scholarly journals Teaching competences in Italian universities: an attempt of classification to inform professional development processes

2017 ◽  
Author(s):  
Anna Serbati ◽  
Ettore Felisatti ◽  
Debora Aquario ◽  
Renata Clerici ◽  
Lorenza Da Re ◽  
...  
Keyword(s):  
Target Population ◽  
Teaching Staff ◽  
University Professors ◽  
Development Processes ◽  
Survey Results ◽  
Master Level ◽  
Didactic Skills ◽  
University Degree ◽  
The University ◽  
Academic Year

How we can improve the quality of teaching in the university degree courses? What are the professors’ practices and the beliefs about their role in the students’ learning process? A group of spokespersons of seven Italian Universities has carried out an integrate sources study to answer those questions and to define a programme of activities for developing didactic skills of the teachers. This paper aims to illustrate the design and the results of a research project which involved 4,289 university professors (59% of the target population), who were teaching courses at bachelor and master level during the academic year 2014/15. The data were directly gathered by a CAWI questionnaire which was distributed to the whole teaching staff; the survey results were linked to administrative data related to the educational offer and students’ evaluation of teaching in the same academic year. The results were summarized using some indicators, which showed the diffusion of good practices of teaching, support needs, beliefs, interest and availability of the respondents. We verified the reliability of these indicators and, by means of them, we identified sub-groups of areas of expertise and needs to involve teachers in appropriate different and integrated activities, directed to develop teachers’ professional competences.

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

2020 ◽  
Vol 6 (2) ◽  
pp. 172-182
Author(s):  
María Perramon ◽  
Xus Ugarte
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Teaching Resources ◽  
Face To Face ◽  
Information And Communication ◽  
University Degree ◽  
The University ◽  
Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

The Efficiency Of Higher Education Institutions: Evaluation And Management Of Managers

2021 ◽  
Vol 38 (4) ◽  
Author(s):  
Olesia Tomchuk ◽  
Viktoriia Tserklevych ◽  
Olena Hurman ◽  
Valentin Petrenko ◽  
Kateryna Chymosh
Keyword(s):  
Higher Education ◽  
Performance Indicators ◽  
Higher Education Institutions ◽  
Key Performance Indicators ◽  
Point Of View ◽  
Teaching Staff ◽  
University Professors ◽  
Business Entities ◽  
Management Functions ◽  
The University

The article discusses the potential opportunities for leaders of higher education to monitor and implement development management functions using a system of key performance indicators, which is often used by various business entities. The authors adapted it to the needs of higher education institutions, integrating them with their characteristics.The formation of a system of key performance indicators in the article is disclosed from the point of view of improving the management system and motivation of the management and teaching staff of higher education. Approbation of the proposed methodology was implemented in the Institution of Higher Education, where it showed its effectiveness. The new system allowed the university professors to influence directly on the bonus part of income through their own work and efficiency.

La ricerca valutativa nel campo della didattica: un'indagine tra i docenti dell'Universitŕ di Padova

2016 ◽  
pp. 17-34
Author(s):  
Gianpiero Dalla Zuanna ◽  
Renata Clerici ◽  
Omar Paccagnella ◽  
Adriano Paggiaro ◽  
Sabrina Martinoia ◽  
...  
Keyword(s):  
Educational Innovation ◽  
University Teaching ◽  
Teaching Staff ◽  
University Professors ◽  
Master's Degrees ◽  
First Results ◽  
Evaluative Research ◽  
Academic Organization ◽  
The Right ◽  
Academic Year

This work aims at illustrating to illustrate the design and the first results of a survey which involved 1849 university professors who were teaching courses at Bachelor's and Master's Degrees of University of Padova during the academic year 2012/13. The research is part of a project of improvement of the academic educational innovation and the quality of academic teaching. The kind of approach is an evaluative research which was conducted within the academic organization and carried out among peers, using a quali-quantitative mixed method. The data was directly obtained using a CAWI questionnaire which was distributed to the whole teaching staff, and it was linked to administrative data related to the educational offer and students' evaluation of teaching in the same academic year. After a preliminary analysis of the factors which affected the probability of answering to the questionnaire, the results were summarized using some indicators which showed the diffusion of good practices of teaching, support needs, beliefs, interest and availability of the respondents to discuss more extensively the questions of the survey. The results are presented considering as reference context of teaching action and learning activities the eight Schools into which the degree courses are organized. Lastly, we identified sub-groups of potential participants for the qualitative phase of the research: they were characterized by different levels of professional practice and interest in innovating university teaching and they will be the right subjects to involve in different and integrated activities directed to develop teachers' professional competences.

scholarly journals ANALYSIS OF THE POTENTIAL OF FACULTY MEMBERS

2016 ◽  
Vol 2016 (2) ◽  
pp. 79-83
Author(s):  
Юлия Масалова ◽  
Yuliya Masalova
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
School Teacher ◽  
High School Teacher ◽  
Faculty Members ◽  
University Teaching ◽  
Teaching Staff ◽  
University Professors ◽  
Employment Potential ◽  
The University

The purpose of the work is to evaluate the potential of a high school teacher; the subject of study is employment potential and competitiveness of the university faculty member; research methods include analysis of statistical data and online-survey. The article presents the results of the research potential of the university teaching staff in the conditions of ongoing reforms in higher education and in connection with changing requirements to higher education institutions forfaculty members. It was determined that faculty members demonstrate high loyalty and commitment, but average engagement. It was revealed that the institution creates proper conditions for development and self-realization, creativity and communication. It was confirmed that university professors have a high scientific and innovative potential and willingness to conduct research. The conclusion is that the employment potential of university staff is not used to the full. It was determined that the majority of the teaching staff appreciates personal competitiveness. And only one out of five is aware of the need to develop their personal competitiveness in line with the new requirements. The results of the study may be useful for university governance within the management of human resources quality.

scholarly journals Motivations of the University Teacher and Performance of Transversal Competences in the Classroom

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1323
Author(s):  
Mario Corrales Serrano ◽  
Luis Espejo Antúnez ◽  
José Moreno Losada ◽  
Francisco Zamora Polo
Keyword(s):  
University Teaching ◽  
Professional Commitment ◽  
Teaching Staff ◽  
University Professors ◽  
Teaching Innovation ◽  
And Performance ◽  
The One ◽  
The University

The development of transversal ethical competences is one of the aspects on which the efforts of the teaching innovation group “Ethics of University Teaching Staff” are focused. In this sense, the studies that have been carried out to date focus their interest on the results achieved among the students, being limited those that have been developed on the teacher. In an attempt to deepen this line of research, we present this work on the analysis of the motivations and professional commitment of university professors. The analysis resulting from this report will allow us to have a first approach to this vision from a different point to the one we had previously addressed in other works. In this way we can complete other investigations about this same profile carried out previously with students.

scholarly journals Diagnosis of the Skills of the Master’s Degree: Case Study at the University Pablo of Olavide

2017 ◽  
Vol 6 (2) ◽  
pp. 159-164
Author(s):  
Eva Ordóñez Olmedo ◽  
Miguel Baldomero Ramírez Fernández
Keyword(s):  
Master's Degree ◽  
Theoretical Description ◽  
Work Team ◽  
Master's Degrees ◽  
Postgraduate Studies ◽  
Master Level ◽  
Master’S Degree ◽  
The University ◽  
Academic Year

The work team of the Postgraduate Studies Centre (henceforth CEDEP) of Pablo de Olavide University (henceforth UPO) has submitted a questionnaire in order to identify the training needs of the directors of the master’s degrees which are implemented in The UPO during the academic year 2016/2017. This article aims to analyze how the lessons are planned and how the acquisition of the competencies defined in each master’s degree are achieved, in order to assess the current situation and propose solutions for university quality improvement. This research presents a mixed design: quantitative and qualitative non-experimental descriptive through a questionnaire. Further to the study analysis conducted, the need to create a manual of recommended practice to arrange curricula by competencies at the master level is presented, as 62.16% of the participants reflect a great lack of knowledge about the theoretical description of the competencies classification and 73% support a complementary material need for the design of the curriculum.

scholarly journals Relevancia del profesorado universitario en la formación pedagógica/ Relevance of university teaching staff in pedagogical training

2020 ◽  
pp. 419-432
Keyword(s):  
Teacher Training ◽  
Essential Element ◽  
University Teaching ◽  
Teaching Staff ◽  
Future Teachers ◽  
University Professors ◽  
Pedagogical Training ◽  
Depth Study ◽  
The University

Resumen La formación de profesores constituye un determinante estructural del progreso de los países y de las oportunidades de las personas. A su vez, la calidad del cuerpo académico universitario es un elemento fundamental que explica los procesos formativos. En este contexto, el objetivo de la investigación consiste en analizar la relevancia del profesorado universitario, específicamente, en los procesos de formación inicial docente. La investigación es de naturaleza cualitativa descriptiva que a través de una entrevista a 20 actores clave, emplea la teoría fundamentada y el análisis axial para un estudio en profundidad de las relaciones subyacentes entre las dimensiones en evaluación. Los resultados muestran que la calidad de los profesores universitarios es de la mayor importancia, en tanto los estudiantes tienen desventajas en su preparación de origen y, más aún, cuando los educadores tienen la responsabilidad de la preparación integral de sus alumnos y son el modelo sobre el que se proyecta el desempeño de los futuros docentes. Se concluye, que la calidad del cuerpo académico constituye un elemento esencial en la preparación intelectual, profesional y valórica de quienes ejercerán como futuros profesores, por cuanto los primeros son la principal referencia que los estudiantes tienen en su proceso formativo. Abstract Teacher training constitutes a structural determinant of the progress of countries and of people's opportunities. In turn, the quality of the university academic body is a fundamental element that explains the training processes. In this context, the objective of the research is to analyze the relevance of university teaching staff, specifically, in the processes of initial teacher training. The research is qualitative and descriptive in nature that, through an interview with 20 key actors, uses grounded theory and axial analysis for an in-depth study of the underlying relationships between the dimensions under evaluation. The results show that the quality of university professors is of the utmost importance, as students have disadvantages in their preparation of origin and, even more so, when educators have the responsibility of the integral preparation of their students and are the model on which is projected the performance of future teachers. It is concluded that the quality of the academic body constitutes an essential element in the intellectual, professional and value preparation of those who will act as future teachers, since the former are the main reference that students have in their training process.

scholarly journals Generation 1.5 Learners: Removing the Mask of Student Invisibility and Recognising the Learning Disconnections That Marred Their Academic Journeys

2021 ◽  
Vol 12 (3) ◽  
Author(s):  
Elizabeth Serventy ◽  
Bill Allen
Keyword(s):  
First Language ◽  
Generation 1.5 ◽  
Academic Learning ◽  
Teaching Staff ◽  
Academic Needs ◽  
Communicative Skills ◽  
Distinctive Features ◽  
Doctoral Research ◽  
The University ◽  
Academic Year

Distinctive cohorts of students revealing inherent problems in managing their learning are on-going concerns in all universities. Students identified as Generation 1.5 learners are an increasing phenomenon in Australian universities yet may be “invisible” or unknown to teaching staff. They are neither fully proficient in their first language nor in English which is typically their second language (L2). Characteristically possessing well-developed basic interpersonal communicative skills, they lack the cognitive academic learning proficiencies essential for tertiary success. This article reports on doctoral research into six Generation 1.5 undergraduates navigating one academic year in one Western Australian university. Key findings include their “invisibility” and how L2 learning “disconnections” marred their studies. Learning disconnections comprise discrepancies and disjunctions driven by the participants’ immigration experiences, their academic needs, and their lack of connection with the teaching methods and the university-provided learning support services. Greater awareness of the distinctive features of these learners may improve their academic outcomes.

scholarly journals An Assessment of the Staff Strength of the University for Development Studies in the Light of the Standards Recommended by the National Council of Tertiary Education for Teaching Staff in Ghana's Public Universities

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Bawah A. Kassima ◽  
Yussif Abdallah
Keyword(s):  
Public Universities ◽  
Tertiary Education ◽  
Associate Professor ◽  
Teaching Staff ◽  
Development Studies ◽  
National Council ◽  
University Management ◽  
Senior Lecturer ◽  
The University ◽  
Academic Year

The paper examines the staff strength of the University for Development Studies (UDS) in the light of the standard recommended by the National Council of Tertiary Education (NCTE) for staffing in Ghana's public universities, with an emphasis on Teaching Staff (TS). The study uses the University's 2020/2021 Academic Year payroll data, which was analyzed with Microsoft Excel 2016 for Windows. The study found that, apart from the Lecturer rank that had a staff surplus of 65, the rest of the ranks consisting of Professor, Associate Professor and Senior Lecturer ranks did not meet the recommended standard by NCTE.  The study also revealed that the number of female TS was much lower than that of their male counterparts for all ranks. The paper recommends that University Management should encourage all TS to publish more articles in reputable journals along with community service and teaching; in order to facilitate their promotion to higher ranks. The University should target candidates with final degrees for further recruitment in order to reduce the long waiting period required for staff with a master's degree to rise to higher ranks. 

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