scholarly journals How to support mobility students to gain soft-competences: Knowledge, Skills and Attitudes

2020 ◽  
Author(s):  
Eva M. De la Torre ◽  
Fernando Casani ◽  
Adriana Pérez Encinas ◽  
Jesús Rodríguez Pomeda
Keyword(s):  
Learning Outcomes ◽  
Academic Staff ◽  
Relevant Information ◽  
Student Integration ◽  
City Culture ◽  
Training Activities ◽  
University City ◽  
The University ◽  
Incoming Students

Students participating in mobility experiences have a great learning opportunity, but in many cases they hardly realise about the soft-competences they developed during mobility. In this context, the supporting role of universities is key for students to make the most of their mobility and be able to communicate their learning outcomes. This study analyses the support services that students receive for the development and acknolwledgement of mobility soft comptencies (related with the three dimensiones: knowledge, skills and attitudes or KSAs) in order to define the university strategy in this field. Results show two types of support for outgoing and incoming students: (i) passive initiatives based on delivering relevant information for the mobility period to students; and (ii) active initiatives based on training activities and activities for student integration in the host university/city/culture. No support initiatives on mobility related KSAs for returned students or academic staff have been identified.

Developing Online Learning Portals in Low Bandwidth Communities

2011 ◽  
pp. 228-234
Author(s):  
Mae van der Merwe ◽  
Lorna Uden
Keyword(s):  
Relevant Information ◽  
Learning Processes ◽  
Web Based ◽  
Web Interfaces ◽  
Front End ◽  
Present Information ◽  
The World ◽  
The University ◽  
The Web

University portals are emerging all over the world. Portals have been perceived by many people as the technologies that are designed to enhance work and learning processes at university by making workflows simpler and information more readily available in a form in which it can be processed (Franklin, 2004). There are many benefits for having a portal in a university. First, the portal makes it easy for people to find university information targeted specifically at them. Instead of the user searching the Web for information, a person identifies himself or herself to the portal, and the portal brings all relevant information to that person. Secondly, the portal uses a single consistent Web-based front end to present information from a variety of back-end data sources. Although information about people is stored in many different databases at a university, the role of a portal is to put a consistent face to this information so that visitors do not have to deal with dozens of different Web interfaces to get their information. Usability is an important issue when designing the university portal. Principles from human computer interaction must be included in the design of portals.

Greening the campus intentions: a study of the University of the Aegean non-academic staff

2017 ◽  
Vol 18 (4) ◽  
pp. 520-532 ◽  
Author(s):  
Chrysanthi Bellou ◽  
Vassiliki Petreniti ◽  
Constantina Skanavis
Keyword(s):  
Environmental Sustainability ◽  
Academic Staff ◽  
Active Participation ◽  
Content Type ◽  
And Behavior ◽  
The University ◽  
Attitudes And Behavior ◽  
E Mail ◽  
At Home

Purpose This study aims to focus on the University of Aegean’s non-academic staff’s environmental sustainability attitudes and behavior both at work and at home, their perceptions for sustainability enforcement and their active participation skills. Design/methodology/approach The research participants were the 101 non-academic staff working at the Xenia Hill campus in Lesvos island. The instrument used in this study was a questionnaire consisting of 45 questions, which was sent via e-mail during the summer of 2014. Findings The analysis of the results brings light on the environmental profile of the University’s non-academic staff on their intentions for greening their campus and the barriers that obstruct their attempts to promote sustainability at the University. Originality/value The paper provides useful insights which allow a better understanding of the role of non-academic staff’s environmental sustainability attitudes and behavior both at work and at home, their perceptions for sustainability enforcement and their active participation skills.

scholarly journals Knowledge Management: Key to Partnerships, Learning Outcomes, and Resourcing a Learning Community

2021 ◽  
pp. 143-154
Author(s):  
Ross J. Todd
Keyword(s):  
Knowledge Management ◽  
Learning Community ◽  
Learning Outcomes ◽  
Information Environment ◽  
Effective Learning ◽  
University Of Technology ◽  
Management Processes ◽  
Teacher Librarians ◽  
The University

This paper provides an understanding of the concept of knowledge management and its role in the creation of an integrated information environment for effective learning in schools. It presents findings from a research project being undertaken at the University of Technology, Sydney that seeks to identify from the perspective of librarians, including teacher-librarians, the significant dimensions of knowledge management, the key understandings and skills required for effective knowledge management, and the role of librarians engaging in knowledge management processes in libraries and information agencies. The implications for teacher-librarians are examined in this report.

scholarly journals Examining the Links Leading to Behavioral Support for Change: An Expectancy Theory Perspective

2020 ◽  
pp. 1-08
Author(s):  
Farhan Mehboob ◽  
Noraini Othman
Keyword(s):  
Positive Impact ◽  
Academic Staff ◽  
Critical Factor ◽  
Behavioral Support ◽  
Cross Sectional ◽  
Staff Members ◽  
Implementing Change ◽  
The University ◽  
University Officials

Purpose of the study: An individual’s support for change is a critical factor in successfully and effectively implementing change. Therefore, identifying possible antecedents and mechanisms leading to one’s behavioral support for change is necessary. The study aims to unpack this avenue of research empirically by examining the role of both person and context as factors in promoting behavioral support for change. Methodology: Data was collected from 292 academic staff members of six public sector universities in Pakistan via cross-sectional means. A self-reported questionnaire was used to collect responses from the desired sample. SPSS 25 and AMOS were used to analyze the data for its relevance to the objectives of the study.  Main Findings: Results revealed a positive impact of change-efficacy on academic staff members’ behavioral support for change. Moreover, change-valence provides an effective intervening mechanism to translate the effect of change-efficacy on both dimensions of behavioral support for change, that is, compliance and championing behavior. Research limitations/implications: The study contributes to the existing literature on organizational change, particularly in the university setting, by examining and empirically validating the factors of both person and context as significant predictors of behavioral support for change among academic staff. However, more research is needed in other organizational and work contexts to further apply the study’s implications within these diverse contexts. Novelty/Originality of this study: The study offers useful insights for senior university officials intending to build support for change by enhancing academic staff levels of efficacy and positive expectations regarding such change and enables them to successfully execute the change-related tasks into viable actions.

scholarly journals Competences and learning outcomes: a panacea for understanding the (new) role of Higher Education?

2014 ◽  
Vol 1 (2) ◽  
pp. 279 ◽  
Author(s):  
Robert Wagenaar
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Personal Development ◽  
Academic Staff ◽  
Unique Contribution ◽  
Learning And Teaching ◽  
Educational Programmes ◽  
Effective Performance ◽  
The One

The competence and learning outcomes approach, which intends to improve effective performance of academic staff and students, is becoming dominant in today’s higher education. This was quite different 15 years ago. This contribution aims to offer insight in the reforms initiated and implemented, by posing and answering the questions why the time was appropriate — by identifying and analysing the underlying conditions — and in what way the change was shaped — by focusing on terminology required and approaches developed. Central here is the role the Tuning project — launched in 2000-2001 — played in this respect. The contribution starts with contextualising the situation in the 1990s: the recession and growing unemployment in many European countries on the one hand and the development of a global society and the challenges the higher educational sector faced at the other. It offers the background for initiating the Tuning project, and the discourse on which its approach is based. In particular, attention is given to choosing the concept of competences, distinguishing subject specific and general/generic ones, as an integrating approach of knowledge, understanding, skills, abilities and attitudes. The approach should serve as a means of integrating a number of main goals as part of the learning and teaching process: strengthening employability and preparing for citizenship besides personal development of the student as a basis for the required educational reform. Tuning’s unique contribution is the alignment of this concept to learning outcomes statements as indicators of competence development and achievement and by relating both concepts to profiling of educational programmes.

Making a difference: The role of the Māori administrator in Universities

Te Kaharoa ◽  
2012 ◽  
Vol 5 (1) ◽  
Author(s):  
Tania Smith
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
World View ◽  
Academic Staff ◽  
Aotearoa New Zealand ◽  
Making A Difference ◽  
European Values ◽  
The Government ◽  
The University

The Tertiary Education Strategy 2010 – 2015 in Aotearoa/New Zealand states that the Government aims to ‘increase the number of Māori students achieving at the higher level’ (Tertiary Education Commission 2010, p10). For this to be achieved universities need to play their part in assisting Māori students to progress beyond the undergraduate degree and into postgraduate study. Universities take their origins from western European values, ideals and world view which are reflected in the curriculum, management systems and processes.  It is predicated that by 2020 over half the tertiary student population will be Māori due to a youthful Māori population (Department of Labour, 2008). This will be a challenge for universities.  Therefore, the role of a Māori administrator within the university system becomes critical in being able to provide useful insight to the university on how to retain Māori students in this changing environment. This paper draws on my Master of Philosophy research.  It will critically examine the role Māori administrator’s play in the recruitment and retention of Māori students in universities in Aotearoa/New Zealand including culturally specific pastoral care, accurate course advice, information on degree requirements, appropriate learning pathways for students and supporting academic staff to track student progress through to completion. These additional responsibilities, often unrecognised by the university, demonstrates the important role a Māori administrator can make in retaining Māori students in the academy. 

Teamwork Development across the Curriculum for Information Technology Students at Liepāja University: Processes, Outcomes and Lessons Learned

2015 ◽  
Vol 4 ◽  
pp. 509
Author(s):  
Dzintars Tomsons ◽  
Anita Jansone
Keyword(s):  
Information Technology ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Lessons Learned ◽  
Learning Goals ◽  
Learning Organisation ◽  
Technology Students ◽  
Information Technology Students ◽  
The University

<p><em>Teamwork skills are key feature for Information Technology (IT) specialists. The university IT curriculum contains both IT specific courses, and comprehensive courses. Due to limited amount of the learning courses and efficient achievement of learning goals, it is necessary to look for opportunities to integrate activities developing social and communication skills courses into IT specific courses. Managing the teamwork that is close to practice, it is necessary to solve the problems of teaching and learning organisation, and assessment of individual learning outcomes and competences. In Liepāja University, the student teamwork has been managed for several years as integral part of Software Engineering courses and study projects. The course management system Moodle has been used in learning process providing possibilities to evaluate both assignments submitted by students and their learning behaviour.  The current paper describes and analyses the experience of academic staff of Liepāja University.</em></p>

Networking for Innovation in South Wales

1999 ◽  
Vol 13 (1) ◽  
pp. 65-71 ◽  
Author(s):  
Haydn Jones ◽  
Sarah Jenkins
Keyword(s):  
Technology Transfer ◽  
Academic Staff ◽  
Collaborative Work ◽  
Its Region ◽  
Innovation Network ◽  
South Wales ◽  
The University

This paper explores the role of networking between individuals and groups in improving innovation and encouraging the development of productive links between industry and the academic staff of a university. The style and ethos of a network are found to be crucial to its success in developing a culture of innovation and in developing and maintaining the interest of participants. The rationale for the establishment of the Cardiff University Innovation Network is described and its achievements are enumerated. The Innovation Network has stimulated collaborative work and technology transfer and thus has established for itself a continuing role in the life of the University and its region. Its success is founded upon providing events of immediate interest to industry and upon guiding industry to solutions to its problems.

Cogs in the Wheel: Academic Trade Unionism, Government, and the Crisis in Tertiary Education in Nigeria

2002 ◽  
Vol 45 (2) ◽  
pp. 141-155 ◽  
Author(s):  
Edlyne Anugwom
Keyword(s):  
Tertiary Education ◽  
Academic Staff ◽  
Economic Adjustment ◽  
University System ◽  
Trade Unionism ◽  
Military Regimes ◽  
Subsequent Decrease ◽  
The Government ◽  
The University

Abstract:This article examines the role of academic unionism in the perennial crisis bedeviling the university system in Nigeria. It is the contention here that contrary to officially sponsored opinion, the crisis can be linked to external factors, especially the government's handling of industrial disputes. The crisis in the system, which started in the early 1990s, can be seen as the direct off-shoot of the macro-economic adjustment programs foisted on the country and the subsequent decrease in government funding of the education sector. Nevertheless, the repressive practices of past military regimes have contributed immensely to the crisis, as have the frequent strikes of the the Academic Staff Union of Nigerian Universities (ASUU). The articles suggests that the crisis can be tackled only with an amelioration of the fundamental problems confronting the system—ranging from underfunding and poor working conditions to excessive government meddling in university governance—and a rethinking of strategies by both the government and ASUU.

scholarly journals Mapping library values and student learning outcomes

2018 ◽  
Vol 12 (1) ◽  
pp. 109 ◽  
Author(s):  
Dale Larsen ◽  
Shane Wallace ◽  
Lis Pankl
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Academic Staff ◽  
Collaborative Work ◽  
Teaching Philosophies ◽  
University Of Utah ◽  
Teaching Standards ◽  
The Matrix ◽  
The University ◽  
Work Done

The teaching efforts at Marriott Library are distributed widely across a variety of groups and a range of subject matter. Teaching styles and pedagogical foci are varied and diverse among the librarians in the building. To increase collaboration and raise teaching standards, Graduate and Undergraduate Services (GUS) formulated Guidelines for teaching librarians by using the University of Utah’s Quality Course Framework (QCF) and Marriott Library’s own Four Core Student Library Learning Outcomes and mapping them to the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. To facilitate communication and usability, the Guidelines contain an alignment matrix for librarians to follow through the teaching process. The matrix is also intended to open up new opportunities for conversation and collaboration between librarians and academic staff to better serve student needs. The purpose of this report is to document and reflect upon the collaborative work done by teaching librarians at the University of Utah to create the Teaching Guidelines. The process of this work involved the synthesis and alignment of several models of pedagogical structure as well as the overarching interests and goals of a variety of stakeholders and participants in the teaching environment at the University. The product of these efforts includes clear Teaching Guidelines, alignment with the ACRL Framework for Information Literacy, and an alignment matrix designed to provide a clear map of the teaching philosophies and strategies employed at the library. This report presents the process of creating and implementing the Guidelines and outlines the background of the process, including those institutional, situational, and environmental circumstances which shaped the general course of its development. The report includes an analysis of the pedagogical characteristics of the Guidelines. The report also presents an example of the Guidelines as used in action when developing the library-related content for an undergraduate-level community learning course known as ‘Learning, Engagement, Achievement and Progress’ (LEAP).

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