scholarly journals TEACHER AS RESEARCH ROLE-MODEL

2018 ◽  
Vol 16 (3) ◽  
pp. 65
Author(s):  
Allah Nawaz ◽  
Iftikhar Ahmad
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Role Models ◽  
Role Model ◽  
Educational Institution ◽  
Research Culture ◽  
Research Knowledge ◽  
Tools And Techniques ◽  
The Impact ◽  
Research Tools

At the higher education level, teachers are more effective as role-models. Given the independent nature of higher education, the impact of role-models is far reaching rather they either make or break the future academics and practices of their students. Higher education commission (HEC) of Pakistan is making all its efforts out to popularize ‘research-culture’ in every higher educational institution (HEI) of the country with a view to transforming into a knowledge economy, which is indispensable for the survival of our higher education at the global level of competition. Research culture can only become common place if the propagandists i.e. the teachers themselves are preparing and updating themselves to be effective role-models for the learners. HEC has introduced several ‘faculty development programs’ with the same objective of creating research environment through research-oriented faculties in HEIs of the country. On one hand teachers must learn research tools and techniques and on the other hand communicate their expertise in the seminars, conferences, and workshops for the students and colleagues thereby creating an echo of research culture across the seats of learning in the breadth and depth of the state. The knowledge and expertise of teachers in research methodologies is fundamental to the objective of becoming research role-model for the students and fellow teachers. All higher education teachers must do this individually and group-wise with utmost attention and by sparing their precious time so that results could be expected with precision and accuracy. If teachers can create the image of researcher-teachers among their pupil, there is natural reaction of following role-models in the same direction. Students can then be provided facilities and guidance in how to proceed and capitalize on research opportunities in their respective departments, institutions, national and international levels. As said earlier, teachers as research-models have to demonstrate themselves through different modes of behavior with their students and colleagues. The most dominant behavior is the expression of command over research methodology with focus on the updated knowledge and practices relevant to their field of study and research. The second and equally critical behavior is the readiness of teachers 24/7 to help students and fellow-teachers in any kind of research assignment or inquiry about understanding and/or application of research tools and techniques. The expertise of teacher in research, matters a lot however after this what makes the difference is the teacher’s explicit behavior like cooperation and attention while dealing with student-scholars in handling their research interests and practices. The research role-models have images in the research community and a say in research-related decision-making processes of the institute /department, which is valued and respected thereby motivating the students to be effectively committed. For higher education in Pakistan, research is the only future therefore all stakeholders in this sector, particularly teachers have no option but to whole-heatedly concentrate on nourishing their research knowledge and skills with an intention to contribute towards research culture in the country and help new generation becoming effective part of the global village and knowledge economy at the national and international levels simultaneously.

scholarly journals SCHOLARSHIP OF DISCOVERY: ENHANCING A RESEARCH CULTURE IN NURSING COLLEGES

2016 ◽  
Vol 16 (1) ◽  
pp. 3-12
Author(s):  
L. Roets ◽  
J.C. Lubbe
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Role Models ◽  
Nurse Educators ◽  
Research Training ◽  
Higher Education Institutions ◽  
Nominal Group Technique ◽  
Nominal Group ◽  
Research Culture ◽  
Research Knowledge

The scholarship of nursing depends on the research culture in institutions. Not all higher education institutions globally expect from diploma prepared nurses to be research trained, but it is expected in the South African and African context. Globalisation and the migration of degree and diploma prepared nurses, should sensitize the global nursing community about the challenges faced when nursing colleges or learning centres, offering diploma programmes, become part of the higher education sphere and need to contribute to the scholarship of discovery. This article reports on strategies that could be implemented in higher education institutions, such as colleges, to enhance the research culture. A qualitative research design was used and data gathered through a nominal group technique with 12 students from different institutions as well as reflection reports from five nurse educators involved in research training and supervision. Participants indicated that the most important aspect that needed to be addressed in nursing education was improved research knowledge for students, nurse educators and research supervisors. Institutions where nurse educators do not have master’s degrees should implement strategies to support students and educators in enhancing their research capacities and skills in order to improve the institution’s research culture. University nursing schools, which have research mentors, should become role models/mentors to support enhancing a research culture in nursing colleges in South Africa and Africa.

scholarly journals The impact of role modeling on the professional identity of pre-service teachers

2020 ◽  
Vol 10 (1) ◽  
pp. 143-152
Author(s):  
Lizette Drusila Flores Delgado ◽  
Irlanda Olave Moreno ◽  
Ana Cecilia Villarreal Ballesteros
Keyword(s):  
Teacher Training ◽  
Professional Identity ◽  
Teacher Identity ◽  
Role Models ◽  
Role Model ◽  
Teaching Practice ◽  
Comparative Method ◽  
Positive Role ◽  
Teacher Mentors ◽  
The Impact

Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-training courses allow them to get experience and to develop, improve, and put into practice their teaching skills. This professional practice can impact the development of a positive or negative professional identity in teachers. Current literature, however, seems to focus on the shaping of teacher identity and learner identity, but there is little empirical research regarding the development and shaping of the identity of pre-service teachers. Pre-service teachers are the main actors of this practicum stage of teacher-training programs and, therefore, by working in collaboration and being supported by a mentor as a role model, they develop their professional identity. The present qualitative case study sought to explore the shaping and re-shaping of the professional identity of fifteen EFL pre-service teachers of a northern Mexican university and the impact of working with English teacher mentors as role models. Information gathered through the constant comparative method of data from the participants taken from their reflective journals, mentor-observations, and self-observations suggests that although working with a positive role model encourages the development of a stronger teacher identity and an improvement in their teaching practice, working with a bad role model can also have the same results.

scholarly journals Research knowledge in undergraduate school in Brazil: a comparison between medical and law students

2010 ◽  
Vol 8 (3) ◽  
pp. 273-280 ◽  
Author(s):  
Antonio José Souza Reis Filho ◽  
Bruno Bezerril Andrade ◽  
Vitor Rosa Ramos de Mendonça ◽  
Manoel Barral-Netto
Keyword(s):  
Medical Students ◽  
Educational Institution ◽  
Law School ◽  
Law Students ◽  
First Year ◽  
Research Experience ◽  
Research Knowledge ◽  
First Year Students ◽  
Research Activities ◽  
The Impact

ABSTRACT Objective: Exposure to science education during college may affect a student's profile, and research experience may be associated with better professional performance. We hypothesized that the impact of research experience obtained during graduate study differs among professional curricula and among graduate courses. Methods: A validated multiple-choice questionnaire concerning scientific concepts was given to students in the first and fourth years of medical and law school at a public Brazilian educational institution. Results: Medical students participated more frequently in introductory scientific programs than law students, and this trend increased from the first to the fourth years of study. In both curricula, fourth-year students displayed a higher percentage of correct answers than first-year students. A higher proportion of fourth-year students correctly defined the concepts of scientific hypothesis and scientific theory. In the areas of interpretation and writing of scientific papers, fourth-year students, in both curricula, felt more confident than first-year students. Although medical students felt less confident in planning and conducting research projects than law students, they were more involved in research activities. Conclusion: Medical graduation seems to favor the development of critical scientific maturity than law graduation. Specific policy in medical schools is a reasonable explanation for medical students’ participation in more scientific activities.

Work‐life balancing strategies used by women managers in British “modern” universities

2007 ◽  
Vol 26 (1) ◽  
pp. 6-17 ◽  
Author(s):  
Diana Woodward
Keyword(s):  
Higher Education ◽  
Role Models ◽  
Women Managers ◽  
Working Hours ◽  
Work Life ◽  
Policy Implications ◽  
Content Type ◽  
Integrate Work ◽  
The Uk ◽  
The Impact

PurposeThe “work‐life balance” literature is mainly concerned with the provision and up‐take of flexible employment patterns. The purpose of this qualitative study of women managers' coping strategies for reconciling work with their other roles and responsibilities is to provide a complementary perspective.Design/methodology/approachSemi‐structured extended interviews were carried out with 16 women managers of academic or “support” departments in eight UK post‐1992 universities, about their working practices and how they sought to integrate work with other parts of their lives.FindingsThese women reported high workloads, requiring long working hours, which consumed time and energy otherwise available for other relationships and commitments and their own leisure. Various strategies were adopted to manage the situation, including establishing rigid boundaries between work and non‐work, and shifting these boundaries in favour of work when necessary. Temporal, spatial and symbolic distinctions were used to contain work. Women without dependent children were more likely to be able to redefine boundaries when necessary to favour work.Research limitations/implicationsAs a small and possibly unrepresentative sample of UK women managers in higher education, the study could usefully be extended through comparisons with male peers, and with women managers in other sectors. (It is the preliminary phase of a comparative study of women employed in universities in the UK and Japan.) However, the findings broadly replicate other studies.Practical implicationsThere are policy implications for universities, which need feedback from staff about the impact of equal opportunities initiatives to inform further progress.Originality/valueThis study provides qualitative information on women working in non‐traditional key posts in higher education, who are well‐placed to challenge organisational cultures and act as role models.

Improving Girls’ Sense of Fit in Science

2016 ◽  
Vol 8 (3) ◽  
pp. 301-309 ◽  
Author(s):  
Laurie T. O’Brien ◽  
Aline Hitti ◽  
Emily Shaffer ◽  
Amanda R. Van Camp ◽  
Donata Henry ◽  
...  
Keyword(s):  
Role Models ◽  
Role Model ◽  
Model Identification ◽  
Choice Condition ◽  
Model Choice ◽  
Science Outreach ◽  
Middle School Girls ◽  
Best Friend ◽  
School Girls ◽  
The Impact

A field experiment tested the effect of choosing a “favorite” role model on sense of fit in science among middle school girls. The girls participated in a 1-day science outreach event where they were exposed to multiple female role models. At the end of the event, participants were randomly assigned to choose and write about a favorite role model or to choose and write about their best friend. Girls in the role model choice condition experienced a significant increase in sense of fit in science, whereas girls in the control condition did not. Girls in the role model choice condition also tended to have stronger role model identification than girls in the control condition, and role model identification was correlated with sense of fit in science. Encouraging girls to actively choose and write about a favorite role model may help to maximize the impact of exposure to role models.

scholarly journals Effect of Role Models - A Critical Study on the Recent Research Contribution of Vice-chancellors of Selected Private Universities in India

2018 ◽  
pp. 118-139 ◽  
Author(s):  
P. S. Aithal
Keyword(s):  
Higher Education ◽  
Research Productivity ◽  
Role Models ◽  
Role Model ◽  
Research Output ◽  
Private Universities ◽  
Private University ◽  
Critical Study ◽  
Vice Chancellors ◽  
Administrative Responsibilities

Many Countries around the globe have adopted private University system as a part of their higher education offering strategy. India, being the second highest in the number of private universities in the World, has given exactly 50 % shares to privately governed Universities (Private & Deemed to be universities together) and remaining 50% are Govt. Funded universities (Central & State Govt. together). Presently in India, there are 264 private universities spread over 22 states. Along with providing latest industry-oriented higher education training and placement, private universities are also have the challenge to involve both students and faculties in innovative research in order to increase the research output. While discussing the challenges of increasing the research productivity in organizations, recently proposed Theory of Accountability (Theory A) suggests the strategy of showing ‘Role models’ in the organizations to the researchers so that the target of each and every researcher can be substantially increased with the slogan – ‘It is Possible’. In this paper, we have proposed the responsibility of Vice-chancellors as Role models for researchers to boost the research output of the universities by adding self-contribution of them in the form of research publications. In this regard, we have studied the contribution of Vicechancellors to present them as Role models to researchers in private universities due to their less administrative responsibilities compared to public university Vice-chancellors in India. The research contributions in the form of published papers in journals for the last 5 years is tabulated, analysed, and discussed to see the Role model characteristics and is compared with an optimistic estimate, realistic estimate, and pessimistic estimate of our theoretical prediction. Finally, the reasons for the negative result and some guidelines are suggested to increase the Vice-chancellors contribution to increase the research productivity along with the brand image of the universities.

scholarly journals Modification of working conditions of teaching staff of higher education institutions: legal aspects

2021 ◽  
Vol 52 (4) ◽  
pp. 547-565
Author(s):  
Svetlana Yu. Golovina ◽  
◽  
Olesya V. Shcherbakova ◽  
Keyword(s):  
Higher Education ◽  
Working Conditions ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Legal Regulation ◽  
Legal Aspects ◽  
Educational Process ◽  
Teaching Staff ◽  
Professional Burnout ◽  
The Impact

Introduction. Working conditions of the teaching staff of higher education institutions are not static, as they reflect the changes taking place in the outside world. The increase in the role of informatization, the acceleration of the information flow, the changing of the information field, the introduction of scientometric indicators, the recognition of the impact of stress in the workplace on the health of an employee – all this accompanies the work of the teaching staff. The analysis of these phenomena makes it possible to single out three large groups of working conditions for the teaching staff of higher education institution, which today are undergoing changes, to identify the prerequisites for their occurrence and to formulate their consequences for the entire educational process. The purpose of the study was to conduct a comprehensive analysis of the working conditions of higher education teachers, which are currently undergoing changes. Methods and methodology. The work used the methodology of a comprehensive study, including methods of document analysis, comparative analysis, secondary use of sociological, economic and medical data. The results of the study show that the digitalization of vocational education, including higher education, is carried out in different conditions than the digitalization of schools, which leads to the emergence of a new paradigm of interaction between higher education teachers and students. As a result of research, the absence of a centralized acquisition of skills in the use of digital technologies by teachers was confirmed: 45% of respondents carry out advanced training on their own, 41% – using online platforms, 31% – ask for help from colleagues in their educational institution, 30% – exchange experience with colleagues from others vocational institutions. In the absence of legislative regulation of the issue of mastering new digital competencies by the teaching staff of higher education institutions, the ways of solving this issue are proposed. The results of the research revealed that meeting the scientific productivity requirements for the teaching staff is one of the main sources of stress in the workplace (40% of respondents). It is concluded that in order to achieve quality indicators in the field of scientific activity, in order to prevent opportunistic behavior of the teaching staff, higher education institutions need to develop tools of internal motivation. The authors believe that an integrated approach to regulating the emotional burnout of teachers could also be applied in relation to minimizing the risks of professional burnout, that is, to adopt acts of legal regulation at the federal and local levels in order to prevent professional burnout.

scholarly journals Achieving Sustainability and Carbon Neutrality in Higher Education Institutions: A Review

2021 ◽  
Vol 14 (1) ◽  
pp. 222
Author(s):  
Gaurangi Sen ◽  
Hing-Wah Chau ◽  
Muhammad Atiq Ur Rehman Tariq ◽  
Nitin Muttil ◽  
Anne W. M. Ng
Keyword(s):  
Higher Education ◽  
Role Models ◽  
Role Model ◽  
Higher Education Institutions ◽  
Ghg Emissions ◽  
Carbon Neutrality ◽  
Sustainable Future ◽  
Sustainability Initiatives ◽  
Combat Climate Change ◽  
The Way

Universities and higher education institutions play an important role in achieving a sustainable future through their teaching and by undertaking cutting edge research to combat climate change. There have been several efforts towards a sustainable future and achieving carbon neutrality at higher education institutions in Australia and around the world. This study has reviewed the sustainability strategies of numerous universities in Australia and has identified as study cases six universities that are committed to and leading the implementation of initiatives to achieve carbon neutrality. The initiatives implemented at the selected universities were classified into eight “sustainability categories”, namely, built environment, energy, food and gardens, GHG emissions, natural environment, resource and waste management, transport, and water. Among the selected leading universities in sustainability, Charles Sturt University and the University of Tasmania (UTAS) are the only universities in Australia certified as carbon neutral. An interesting aspect of this review is the way in which universities are implementing sustainability initiatives in line with their mission and strategies. Despite striving towards the same end goal of achieving carbon neutrality, different institutions offer individually unique approaches towards sustainability. For example, UTAS values the creation, expansion and dissemination of knowledge and the promotion of continual learning, which is clearly demonstrated through its initiatives and policies. The findings in this review are critical in identifying those institutions of higher education which are role models in their strong commitment to achieving carbon neutrality. Such role model universities can pave the way for similar climate action at other universities.

Making a Difference?: Institutional Habituses and Higher Education Choice

2001 ◽  
Vol 5 (4) ◽  
pp. 14-25 ◽  
Author(s):  
Diane Reay ◽  
Miriam David ◽  
Stephen Ball
Keyword(s):  
Higher Education ◽  
Peer Group ◽  
Educational Institution ◽  
Educational Institutions ◽  
Education Choice ◽  
Specific Effects ◽  
Making A Difference ◽  
Institutional Habitus ◽  
The Impact ◽  
Group Family

Few studies have focussed on the impact made by individual institutions on the attainment of prospective university applicants and their subsequent destinations within higher education. In this paper we deploy the concept of institutional habitus in order to explore such influences. In spite of an inevitable degree of overlap and blurring of boundaries between peer group, family and institution we argue that there are specific effects from attending a particular educational institution. And these become most evident when examining the choices of similar kinds of students across the private-state divide. We conclude by arguing that, despite the gaps and rough edges in the seams of the concept of institutional habitus, these do not vitiate its value but, rather, suggest the need for further work. This paper then is the beginning of our efforts to try and develop institutional habitus at both the conceptual and empirical levels as a method for understanding the ways in which educational institutions make a difference in higher education choices.

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