scholarly journals Academic Staff Development and Output in State Universities in South-South Nigeria

2016 ◽  
Vol 7 (2) ◽  
pp. 49-59
Author(s):  
Chukwuma N. Ozurumba ◽  
Japo Oweikeye Amasuomo
Keyword(s):  
Staff Development ◽  
Performance Management ◽  
Survey Design ◽  
Academic Staff ◽  
Study Data ◽  
State Universities ◽  
Adequate Funding ◽  
Academic Staff Development ◽  
Ex Post ◽  
Service Training

This study examines staff development and the output of academic staff in the state universities in South-South Nigeria. An ex-post-facto survey design was used to conduct the research in three state universities in the area. Three research hypotheses were formulated to guide the study. Data were collected from a sample of 402 academic staff. This was done using a questionnaire entitled “Academic Staff Development and Academic Staff Output Questionnaire”. One way Analysis of Variance (ANOVA) was used to analyse the data. The findings were that significant relationship exists between staff development and the productivity of academic staff in terms of research, teaching and community service. Therefore, the study concluded that in-service training and attendance of conferences and workshops influence the output of academic staff. Accordingly, it is recommended that adequate funding towards staff development and policies that support staff development are imperative for improved performance.Keywords: Academic staff development; Performance management; Nigeria

scholarly journals STAFF DEVELOPMENT AND ACADEMIC STAFF OUTPUT IN THE UNIVERSITIES IN SOUTH-SOUTH GEO-POLITICAL ZONE OF NIGERIA

2020 ◽  
Vol 7 (1) ◽  
pp. 155-165
Author(s):  
Menwo Wilson- Osigwe ◽  
Keyword(s):  
Staff Development ◽  
Data Collection ◽  
Analysis Of Variance ◽  
Academic Staff ◽  
Ex Post ◽  
Port Harcourt ◽  
Ex Post Facto ◽  
Service Training ◽  
The Difference ◽  
Ict Training

This study dealt with staff development and academic staff output in the universities in South-South geo-political zone of Nigeria. It was an Ex-post facto design study carried out specifically in three federal universities in the area of study. These were: University of Port Harcourt, Choba; University of Uyo, Uyo and University of Calabar, Calabar. Two hypotheses based on the variables were formulated to guide and direct the study. These were: staff in-service training and staff ICT training, respectively. Two self-constructed questionnaires called staff development questionnaire (SDQ) and academic staff output questionnaire (ASOQ) were used for data collection. The first instrument was administered to 800 academic staff. The second instrument, three copies were administered one each to three students to assess each individual academic staff. Data collected were analyzed using one-way analysis of variance (ANOVA) and independent t-test. The results revealed among other things that; there existed an influence of in-service training on academic staff output which is not significant. Statistically and that there existed a difference between output of staff who received ICT training and that of those who had not but the difference is not statistically significant.

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

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