scholarly journals Institutional culture and academic career progression: Perceptions and experiences of academic staff

2021 ◽  
Vol 47 ◽  
Author(s):  
Nina Barnes ◽  
Marieta Du Plessis ◽  
José Frantz
Keyword(s):  
Higher Education ◽  
Performance Management ◽  
Ethic Of Care ◽  
Academic Career ◽  
Academic Staff ◽  
Institutional Culture ◽  
Career Progression ◽  
Point Of View ◽  
Structured Interviews ◽  
Institutional Cultures

Orientation: The South African higher education system is highly dependent on institutional cultures to enable the progression of academics with the aim to unlock the research potential of the country. Institutional cultures are directed by the values, practices and behaviours of its members.Research purpose: Establish and present, from the academics’ point of view, the values, practices and behaviours that facilitate an enabling institutional culture, which supports the career progression of academic staff.Motivation for the study: A comprehensive and deeper understanding of any higher education institutional culture requires analysis beyond the structural elements and established procedures of the institution. An understanding of how individuals interpret their environment, to support their career progression, is equally important.Research approach/design and method: A qualitative, phenomenological approach was followed, through individual, semi-structured interviews with 17 academics, across all career phases.Main findings: An institutional culture in support of academic career progression includes three major values of: equity and inclusion, an ethic of care and collaboration, that are interconnected to practices such as performance management, a career management system, a comprehensive induction and orientation, a collaborative structure, remuneration, as well as resources and support, together with behaviours, comprising the articulation of team values, alignment of individual and institutional values, as well as a systemic approach.Practical/managerial implications: Understanding the values, practices and behaviours within the context of higher education offers leaders and talent management practitioners the necessary factors to consider as they grapple to understand a culture that enables the career progression of academic staff.Contribution/value-add: Deeper understanding, from the academics’ point of view, the values, practices and behaviours that facilitate an enabling institutional culture, which supports the career progression of academic staff.

Addressing Career Obstacles within a Changing Higher Education Work Environment: Perspectives of Academics

2009 ◽  
Vol 39 (3) ◽  
pp. 376-385 ◽  
Author(s):  
Cobus Pienaar ◽  
Coen Bester
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Performance Management ◽  
Academic Staff ◽  
Point Of View ◽  
Tertiary Institutions ◽  
Staff Members ◽  
General Management ◽  
Effective Performance ◽  
Specific Career

Many changes have occurred in Higher Education Institutions (HEI), which contribute to high levels of work stress among academic staff members and that impact on job satisfaction, job involvement and job engagement. Owing to these changes, academics attached to tertiary institutions are being confronted with specific career obstacles that impact negatively on their job satisfaction and productivity. Our purpose in this study was to determine, from the academic's point of view, the role that HEIs can play to address these obstacles. In terms of positive psychology, persons should not only become aware of their problems, but also come up with alternative solutions on how to address them. A sample of 93 academics from one university, representing the early, middle, and late career stages was selected. The data were obtained by means of the Delphi technique in order to enable respondents to reveal fully what they were experiencing. Respondents were requested to suggest specific actions that could be taken to address the career obstacles academics are confronted with. The most important solutions were related to better remuneration, more effective management of role overload, more effective performance management, more training and development opportunities, more support regarding individual career management, more effective general management, more support regarding research outputs, elimination of discrimination practices, transformation initiatives, encouraging of entrepreneurship, improvement of equipment and working conditions, creation of job security, and promotion of networking.

Students' Independent Professional Activity in Pedagogical Practice

2010 ◽  
Vol 12 (2) ◽  
pp. 38-58
Author(s):  
Aina Strode
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Empirical Study ◽  
Qualitative Data ◽  
Academic Staff ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Criteria And Indicators ◽  
Study Process

Students' Independent Professional Activity in Pedagogical PracticeThe topicality of the research is determined by the need for changes in higher education concerned with implementing the principles of sustainable education. The article focuses on teacher training, highlighting the teacher's profession as an attractive choice of one's career that permits to ensure the development of general and professional skills and an opportunity for new specialists to align with the labour market. The empirical study of students' understanding of their professional activity and of the conditions for its formation is conducted by applying structured interviews (of practice supervisors, students, academic staff); students and experts' questionnaire. Comparative analysis of quantitative and qualitative data and triangulation were used in case studies. As a result, a framework of pedagogical practice organisation has been created in order to form students' independent professional activity. The criteria and indicators of independent professional activity have been formulated and suggestions for designers of study programmes and organisers of the study process have been provided.

Generational Encounters with Higher Education

2020 ◽  
Author(s):  
Jennie Bristow ◽  
Sarah Cant ◽  
Anwesa Chatterjee
Keyword(s):  
Higher Education ◽  
Coming Of Age ◽  
Academic Staff ◽  
Prospective Students ◽  
Policy Changes ◽  
Structured Interviews ◽  
Observation Study ◽  
Personal Investment ◽  
The Impact ◽  
The Relationship

The 21st century has witnessed significant changes to the structures and policies framing Higher Education. But how do these changes in norms, values, and purpose shape the generation now coming of age? Employing a generational analysis, this book offers an original approach to the study of education. Drawing on a British Academy-funded study, comprising a policy review, semi-structured interviews and focus groups with students and with academics of different generations, and an analysis of responses to the Mass Observation Study, the book explores the qualitative dimensions of the relationship between academics and students, and examines wider issues of culture and socialisation, from tuition fees and student mental health, to social mobility and employment. The book begins with a discussion of the emergence of a ‘graduate generation’, in a context where 50 per cent of young people are encouraged to go to University, on the basis that this is a personal investment in their future careers. Subsequent chapters review the policy changes that have led to this framing of Higher Education as an increasingly individualised experience, where ‘student choice’ is operationalised as the means by which Universities are funded and held to account; historical differences in the experience of Higher Education; and the impact of these changes on the role and status of academic staff and the experience of current and prospective students.

scholarly journals Managing the academic talent void: Investigating factors in academic turnover and retention in South Africa

2014 ◽  
Vol 40 (1) ◽  
Author(s):  
Marguerite Theron ◽  
Nicolene Barkhuizen ◽  
Yvonne Du Plessis
Keyword(s):  
Higher Education ◽  
Performance Management ◽  
South African ◽  
Management Practices ◽  
Academic Staff ◽  
Research Approach ◽  
The South ◽  
Reliable Measure ◽  
Convenience Sample ◽  
Retention Factors

Orientation: Globally, the demand for academic staff in higher education is expected to continue to increase. The South African situation is exacerbated by the so-called ‘retirement swell’ and turnover and retention problems; measurements to diagnose these factors remain limited.Research purpose: This study aimed to investigate the factors that influence turnover and retention of academic and to validate the developed talent retention diagnostic tool for use in South African higher education institutions.Motivation for the study: Limited research currently exists on the retention factors of academic staff in the South African context.Research approach, design and method: Using an investigative quantitative research approach, the tool was administered to a convenience sample of academics (n = 153) in 13 higher education institutions.Main findings: The results showed an array of distinguishing turnover and retention factors and proved the tool to be a valid and reliable measure. Over half the respondents indicated slight to strong dissatisfaction with compensation and performance management practices. Significantly, 34% indicated that they considered exiting their academic institution, citing unhappiness about compensation, as the most likely reason, whilst 74.5% have previously looked for another job.Practical/managerial implications: The research highlights key areas (i.e. compensation, emotional recognition, a bonus structure that reflects employee contribution, performance management systems, mentorship and career development opportunities) that higher education should attend to if they want to retain their key and talented academic staff.Contribution/value-add: The results contribute to new knowledge on the factors that contribute to turnover and retention of academic staff and present a valid and reliable measure to assess these retention factors.

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 Factors relating to the attraction of talented early career academics in South African higher education institutions

2018 ◽  
Vol 16 ◽  
Author(s):  
Dorcas L. Lesenyeho ◽  
Nicolene E. Barkhuizen ◽  
Nico E. Schutte
Keyword(s):  
Higher Education ◽  
South African ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Early Career ◽  
Intellectual Stimulation ◽  
Structured Interviews ◽  
Employer Branding ◽  
African Higher Education ◽  
South African Higher Education

Orientation: South African higher education institutions (HEIs) are facing significant challenges in attracting talents to academic positions.Research purpose: The main objective of this research was to determine factors that will attract early career academics to South African HEIs.Motivation for the study: Currently there exists limited research on factors that attract early career academics to HEIs as preferred employers.Research approach, design and method: A qualitative approach was adopted for this study; semi-structured interviews were conducted to gain data. The study participants comprised of 23 academic staff members from various merged South African HEIs.Main findings: The findings show that nine themes are related to the attraction of early career academics to HEIs: career development and advancement, opportunities to make a contribution, employer branding and prestige, job security, flexible working hours (work–life balance), intellectual stimulation, innovation, opportunity to apply skills and autonomy.Practical/managerial implications: The results also challenge HEIs to develop a superior employer brand with a strong employee value proposition (EVP) that would attract, develop and reward early career academics for their work efforts.Contribution/value-add: The study provides important practical guidelines that could assist HEIs to attract talented early career academics and become an employer of choice.

scholarly journals APPLIED MANAGEMENT POST-COVID19: IMPLICATIONS FOR ACADEMIC MANAGERS IN PRIVATE HIGHER EDUCATION, BEYOND CRISES

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Hedda Martina Šola ◽  
Fayyaz Hussain Qureshi ◽  
Sarwar Khawaja
Keyword(s):  
Higher Education ◽  
Technology Implementation ◽  
Global Economy ◽  
Online Teaching ◽  
Academic Staff ◽  
Education Sector ◽  
Private Higher Education ◽  
Structured Interviews ◽  
Part Time ◽  
The Uk

<p>The outbreak of COVID-19 caused severe disruption to most sectors of the global economy, creating a spectre of fear, anxiety and uncertainty. The education sector has been one of the worst affected by the pandemic. The education sector is one of the heavily affected sectors. The pandemic forced educational institutions worldwide to close, cancel classes and shift towards remote working and online teaching. The purpose of this study is to investigate the implication of the COVID-19 pandemic on private higher education. Moreover, the study's main objective is to assess the pandemic's academic management, especially in private higher education. For this, different landscapes were examined, including pre, during and Post COVID-19, focusing on the post-COVID-19 implications. In addition, various publications and surveys have been analysed to find out about the COVID-19 followed-up changes happening in higher education and its management. For this particular study, qualitative research was employed by conducting nine semi-structured interviews with academic managers working in the private higher education sector in the UK to capture their experience insights about the implications, advantages, disadvantages, and challenges faced during the pandemic. The findings showed that workplace accessibility was the most affected factor; during the lockdown, the private higher education institutions (PrHEIs) could recruit highly qualified and experienced part-time academic staff, as they need to teach online. However, most of these part-time academic staff wanted to quit when face-to-face teaching starts, as they live far from their institutions. Only online teaching motivated them to join during the lockdown because it provided ease and convenience, no travelling time &amp; cost, freedom and autonomy. In addition, the online teaching amazingly increased the student attendance; higher pass rates but difficulties in engaging students in group activities. Another one of the challenges was the immediate adoption of online teaching and training of academic staff. Moreover, the reinvention of a new workplace approach and the high level of technology implementation to abide by the safety regulations will permanently transform the work routine. Therefore, most of the employees want to continue remote working in future.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0891/a.php" alt="Hit counter" /></p>

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 Ensuring the Quality of Higher Education Under Current Conditions

2020 ◽  
Vol 26 (2) ◽  
Author(s):  
Andriy Kostyshyn
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Freedom Of Expression ◽  
Academic Staff ◽  
Educational Communication ◽  
Educational Process ◽  
Point Of View ◽  
Academic Disciplines ◽  
Mutual Knowledge ◽  
Innovative Methods

Abstract. In the present conditions, especially during a pandemic, higher education requires academic staff to master and implement innovative methods of teaching and learning based on information programs, knowledge transfer systems. The tasks of interactive educational forms are as follows: awakening students’ interest; motivating students to solve the problem under study; effective mastering educational material; independent searching for the methods and options how to solve the educational task; interactions between students; teamwork skills; tolerance for any point of view; forming students’ own opinion, life and professional skills; reaching the level of student’s conscious competence. After analyzing our research, we can state that interactive learning creates an environment of educational communication, which is characterized by openness, equal-footing interaction of participants, accumulation of mutual knowledge, that provides high motivation, strength of knowledge, creativity, sociability, active life position, preservation of individuality, freedom of expression, mutual respect.           This paper examined the current problems of innovative technologies and teaching methods in modern higher education, as the tendency to humanization and humanitarization of the content of medical education has intensified, new academic disciplines have been introduced and, consequently, the need for academic staff, who could provide an innovative approach to implementing these trends during the educational process, has been increased. It is significant that today teachers are able to create and implement their own innovative methods. In addition, the paper focused on the safety of the educational environment of higher education. Information security is especially important, as nowadays the information media have an extremely big impact on the student environment.

scholarly journals Academicians in Turkey: An Evaluation of Current Status of Academic Staff in Higher Education

2018 ◽  
Vol 8 (4) ◽  
pp. 129 ◽  
Author(s):  
Bertan Akyol ◽  
Filiz Tanrısevdi
Keyword(s):  
Higher Education ◽  
Education System ◽  
Academic Career ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Current Status ◽  
Turkish Republic ◽  
Higher Education System ◽  
Turkish Higher Education ◽  
The Status

The history of Turkish higher education dates back to Turkish nations of 1000 years ago. The beginning of higher education institutions are accepted as madrasahs that continue its existence during the Ottoman period. After the foundation of the Turkish republic, rapid changes and developments have been observed in the higher education like in all fields. Since this period of time, Turkish higher education institutions have been grouped in two categories, which are universities producing information-knowledge and vocational schools training people oriented with employment. Considering the both types of these institutions, the aim of Turkish higher education system is to sustain manpower considering the needs of the nation and the public; provide education and training facilities based on the secondary education; maintain the quality and quantity of scientific researches under the control of universities. In this context, the purpose of this study is to present the certain dimensions of Turkish higher education system, which are academicianship, current facts related to academicianship, the stages in academic career, achievements in academy and the status of women academicians in Turkey. Related documents have been analyzed and the current status of Turkish higher education system has been discussed by concluding the results.

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