scholarly journals Experiences of Sessional Educators within an Australian Undergraduate Paramedic Program

2017 ◽  
Vol 14 (1) ◽  
pp. 73-83
Author(s):  
Brett Williams ◽  
◽  
Bronwyn Beovich ◽  
Keyword(s):  
Professional Development ◽  
Performance Feedback ◽  
Qualitative Methodology ◽  
Structured Interviews ◽  
Professional Needs ◽  
Transmission Of Information ◽  
Widespread Phenomenon ◽  
The University ◽  
Purposive Sample ◽  
Interview Analysis

Background: The use of casual staff within the university undergraduate educational setting is a widespread phenomenon worldwide. However a lack of understanding exists regarding experiences of recruitment, support, professional development and other perceived professional needs in this area. Although previous studies of the experience of sessional educators have been reported in the literature, this is the first to describe experiences within the paramedic discipline. Objectives: To explore the experiences of sessional educators in an undergraduate program within the paramedic department of a university in Melbourne, Australia. Methods: A qualitative methodology was used that involved 10 semi-structured interviews with a purposive sample of sessional paramedic educators. Data collected from the interviews were thematically analysed to identify major issues from interview transcripts. The study was conducted in the paramedic department of a major university located in an outer metropolitan area of Melbourne, Australia. Results: Interview analysis identified five key themes of the sessional paramedic educator experience: informal processes, program inconsistencies, preparation for teaching, connection and support, and, educator benefits. Conclusion: This study fills a gap in the literature by describing the experiences of paramedic sessional educators, which was previously unreported. Many of the experiences expressed were commonly reported in the literature from other disciplines. Although the experiences was generally described as positive, the study identified a need for targeted support of these individuals, including formalisation of employment procedures, encouraging the open and timely transmission of information, as well as provisions for performance feedback and professional development.

scholarly journals Portfolio as a Tool for Self- Reflection and Professional Development for Pre-Service Teachers

2021 ◽  
Vol 20 (2) ◽  
pp. 22-35
Author(s):  
Arlinda Beka ◽  
Ganimete Kulinxha
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Qualitative Methodology ◽  
Structured Interviews ◽  
Self Reflection ◽  
Professional Goals ◽  
Teaching Portfolio ◽  
Faculty Of Education ◽  
The University ◽  
Department Faculty

Self-reflections, especially those done through the usage of portfolios, are an essential component of teaching. Portfolio reflections allow pre-service teachers to set professional goals. This research was conducted using qualitative methodology, and all semi-structured interviews were organised with students and graduates from the Early Childhood Department-Faculty of Education, University of Prishtina. The research results show that a portfolio provides future teachers with the opportunity to organise their work better while enabling cooperation between pre-service teachers, which ergo, directly affects their professional competencies. Owing to its benefits, portfolio should be integrated by the Faculty of Education of the University of Prishtina as an integral part of its work with students.

CONSIDERATIONS OF TALENT MANAGEMENT IN RETENTION OF ACADEMICS IN THE NATIONAL UNIVERSITY OF LESOTHO

2021 ◽  
Author(s):  
Theressa Madzingesu Zengeya ◽  
◽  
Gregory Alexander ◽  
Desiree Pearl Larey ◽  
◽  
...  
Keyword(s):  
Social Theory ◽  
Qualitative Methodology ◽  
Management Practices ◽  
Talent Management ◽  
Symbolic Capital ◽  
Management Program ◽  
Structured Interviews ◽  
Design And Implementation ◽  
National University ◽  
The University

The aim of the study was to examine the contribution of talent management practices at the National University of Lesotho in the retention of talented academics. The university has immense competition within the local, regional and international labour market. It isthreatened by high mobility and low retention of highly qualified staff, which has affected the quality of learning, especially postgraduate programmes. The study employed Bourdieu’s social theory and Adam’s theory of equity as a theoretical lens to understand talent management practices to retain talented academics. Bourdieu’s theory was used to offer insight on the various forms of capital, and how the capitals could be instrumental in the design and implementation of talent management practices in order to increase retention of talent in universities. In this study ‘talent’ is used to refer to holders of doctorates, associate professors and professors or researchers of new information and theories and inventors of new technology with great potential to make a significant impact on the university’s productivity. A literature review was undertaken to examine how the social theory of Bourdieu, particularly the conversion of different kinds of capital (symbolic capital) are used by the university to recognise the value of talented academics in order to retain these academics. Following a qualitative methodology and purposive sampling, data was generated through semi-structured interviews and document analysis to advance a critical and interpretive understanding of the perspectives of talent management from both management and talented academics in the university. Thematic analysis was used to synthesise the data. The data from fourteen (14) participants composed of management and academics revealed that, though the university is implementing talent management practices, it does not have an official and structured talent management program, which is imperative in retaining academics. This study concludes by advocating the design and implementation of a formal, contextual and structured talent management framework, in consultation with all key stakeholders, in order to increase retention of talent academics in the National University of Lesotho.

scholarly journals Mega-events brand meaning co-creation: the Olympic case

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nathalia Christiani Tjandra ◽  
Ivana Rihova ◽  
Sarah Snell ◽  
Claire S. Den Hertog ◽  
Eleni Theodoraki
Keyword(s):  
Qualitative Methodology ◽  
Brand Identity ◽  
Structured Interviews ◽  
Historical Sources ◽  
Content Type ◽  
Brand Meaning ◽  
Stakeholder Perspective ◽  
Multi Stakeholder ◽  
Mega Event ◽  
Purposive Sample

Purpose This paper aims to explore a multi-stakeholder perspective on brand meaning co-creation in the context of the Olympic Games as a unique mega sports event brand with a strong brand identity, to understand how the brand manager may integrate such co-created meanings in a negotiated brand identity. Design/methodology/approach Using a qualitative methodology, the paper provides a tentative framework of co-created Olympic brand meanings by exploring the narratives of stakeholders’ brand experiences of the brand. Sixteen semi-structured interviews with a purposive sample of Olympic stakeholders were conducted and analysed to identify key meanings associated with the Olympic brand. Findings Through their transformational and social experiences of the Olympic brand, stakeholders co-create brand meanings based on Olympic values of excellence, friendship and respect. However, at the same time, they offer their own interpretations and narratives related to competing meanings of spectacle, exclusion and deceit. Alternative brand touchpoints were identified, including blogs; fan and sports community forums; educational and academic sources; and historical sources and literature. Practical implications The brand manager must become a brand negotiator, facilitating multi-stakeholder co-creation experiences on a variety of online and offline engagement platforms, and exploring how alternative brand touchpoints can be used to access co-created brand meanings. Originality/value The study contributes to tourism branding literature by providing exploratory evidence of how brand meanings are co-created in the relatively under-researched multi-stakeholder sports mega-event context.

scholarly journals Factors Related to Students’ Drop Out of a Distance Language Learning Programme

2018 ◽  
Vol 7 (2) ◽  
pp. 12
Author(s):  
Rahmat Budiman
Keyword(s):  
Language Learning ◽  
Longitudinal Research ◽  
Dropout Rate ◽  
Drop Out ◽  
Dropping Out ◽  
Structured Interviews ◽  
Unmet Expectations ◽  
Work Family ◽  
The University ◽  
Purposive Sample

This paper presents a study that examined the reasons for dropping out of a distance language learning programmeoffered by an open university in Indonesia. A purposive sample of students who registered for online English writingcourses at the university was used. To gain a better understanding of the issues, the study also sought informationfrom online tutors. A longitudinal research design employing qualitative research method was used over four stagesof data collection. Open-ended question surveys were adopted to gain an understanding of underlying reasons forpersisting or discontinuing their studies. Semi-structured interviews were conducted at each stage to obtain deeperinformation from the students and the online tutors. The data was analysed with NVivo version 10. The findings ofthe open-ended question surveys and the interviews indicated that the major reasons that led the students to drop outwere lack of basic skills in English, unmet expectations, feelings of isolation, and the inability to balance work,family, and study responsibilities. The study offers a theoretical framework to describe the factors related to studentdropout from a distance language learning programme. This study also offers models of interaction, teaching andlearning in distance language learning to minimise the dropout rate.

scholarly journals Synergistic Team Teaching for Professional Development: A Case Study Approach

2020 ◽  
Vol 20 (35) ◽  
Author(s):  
Natalia Ramírez Casalvolone
Keyword(s):  
Professional Development ◽  
Team Teaching ◽  
Teaching And Learning ◽  
Classroom Context ◽  
Structured Interviews ◽  
Study Approach ◽  
Contextualized Learning ◽  
The University ◽  
Teacher's Knowledge

This study proposes an innovative approach for English professors who lack the time to engage in professional development (PD) programs, believe such programs are conducted in a decontextualized manner, or regard them as too expensive. Based on a qualitative case study performed from January to September 2018, this study addresses the following question: How can team teaching promote PD for mid-career English as a foreign language university professors? It investigates the types of PD that emerged when two English professors at the University of Costa Rica engaged in synergistic team teaching. Theparticipants team taught a course for students newly admitted into the English-teaching major. In this study, synergistic team teaching is understood as a method in which two professors share classroom space and teaching practices and engage in planning discussions together. To understand what the participants learned when practicing team teaching, data were collected through semi-structured interviews and coded following Creswell and Poth’s (2018) data analysis spiral. The coding was developed in light of the conceptualization of PD developed by Guskey (2002), Sparks (2002), and Johnson (2006). Accordingly, thisstudy identifies instances (during the interview or during the classroom observation) that can be interpreted as change of the classroom practices, change in the attitudes and beliefs of the professors (Guskey, 2002), continuous improvement of teaching and learning (Sparks, 2002), and teacher’s knowledge transformed into practice (Johnson, 2006). This study shows how team teaching offers professors a community of practice in which they can share, discuss, and implement new teaching knowledge. Through team teaching, teachers receive PD benefits that match their classroom context perfectly, enabling them to engage in authentic, fully contextualized learning opportunities.

scholarly journals The ERASMUS Teaching Staff Mobility: The Perspectives and Experiences of Turkish ELT Academics

2016 ◽  
Author(s):  
Enisa Mede ◽  
Filiz Tuzun
Keyword(s):  
Professional Development ◽  
Positive Impact ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Home Institution ◽  
Sample Method ◽  
Purposive Sample

The purpose of this study is to investigate the perspectives and experiences of the Turkish ELT academics about joining ERASMUS Teaching Staff Mobility Program. Under the light of former studies and literature, this study attempts to investigate the preferences of the ELT academics for participating in the ERASMUS Teaching Staff Mobility, to examine the contribution of the enrollment in this program to their professional development and home institution, and finally, to learn about the problems they faced during the mobility period(s). Purposive sample method was used to select seventeen Turkish ELT academics to participate in this study. The data were obtained through a triangulated approach, in which questionnaires, semi-structured interviews and reflective essays were administered to the participants. The findings revealed that apart from some problems experienced before and during the program, the Turkish ELT academics preferred to participate in the ERASMUS Teaching Staff Mobility due to its positive impact on their professional development and their home institution.

scholarly journals Competency of Zimbabwean Teachers Who Completed In-Service Teachers Training Program in Inclusive Education

2019 ◽  
Vol 10 (1(V)) ◽  
pp. 22-29
Author(s):  
Patricia Muvirimi
Keyword(s):  
Professional Development ◽  
Special Needs ◽  
Inclusive Education ◽  
Teaching Strategy ◽  
Structured Interviews ◽  
Extensive Training ◽  
Special Needs Education ◽  
Analyse Data ◽  
Teachers Training ◽  
Purposive Sample

This qualitative study examined the competency of in-service teachers in inclusive education inZimbabwe. A purposive sample of 15 graduate in-service special needs education teachers selected from onestate university participated in the study. Semi structured interviews were used to collect data. Thematicanalysis was used to analyse data. The study established that for most of the teachers, the in service trainingfairly managed to prepare them adequately to teach in an inclusive class. It was also found from the study thatmost teachers interviewed are knowledgeable in identifying children with special needs. Peer tutoring andinteraction groups were common methods of teaching. It was also reported that lack of resources and lack ofsupport from other teachers were major challenges impeding teachers from meeting the needs of the learnersin inclusive setting. The study further revealed that extensive training on use of individual educationalprogram is needed during training. The study recommends that teachers be evaluated on all relevantcompetences during teaching practise which could enhance the professional development of in-serviceteachers in inclusive education. Another recommendation is that micro teaching strategy be used to fine tunethe teachers skills in teaching in an inclusive classes.

scholarly journals How to Become Experienced? The Practice of Novice Lecturer Professional Development at A Public University

2021 ◽  
Vol 20 (10) ◽  
pp. 117-132
Author(s):  
Yu Hong ◽  
Arnida Abdullah ◽  
Soaib Asimiran ◽  
Mohd Mokhtar Muhamad
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Academic Career ◽  
Continuous Process ◽  
Public University ◽  
Structured Interviews ◽  
Technology Application ◽  
Information Technology Application ◽  
The University ◽  
Professional Confidence

Novice lecturer professional development is regarded as a continuous process that begins during pre-service lecturer training and continues throughout the academic career. It is focused on enabling and empowering lecturers by improving their professional confidence, teaching skills, and classroom management. The purpose of this paper is to explore the professional development practices of novice lecturers and to comprehend their situation and feelings about these practices at a public university in China. Using a qualitative case study, five novice lecturers were selected to participate in this study. Relevant programs and activities on professional development are analyzed. Semi-structured interviews were conducted to explore the perceptions of novice lecturers. Another data collection method was documentation. The findings indicate that the professional development practices of novice lecturers in this selected university were done by organizing lecturer teaching competitions, teaching ability training, establishing the mentorship system, information technology application ability training. Novice lecturers are generally satisfied with the implementation of these programs and activities and hope that the university could provide more opportunities to help them grow quickly.

scholarly journals DESENVOLVIMENTO PROFISSIONAL DE PROFESSORES QUE ENSINAM MATEMÁTICA: A VISÃO DA GESTÃO ESCOLAR

2020 ◽  
Vol 17 (1) ◽  
pp. 280-297
Author(s):  
Luciano Melo Santos ◽  
Maria Elizabete Souza Couto
Keyword(s):  
Professional Development ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
School Principal ◽  
Research Groups ◽  
Structured Interviews ◽  
Professional Development Of Teachers ◽  
External Sources ◽  
Education Network ◽  
The University

This article aims to understand how school management has been organizing professional development situations for teachers in the daily activities of actions planned and developed with peers. It is a qualitative research, carried out in a public school in the municipal education network, which has the partnership of an ONG and is located in a city in the southern region of Bahia. To collect data, we conducted semi-structured interviews with the school principal and pedagogical coordinator. From the analysis of the material produced in the interviews, it was possible to understand that the movement proposed by management for the professional development of teachers, in this case, those who teach Mathematics, is to allow, guarantee, encourage, participate and bring their teachers closer to external sources of training, such as the University and research groups, valuing the school culture, as a place for teaching and learning and for the proposals presented in the Pedagogical Project of the School, favoring the school space so that teachers can discuss and put into practice this formation and the reflection of the practice; professional development and social justice, as part ofthe working conditions necessary for the good performance of the teacher in the task of promoting learning to his students; and dialogue with teachers who teach mathematics to advance the construction of the student's mathematical knowledge and the professional development of teachers.

scholarly journals Career satisfaction among medical school professors: a case study in Brazil

2009 ◽  
Vol 33 (3) ◽  
pp. 339-348 ◽  
Author(s):  
Nilce Maria da Silva Campos Costa
Keyword(s):  
Medical School ◽  
Qualitative Methodology ◽  
Career Satisfaction ◽  
Medical Profession ◽  
Well Being ◽  
Faculty Members ◽  
Structured Interviews ◽  
The University ◽  
University Setting

OBJECTIVE: To investigate the career satisfaction of medical school professors in relation to initial motivation, satisfaction factors, and the desire to remain in the profession. METHODOLOGY: A qualitative methodology was used, based on questionnaires and semi-structured interviews with faculty members at a federal institution of higher education in Brazil. RESULTS: For 42.86% of the sample, teaching began while they were medical students; 80% had chosen teaching either as a vocation or due to influence from families or professors; 20% chose teaching as a professional opportunity. The majority, 57.14%, stated they were happy with teaching, and 51.42% did not plan to leave the career. Factors involved in satisfaction with teaching were: the possibility of remaining up-to-date in the medical profession, the feeling of doing their duty, their contribution to training future doctors, and contact with young people and the university setting. Factors leading to dissatisfaction were pedagogical (33.33%), economic (30.95%), institutional (14.28%), and relational (14.28%). CONCLUSIONS: Subjects expressed a positive attitude towards teaching, and because of their great personal satisfaction with the career, they did not plan to leave it. These findings should shed light on factors that interfere with career satisfaction and help increase those that promote satisfaction, thus improving the productivity and well-being of medical professors.

Sign in / Sign up

Export Citation Format

Share Document