scholarly journals SCIENTIFIC RESEARCH AND ITS ROLE IN DEVELOPING THE SKILLS OF FACULTY ‎MEMBERS IN THE LIGHT OF QUALITY STANDARDS AND PERFORMANCE ‎EVALUATION AT THE UNIVERSITY OF TRIPOLI

2022 ◽  
Vol 04 (01) ◽  
pp. 702-717
Author(s):  
Abdegadir Emhammed Salih MANSOUR
Keyword(s):  
Scientific Research ◽  
Developed Countries ◽  
Faculty Members ◽  
University Education ◽  
Global Changes ◽  
Promotion System ◽  
Provision Of Services ◽  
Near Term ◽  
And Performance ◽  
The University

Scientific research eventually considered as one of the most important functions and ‎tasks undertaken by the university, and it is a balancing function to the function of ‎education. Thus, universities have become concerned in the process of discovering, ‎transferring and developing knowledge, and that their role is not limited to ‎preparing specialized educates needed by the labor market. Scientific research also ‎contributed to activating the role of The university in developing and serving ‎communities, which imposed on the university to undertake a new mission that led ‎to the necessity of linking the university with the community, and therefore the ‎functions of the university steadily developed. Development, and therefore the ‎university is entrusted with integrated tasks and functions that it performs through ‎its specialized colleges and scientific centers.‎ University institutions have great significance in carrying out scientific research and ‎development, transferring knowledge and technology to a variety of fields and ‎activities of society, where scientific research contributes to adapting and keeping ‎pace with global changes and challenges in the long and near term. We found that ‎developed countries follow in this field many means, including provision of services ‎Education, training for the community, and encouraging universities to carry out ‎scientific research, and also development through their faculty promotion system. ‎The topic of scientific research and its role in developing the skills of faculty ‎members is among the topics that are of great significance at all local and ‎international levels, where university education faces in This era of scientific and ‎technological changes and developments, compulsory on universities to develop and ‎modernize their educational system by paying attention to scientific research, so that ‎they could have constructive possessions in improving the stage of students, in their ‎scientific construction, and forming their characters.

A Strategy to Expand the University Education Paradigm

2011 ◽  
pp. 235-252 ◽  
Author(s):  
Richard Ryan
Keyword(s):  
Faculty Members ◽  
University Education ◽  
The Internet ◽  
Internet Education ◽  
Online Portal ◽  
Education Experience ◽  
Faculty Developer ◽  
The University ◽  
Traditional Class ◽  
Delivery Approach

To date most online content and experiences have been packaged in a traditional “class” format and delivered using a web site posted on a provider’s server. This chapter suggests a slight deviation from this approach for packaging and delivering Internet education. It suggests a look beyond the “class” delivery approach. The premise for this strategy is the belief that the greatest strength of the Internet for education may lie in delivery of class “components,” not classes, themselves. These online components can be used to supplement and add value to the traditional class experience, not replace it. The strategy proposes that the university provide, sponsor, administer and maintain an automated online portal to post and sell faculty-created material. An “e-store” selling products developed by the university’s faculty members. It is hoped that universities will explore this idea to develop new ways of packaging and delivering education that better reward the faculty developer, help pay for the service and also add “value” to the education experience.

The Academic Vocation

1992 ◽  
Author(s):  
Mark R. Schwehn
Keyword(s):  
Research University ◽  
The United States ◽  
Faculty Members ◽  
University Education ◽  
Knowledge And Skills ◽  
College And University ◽  
Teaching History ◽  
The One ◽  
The University ◽  
Number Of Classes

In this chapter, I shall try to advance our thinking about college and university education in the United States through a critical study of contemporary conceptions of the academic vocation. Current reflection upon the state of higher learning in America makes this task at once more urgent and more difficult than it has ever been since the rise of the modern research university. Consider, for example, former Harvard President Derek Bok’s 1986–87 report to the Harvard Board of Overseers. On the one hand, Bok repeatedly insists that universities are obliged to help students learn how to lead ethical, fulfilling lives. On the other hand, he admits that faculty are ill-equipped to help the university discharge this obligation. “Professors,” Bok writes, “. . . are trained to transmit knowledge and skills within their chosen discipline, not to help students become more mature, morally perceptive human beings.” Notice Bok’s assumptions. Teaching history or chemistry or mathematics or literature has little or nothing to do with forming students’ characters. Faculty members must therefore be exhorted, cajoled, or otherwise maneuvered to undertake this latter endeavor in addition to teaching their chosen disciplines. The pursuit of knowledge and the cultivation of virtue are, for Bok at least, utterly discrete activities. To complicate matters still further, the Harvard faculty, together with most faculty members at other modern research universities, would very probably resist the notion that their principal vocational obligation is, as Bok suggested, to transmit the knowledge and skills of their disciplines. They believe that their calling primarily involves making or advancing knowledge, not transmitting it. How else could we explain the familiar academic lament “Because this is a terribly busy semester for me, I do not have any time to do my own work”? Among all occupational groups other than the professoriate, such a complaint, voiced under conditions of intensive labor, is inconceivable. Among university faculty members, it is expected. Never mind the number of classes taught, courses prepared, papers graded, and committees convened.

Research Productivity of Business Administration and Accountancy Faculty, University of Northern Philippines, Vigan City

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
JEAN S. DUMBRIQUE ◽  
TERESITA D. ALON
Keyword(s):  
Research Productivity ◽  
Scientific Research ◽  
Business Administration ◽  
Faculty Members ◽  
Academic Rank ◽  
Research Activity ◽  
Research Organizations ◽  
The University ◽  
Published Research ◽  
Descriptive Method

Faculty members of State Universities and Colleges (SUCs) perform research function in addition to instruction, extension and production. This study was conducted to look into the profile of the published research from year of entry up to year 2008 of the regular faculty members of the First Semester of SY 2008-2009 at the College of Business Administration and Accountancy (CBAA) of the University of Northern Philippines (UNP) as affected by some personal and professional factors. It utilized the correlational design of descriptive method of research. Findings showed that the CBAA faculty is characterized by dominance of members of the female sex, of married status, of middle to senior age, with master’s degree, with academic rank of associate professor, and with official designations. Almost half of them have received monthly salary ranging from P10, 001 – P20, 000. Very few are members of scientific/research organizations. The CBAA faculty have published research since 2000. From 2000 to 2008, a total of 43 researches have been published. These were done by nearly half (19) of the 39 regular CBAA faculty members. More researches were done with co-authors than researches by single authors. Most of these researches are of college and curricular program levels, and over four-fifths were financed personally by the faculty researchers. All the researches were published in research journals and some of them were also disseminated in lecture fora and research dissemination and utilization seminars. One research was disseminated through poster exhibit. Majority of the regular CBAA faculty members have never participated in any research activity since their year of entry to the University up to year 2008. Educational attainment and membership in scientific/research organizations came out as good indicators of faculty research productivity.Keywords: Research, higher education, research productivity, correlational descriptive method,Philippines

scholarly journals Obstacles To Scientific Research In Light Of A Number Of Variables

2014 ◽  
Vol 10 (2) ◽  
pp. 101-110 ◽  
Author(s):  
Nourah A. Algadheeb ◽  
Monira A. Almeqren
Keyword(s):  
Scientific Research ◽  
College Of Education ◽  
Faculty Members ◽  
Academic Rank ◽  
Validity And Reliability ◽  
Final Sample ◽  
Scientific Specialty ◽  
High Internal Consistency ◽  
The University ◽  
High Degree

The present study aimed to identify the scientific research obstacles facing faculty members in the College of Education at Princess Nora bint Abdul Rahman University (PNU) and to determine the differences in the obstacles according to age, academic rank, scientific specialty, marital status, number of completed studies, and time since the last academic rank was received. An initial data form and questionnaire were prepared to identify the obstacles to scientific research. The questionnaire assessed personal and family obstacles, social factors, technical skills, organizational and professional obstacles, and societal obstacles. The researcher assessed the validity and reliability of the survey instrument by testing it on a sample of 23 faculty members at the university. The results demonstrated a high degree of validity (i.e., high internal consistency) and reliability (Cronbach's alpha coefficient: .97). The study instrument was administered to a final sample of 69 faculty members (out of 111) at the university. The results demonstrated a decrease in the averages of the obstacles. The arithmetic averages for the obstacles were organizational and professional obstacles (2.76), societal obstacles (2.64), personal and family obstacles (1.87), and skills-related obstacles (1.70). The results demonstrated no significant differences for any obstacles with respect to age, academic rank or scientific specialization. There were significant differences in skills-related obstacles according to the number of completed studies; researchers with no completed projects faced greater obstacles. The results also demonstrated significant differences in societal obstacles associated with the length of time since the last academic rank was received.

scholarly journals Psychological resources of management of pedagogical education at the university in the context of global changes

2020 ◽  
Vol 210 ◽  
pp. 20011
Author(s):  
Evgeny Rogov ◽  
Evgenia Rogova
Keyword(s):  
Human Mind ◽  
University Education ◽  
High Tech ◽  
Global Changes ◽  
Psychological Resources ◽  
Scientific Methods ◽  
Innovative Environment ◽  
National University ◽  
Personal Qualities ◽  
The University

The article covers the problem of searching for psychological reserves for finding managerial mechanisms to accelerate the transformation of the national university educational system. There is a decrease in the population's assessment of ongoing reforms, which is partially caused by the lack of teachers’ activity to work out an adequate concept of development, the loss of the very meaning of university education, its substitution by different values, and, most importantly, the lag of universities in the transfer of modern knowledge. It is obvious that all developed educational technologies are aimed at accelerating of one of the slowest learning processes in education. One of the ways to reduce learning time is related to the digitalization of education, which theoretically tends to zero thanks to the introduction of microchips that connect the human mind with the computer. However, there are technologies of knowledge transfer that do not form professionals, who, in addition, must have certain competencies, experience and personal qualities. In the context of searching for effective ways to develop pedagogical education, attention is drawn to the study of the results of increasing its species diversity, as well as the integration of its main types - formal, non-formal and informal. Besides, it is important to change the position of the student outlining ways to prepare the educational elite, the main difference, the specificity of which is its universality. This can be achieved by creating a new geographically closed space, a new innovative environment, the beginnings of which began to manifest in the situation of the pandemic: an intellectual civilization aimed to provide conditions for the symbiosis of population, scientific knowledge and production. Further development of pedagogical knowledge in a high-tech society is impossible without integration with science. The growth of the scientific component, the active introduction of scientific methods forms the ability to foresee and predict the future, thereby turning pedagogical universities into an innovative information and educational environment.

scholarly journals Training Needs in Light of the Degree of Awareness of Modern Teaching Strategies and Their Application in the Tertiary Level during the COVID-19 Pandemic

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
AbdulAziz R. Alamro
Keyword(s):  
Teaching Strategies ◽  
Teaching Methods ◽  
Statistical Significance ◽  
Descriptive Analysis ◽  
Training Needs ◽  
Faculty Members ◽  
University Education ◽  
Academic Rank ◽  
The University ◽  
Five Axis

This study aimed to evaluate modern teaching methods applied by the staff at the University of Hail during the COVID-19 pandemic to identify the most important causes, needs, and barriers from their perspective. Also, the study aimed to reveal individual differences (gender, academic rank, or experience) of statistical significance in the staff’s degree of use. To achieve the objectives of the study, the researcher used descriptive analysis on a sample of 164 faculty members. The researcher designed a five-axis questionnaire. The results indicated the importance of e-training when using modern teaching methods. Also, it was clear that the research sample uses MTM to some extent, and the use of modern teaching strategies was found to be moderate. Gender, academic rank, years of experience in the field of university education, and academic specialization did not affect training needs. In addition, the results showed that the most important reason for using MTM during the COVID-19 pandemic was “Mastery of how to use it.”

Bennington School of the Dance (1934–42)

2018 ◽  
Author(s):  
M. Candace Feck
Keyword(s):  
Modern Dance ◽  
Training Programme ◽  
Faculty Members ◽  
College President ◽  
Martha Graham ◽  
University Of Wisconsin ◽  
Art Form ◽  
American Modern Dance ◽  
And Performance ◽  
The University

Bennington School of the Dance served as a highly influential training programme, creative laboratory and performance venue for early modern dance. Founded by Martha Hill, Mary Josephine Shelly and Bennington College President Robert Devore Leigh in 1934 on the college campus in south-western Vermont, the school thrived over nine, six-week summer sessions from 1934 to 1942, including one term held at Mills College in California in 1939. Designed to promote and consolidate knowledge of the nascent art form of American modern dance, the Bennington School also became an incubator for the production and presentation of new works by modern dance’s most distinguished exponents: choreographers Martha Graham, Doris Humphrey, Charles Weidman and Hanya Holm were among its earliest and most consistent faculty members. Dance critic John Martin, composer and advisor Louis Horst, and stage and lighting designer Arch Lauterer were also important faculty members. The programme’s guiding philosophy proposed that to be viable, a dance education must be associated with exposure to its best artists, sharply distinguishing itself from the competing model formulated by Margaret H’Doubler at the University of Wisconsin, where the study of dance was viewed as an educational end in itself. The Bennington School gave way to the Connecticut College School of Dance and eventually the American Dance Festival.

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