expertise to course development. Ourbusiness background and an interest in strategic modelling in business led us to adopt the ‘STEEPLE’ model, which is an extension of the ‘PEST’ and ‘PESTLE’ models that preceded it and which is used in strategic decision making in business worldwide.

Sisyphus Leans Into the Professoriate

2021 ◽  
pp. 185-226
Author(s):  
Sharon Andrews ◽  
Janice Moore Newsum ◽  
Caroline M. Crawford ◽  
Noran L. Moffett
Keyword(s):  
Higher Education ◽  
Assistant Professor ◽  
Associate Professor ◽  
Tenure Track ◽  
Doctoral Studies ◽  
Doctoral Study ◽  
Professional Career ◽  
Promotion And Tenure ◽  
Current Point ◽  
Looking Back

Four faculty at different points in their professorial careers come together to share their own experiences, from doctoral studies through the current point in their professional career path within higher education. The faculty include a tenure-track Assistant Professor, a tenured Associate Professor submitting her initial bid for promotion to Professor, a tenured Associate Professor completing a successful bid for promotion to Professor, and a tenured Professor. These four faculty come together to share their diverse experiences, although patterns and themes are highlighted. The questions and prompts to which the authors responded fell into the specified topics of doctoral study reflections, tenure track faculty reflections, promotion and tenure reflections, professional landscape reflections, and looking back, looking forward.

Learning Entrepreneurship in Higher Education Through Flow Theory and FLIGBY Game

2021 ◽  
pp. 475-491
Author(s):  
Fernando Almeida ◽  
Zoltán Buzády
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Exploratory Study ◽  
Educational Institution ◽  
Leadership Skills ◽  
Flow Theory ◽  
Professional Experience ◽  
Management Skills ◽  
Education Students ◽  
Through Flow

This article performs an exploratory study of the potential of flow theory and FLIGBY game to contribute to develop entrepreneurship competencies among higher education students. For this purpose, this study considers the use of a focus group consisting of eight students enrolled in the entrepreneurship course in a higher educational institution in Portugal, in which students for two months explored FLIGBY. The results obtained allowed us to conclude that FLIGBY was also suitable to be explored in the context of entrepreneurship classes. Students emphasized the potential of the game to be applied for training of management skills, the recognition of their leadership skills, and the exploration of new approaches to the management challenges. Finally, it should be noted that the benefits offered by FLIGBY were experienced differently by students with professional experience in IT and management fields. Those students emphasized the application of the game to the real world and the potential offered for FLIGBY for allowing students to explore new skills and actions.

Origin, Impact, and Reaction to Misogynistic Behaviors

2021 ◽  
Vol 14 ◽  
pp. 146-167
Author(s):  
Brianna Lopez ◽  
Keyword(s):  
Higher Education ◽  
New York ◽  
Computer Science ◽  
New York Times ◽  
Social Philosophy ◽  
Associate Professor ◽  
The New York Times ◽  
Cornell University ◽  
Male Privilege ◽  
The University

Kate A. Manne is an associate professor at the Sage School of Philosophy at Cornell University, where she has been teaching since 2013. Before that, she was a junior fellow at the Harvard Society of Fellows (2011–2013), did her graduate work at MIT (2006–2011), and was an undergraduate at the University of Melbourne (2001–2005), where she studied philosophy, logic, and computer science. Her current research is primarily in moral, feminist, and social philosophy. She is the author of two books, including her first book Down Girl: The Logic of Misogyny and her latest book Entitled: How Male Privilege Hurts Women. Manne has also published a number of scholarly papers about the foundations of morality, and she regularly writes opinion pieces, essays, and reviews in venues—including The New York Times, The Boston Review, the Huffington Post, and the Chronicle of Higher Education.

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