scholarly journals Higher Education Academic Staff: Professional Identity and Sense of Community as the Key to Enhancing Teaching Quality - The Culture of Sharing Educational Resources in the Catalan University System

2014 ◽  
Keyword(s):  
Higher Education ◽  
Professional Identity ◽  
Sense Of Community ◽  
Academic Staff ◽  
Teaching Quality ◽  
Educational Resources ◽  
University System ◽  
Education Academic

scholarly journals Student-generated video creation for assessment: can it transform assessment within Higher Education?

2018 ◽  
Vol 5 (1) ◽  
pp. 1-11
Author(s):  
Ruth Hawley ◽  
Cate Allen
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Collaborative Group ◽  
Local Context ◽  
Assessment Practices ◽  
Video Creation ◽  
Education Academic ◽  
Robust Evidence ◽  
Video Format ◽  
Do So

Abstract Student-generated video creation assessments are an innovative and emerging form of assessment in higher education. Academic staff may be understandably reluctant to transform assessment practices without robust evidence of the benefits and rationale for doing so and some guidance regarding how to do so successfully. A systematic approach to searching the literature was conducted to identify relevant resources, which generated key documents, authors and internet sources which were thematically analysed. This comprehensive critical synthesis of literature is presented here under the headings of findings from literature, relevance of digital capabilities, understanding the influence of local context and resources, and pedagogical considerations. Student-generated video creation for assessment is shown to have several benefits, notably in supporting development of digital and communication skills relevant to today’s world and in enhancing learning. As an emerging innovation within assessment, intentionally planning and supporting a change management process with both students and staff is required. The importance of alignment to learning outcomes, context and resources, choice of video format to desired skills development, and to relevance beyond graduation is emphasised for video creation in assessment to be used successfully. Video creation for assessment is likely to grow in popularity and it is hoped the evidence of benefits, rationale and guidance as to how to do this effectively presented here will support this transformation. Further research to consider video creation for assessment with individuals rather than collaborative group assessments, and to establish academic rigour and equivalence would be beneficial.

scholarly journals Appraisal of Higher Education Academic Staff

1998 ◽  
Vol 3 (2) ◽  
pp. 111-122
Author(s):  
Rukhsana Zia
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Teaching Staff ◽  
Education Academic

The Annual Confidential Report is a government document and is used by all government departments. The document is used for all employees of Grade 16 and above. The same document is used for the teaching staff as well. The inefficiency of the document to present an appropriate appraisal of scholarship characteristics of the higher education academic staff is evident. This study will focus on identifying various factors that ought to be assessed to provide information about the performance of the teaching staff and help formulate an effective format to achieve the objectives of appraisal.

scholarly journals An exploratory study on academic staff perception towards blended learning in higher education

2021 ◽  
Author(s):  
Bokolo Anthony Jnr.
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Online Survey ◽  
Academic Staff ◽  
Teaching Quality ◽  
Partial Least Square ◽  
Least Square ◽  
Online Mode

AbstractAs the years progresses, higher education has move towards implementing Blended Learning (BL) which is a combination of face-to-face and online mode of teaching and learning which have continued to advance in institutions all over the world. Accordingly, it is important to investigate the factors that may influence lecturers’ perception towards BL approaches. Likewise, there are fewer studies that explored BL in lecturers’ perspective. Therefore, this study proposed a framework based on Model of Personal Computer Utilization (MPCU) theory to examine the factors that influence lecturers’ perception of BL to improve teaching quality in higher education. A total of 413 lecturers across universities, colleges, and polytechnics responded to an online survey questionnaire. Statistical Package for Social Science and Partial Least Square-Structural Equation Modelling was utilized for data analysis. The results suggest that social factors affect towards use, complexity, job fit, long term consequences, facilitating conditions, and Information Technology (IT) experience significantly influences lecturers’ perception towards using BL initiatives to improve academic activities in higher education. Findings from this article support institutions in developing an understanding of the factors that can be considered to improve teaching design, as well as in improving IT for teaching and learning purposes.

scholarly journals Academic staff perceptions of empowerment training programmes initiated by Durban University of Technology

2018 ◽  
Author(s):  
◽  
Bingwa Luyanda Loraine
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Academic Staff ◽  
Staff Members ◽  
University Of Technology ◽  
Routine Tasks ◽  
Correct Application ◽  
Education Academic ◽  
Training Programmes

Higher education in South Africa underwent a significant change during the last decade. Lecturers may not be necessarily equipped to face all the changes that are a result of changes faced by higher education. Academic staff needs to be trained so as to strengthen their teaching competencies. Training serves as an opportunity to upgrade their qualifications. Without training, it would be challenging for academics to perform their core activities. The problem that arises is that the type of routine tasks typical of the functions of academic staff does not require only training in the form of coaching but also learning in the form of gaining knowledge and competence within the academic disciplinary context. However, hands-on training seems to be the crucial component that will ensure the correct application of routine procedures. The purpose of this study was to identify the academic staff perception of empowerment programmes initiated by the Durban University of Technology (DUT), and the challenges involved in successfully empowering staff. This study also identified problems encountered during academic staff development process and further investigated if the academic staff were provided with reasonable opportunity to participate. In this study, a quantitative approach was used, and data was collected from academic staff, comprising of professors, head of departments, senior lecturers, lecturers and junior lecturers of the Durban University of Technology. A sample size of 132 was drawn from the population. Questionnaires were designed with both closed and open-ended questions, and were personally administered by the researcher to all academic staff members in all faculties of the Durban University of Technology. Analysis of data revealed that the University provide academic staff with sufficient and relevant training however staff felt that they should be included in the planning of these programmes. Furthermore there was a need for follow-up to evaluate effectiveness of the training programmes and if they served the purpose for which they were intended to. This study, therefore, recommended that respective faculties should involve their staff members in planning, and that a follow-up be conducted after completion of training.

scholarly journals FORMATIVE ASSESSMENT ON AN INDIVIDUAL AND AN INSTITUTIONAL LEVEL ON THE WAY TO QUALITY CULTURE IN HIGHER EDUCATION

2017 ◽  
Vol 75 (1) ◽  
pp. 54-71
Author(s):  
Tatjana Koķe ◽  
Nora Jansone-Ratinika ◽  
Rudīte Koka
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Quality Assessment ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Continuous Process ◽  
Teaching Quality ◽  
Assessment Methods ◽  
Quality Culture ◽  
Study Results

Several issues are always on the agenda in higher education, most notably quality assessment methods and whether this methodology has a direct influence on teaching, and the improvement of teaching quality by including effectiveness, efficiency, reliability, responsiveness as well as empathy. On the one hand it is a logical and a justified movement towards the standardisation of quality assessment procedures, but on the other hand, integration of an individualised approach, which would allow assessing one’s performance in essence and providing solutions for different higher education practice specifics, which we can see both in higher education institutions internationally as well as locally. The purpose of quality assessment is to define must-do and must-have things, so that higher education institutions would integrate emerging tendencies. Transforming assessment is crucial for the performance of the entire institution, both in planning and in managing the everyday work of the institution, as well as by applying assessment methods to the academic staff and students individually. By acknowledging the results, additional decisions should be made, e.g., what strategies and methods should be used to promote teacher motivation, what should be done to achieve better study results, what do better performing students need, and how to approach those students who are performing poorly. This research aims to explore the formative assessment experience at the Rīga Stradiņš University (hereinafter RSU), which is crucial to nurture quality culture in higher education. The formative approach in quality allows you to build and strengthen the understanding of quality within the organisation showing that quality assessment is quality forming and altogether it is a continuous process. Key words: quality assessment, quality assurance, quality culture, higher education, formative assessment.

scholarly journals The Perceptions Of Higher Education Academic Staff On The Freedom To Decide What To Teach

2017 ◽  
Vol 4 (16) ◽  
Author(s):  
Joseph Kimoga ◽  
Namaganda Justine ◽  
Maigut Tom ◽  
Asiimwe Constance ◽  
Ngabirano Caroline
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Education Academic

scholarly journals The Conceptual Scheme for Managing University Stakeholders' Satisfaction

2014 ◽  
Vol 62 (4) ◽  
pp. 719-727 ◽  
Author(s):  
David Schüller ◽  
Vít Chlebovský ◽  
Karel Doubravský ◽  
Vladimír Chalupský
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Field Research ◽  
Field Education ◽  
Conceptual Scheme ◽  
Stakeholder Satisfaction ◽  
Third Stage ◽  
University Services ◽  
Education Academic ◽  
Education Science

A duplicate of this original article was erroneously published in issue six of this year. Please use this original for citation. Universities have to face many changes in the sector of higher education caused by the current dynamic development in this sector. With the decline in state support, increased competition and unfavourable demographic progress, universities are forced to establish and improve their relationships with new and existing stakeholders. Research on relationships among universities and stakeholders has historically focused on the different factors and their influence on improving stakeholder satisfaction with the quality of university services and on strengthening cooperation. Some studies are focused on stakeholders' classification according to their importance for higher education institutions. However, there are fewer scientific studies which concentrate on the intricacies of managing stakeholder satisfaction according to key areas of Universities. This study aims to design a conceptual scheme for managing stakeholder satisfaction depending on the importance of stakeholders in the key fields of Universities. The research was done in three steps. As the first stage, university stakeholders were identified via interview. In the second stage, the following key fields relating to university activities were identified via focus group - education, science and research, premises and technology. In the third stage, the importance of the particular stakeholders was identified for the fields mentioned in the stage two. In order to gain the necessary information, a set interview method was chosen. Native students were identified as the most important stakeholder for the field - education, academic staff as the most important for the field - research and development and enterprises as the most important stakeholder for the field - premises and equipment. The results of the research conducted provided the authors with a convenient base for formulating the conceptual scheme for managing stakeholder universities' satisfaction.

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