scholarly journals What Works? The Culture of Evidence in University Teaching

2017 ◽  
Vol 10 (10) ◽  
pp. 1
Author(s):  
Clara Romero-Perez ◽  
Tania Mateos-Blanco ◽  
Bárbara De las Heras-Monastero
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Best Practice ◽  
Institutional Support ◽  
University Teaching ◽  
Management Model ◽  
Systematic Analysis ◽  
Culture Of Evidence ◽  
What Works ◽  
Pedagogic Knowledge

This article analyses the culture of evidence in university teaching and its implications in the professional training of teachers in higher education. The new culture of organisation and assessment introduced into university teaching has brought about the configuration of a management model geared towards results and accountability based on solid evidence. Its implementation means that both administrators and teachers are asking themselves: what works? This study shows that the implementation of a culture of evidence requires the adoption of a pluralist vision of evidence, as well as clear criteria for determining the validity of evidence. In addition, teachers should be trained to mobilise systematic pedagogic knowledge and transform their practice, using available institutional support, the systematic analysis of their own experience, and the promotion of best practice.

scholarly journals Peer Review: The Importance Of Education For Best Practice

2010 ◽  
Vol 7 (2) ◽  
Author(s):  
Lynette R. Goldberg ◽  
Douglas F. Parham ◽  
Kathy L. Coufal ◽  
Masako Maeda ◽  
Rosalind R. Scudder ◽  
...  
Keyword(s):  
Higher Education ◽  
Pilot Study ◽  
Peer Review ◽  
Best Practice ◽  
Teaching Effectiveness ◽  
Comprehensive Approach ◽  
University Teaching ◽  
Critical Importance ◽  
Administrative Positions ◽  
Striking Finding

The effectiveness of teaching is expected by an increasingly skeptical public that wants those in higher education to contain costs, increase access, and teach in ways that make sure students learn. An integral and under-used component of documenting teaching effectiveness is peer review. A framework for best practice to ensure a systematic and comprehensive approach to any peer review has been developed and a foundational aspect of this framework is education about the process and its implementation. In the current pilot study, administrators and non-administrators involved in university teaching were surveyed about their knowledge of, and experiences with, peer review. A striking finding was the notable degree of uncertainty about many components of the process on the part of non-administrators. Results verify the critical importance of education prior to and following any peer review, particularly for instructors in non-administrative positions.

Equity of Experience

2013 ◽  
pp. 250-263
Author(s):  
Mary Carroll ◽  
Sue Reynolds ◽  
John Terrell ◽  
Bernadette Welch ◽  
Paul Mercieca
Keyword(s):  
Higher Education ◽  
Information Management ◽  
Professional Training ◽  
Best Practice ◽  
Global Environment ◽  
Design Development ◽  
Online Delivery ◽  
Global Context ◽  
Delivery Modes ◽  
University Of Technology

This chapter examines some of the issues encountered by academics while developing online delivery of the Master of Information Management (MIM) program at RMIT University, Melbourne, Australia. RMIT is a multi-campus university of technology and design founded in the 1880s as a “working man's college” and now operating in a global environment. This global context, along with the challenges confronting Australian higher education and professional training, means that considering the issues arising from the design, development, and delivery of non-traditional delivery modes, such as the online environment, is essential in the quest to provide sustainable quality education. The experience of the educators involved in developing the MIM program may assist others in creating similar programs and provide insights into issues associated with implementing best practice for online instruction.

scholarly journals A Articulação dos Saberes de Experiência e da Ação Pedagógica na Docência Universitária: uma Breve Revisão da Literatura

2021 ◽  
Vol 22 (2) ◽  
pp. 206-216
Author(s):  
Mara Aparecida Alves da Silva ◽  
Lúcia Gracia Ferreira
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Professional Training ◽  
Teaching Profession ◽  
University Teaching ◽  
Pedagogical Practice ◽  
Teaching Knowledge ◽  
Didactic Knowledge ◽  
Epistemological Understanding ◽  
The University

ResumoA docência universitária abrange a ação do professor no Ensino Superior e como em todo ofício, a profissão docente também possui saberes específicos. Na legislação brasileira há um silenciamento em discussões mais profundas que envolvem a formação na docência universitária, principalmente, questões basilares para a formação profissional dos professores: os conhecimentos didáticos e os saberes docentes. Este estudo consiste em uma breve revisão de literatura de pesquisas desenvolvidas no Brasil, nos últimos cinco anos, sobre a articulação da Docência Universitária com os saberes de experiência e da ação pedagógica. Esta investigação consiste em uma pesquisa bibliográfica de abordagem qualitativa. A partir das plataformas investigadas foram encontrados vinte trabalhos distribuídos em onze teses e nove dissertações, com predominância das pesquisas na área de Educação. Apesar do número incipiente de trabalhos analisados, foi identificada uma diversidade de estudos sobre os referidos saberes na Docência Universitária, que destacaram a influência das Histórias de vida e Experiências na prática pedagógica dos professores universitários, percebendo que a formação da profissionalidade ocorre por meio das mediações didáticas e dos saberes docentes. Além disso, algumas pesquisas mencionaram o silenciamento da legislação em relação à formação do professor do Ensino Superior e a necessidade de Políticas Públicas e institucionais capazes de promover um desenvolvimento profissional de qualidade na Universidade. É preciso continuar as pesquisas sobre a Docência Universitária, pois é um campo de estudo relativamente novo no Brasil e requer o entendimento epistemológico para promover ações efetivas na melhoria da qualidade da educação e da formação profissional. Palavras-chave: Professores Universitários. Ensino Superior. Saberes Docentes. AbstractThe University Teaching includes the professor’s action in Higher Education and, as in any other profession, the teaching profession also has specific knowledge. In Brazilian law there is a silence in the deeper discussions that involve training in university teaching, mainly in basic issues for the professors professional training: didactic knowledge and teaching knowledge. This study consists of a brief literature review of researches developed in Brazil in the last five years about the articulation of University Teaching with the experiential knowledge and of pedagogical action. This investigation consists of a literature review with a qualitative approach. From the investigated platforms, 20 papers were found, distributed in eleven theses and nine dissertations, with a predominance of researches in the Education area. Despite the incipient number of studies analyzed, it was identified a diversity of studies referring to knowledge in University Teaching, highlighting the influence of Life Stories and Experiences in university professors’ pedagogical practice, recognizing that the professionalism formation occurs through didactic mediations and teaching knowledge. Besides that, some studies had mentioned the legislation silencing regarding the higher education professors’ training and the necessity of public and institutional policies capable of promoting a quality professional development at the University. It is necessary to continue the University Teaching research because it is a quite new field of study in Brazil and requires an epistemological understanding to promote effective actions to improve the quality of education and professional training. Keywords: University Teachers. Higher Education. Teaching Knowledge.

Current Requirements of the Society to the Professional Training of Specialists in Information Technology Industry in Japan

2014 ◽  
Vol 4 (2) ◽  
pp. 84-89
Author(s):  
Inna Pododimenko
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Communication Technology ◽  
Information Technologies ◽  
Professional Training ◽  
Professional Competence ◽  
Information Communication Technology ◽  
Information Communication ◽  
Quality Of Higher Education

Abstract The problem of professional training of skilled human personnel in the industry of information communication technology, the urgency of which is recognized at the state level of Ukraine and the world, has been considered. It has been traced that constantly growing requirements of the labour market, swift scientific progress require the use of innovative approaches to the training of future ІТ specialists with the aim to increase their professional level. The content of standards of professional training and development of information technologies specialists in foreign countries, particularly in Japan, has been analyzed and generalized. On the basis of analysis of educational and professional standards of Japan, basic requirements to the engineer in industry of information communication technology in the conditions of competitive environment at the labour market have been comprehensively characterized. The competencies that graduate students of educational qualification level of bachelor in the conditions of new state policy concerning upgrading the quality of higher education have been considered. The constituents of professional competence in the structure of an engineer-programmer’s personality, necessary on different levels of professional improvement of a specialist for the development of community of highly skilled ІТ specialists, have been summarized. Positive features of foreign experience and the possibility of their implementation into the native educational space have been distinguished. Directions for modernization and upgrading of the quality of higher education in Ukraine and the prospects for further scientific research concerning the practice of specialists in information technologies training have been suggested

Internationalization in Higher Education in Russia: Challenges, Lessons and Prospects of Collaboration with Vietnam

2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Natalia Kraevskaia
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Knowledge Production ◽  
Professional Training ◽  
National Interests ◽  
International Networks ◽  
International Dimension ◽  
Main Factors ◽  
Internationalization In Higher Education ◽  
New Strategies

The article addresses the needs of educational system in context of rapidly developing globalization and explores internationalization of higher education as one of the main factors which contributes to integration of international dimension to professional training at universities. Different components and strategies of internationalization, such as strong collaboration in teaching, internationalization of the curriculum, cooperation in researches and knowledge production, students and professors’ mobility, and participation in international networks are analyzed in connection to education reform in Russia. The article provides the comparison of internationalization policies in Russian and Vietnamese education systems, argues that innovations in higher education should be adjusted to the national interests, traditions and mentality and finally describes new strategies in collaboration of Russia and Vietnam in the field of education.  

PROFESSIONAL TRAINING OF ELECTRONICS ENGINEERS: APPLYING US EXPERICENCE TO UKRAINAN HIGHER EDUCATION INSTITUTIONS

2020 ◽  
pp. 80-85
Author(s):  
Olha Pavlenko
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Best Practices ◽  
Cost Reduction ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Research And Innovation ◽  
Current State

The article discusses the current state of professional training of engineers, in particular, electronics engineers in Ukrainian higher education institutions (HEIs) and explores best practices from US HEIs. The research outlines the features of professional training of electronics engineers and recent changes in Ukrainian HEIs. Such challenges for Ukrainian HEIs as lack of collaboration between higher education and science with industry, R&D cost reduction for HEIs, and downsizing the research and academic staff, the disparity between the available quality of human capital training and the demanded are addressed. The study attempts to identify successful practices of US HEIs professional training of engineers in order to suggest potential improvements in education, research, and innovation for training electronics engineers in Ukraine.

Docencia en contextos de educación superior: la contribución de “The scholarship of teaching” para el fortalecimiento de la enseñanza llevada a cabo por profesores universitarios

2015 ◽  
pp. 37
Author(s):  
Helena Montenegro Maggio
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
University Teaching ◽  
Educación Superior ◽  
Field Of Study ◽  
Scholarship Of Teaching ◽  
Educacion Superior ◽  
New Challenges ◽  
Teaching In Higher Education

ResumenLa investigación de la docencia universitaria ha sido un campo ampliamente explorado en los países anglosajones pero escasamente abordado y debatido en nuestro país. El presente artículo tiene como propósito contribuir en el debate del fortalecimiento de la docencia universitaria chilena a través de la propuesta de “Scholarship of Teaching” desarrollada porBoyer (1990), lo cual implica nuevos desafíos para las instituciones de Educación Superiory los actores que forman parte de ella.Palabras clave: Docencia Universitaria - profesor universitario - scholarship of teaching- indagación reflexiva. Teaching in higher education contexts: the contribution of "the scholarship of teaching" to strengthen the teaching conducted by university professorsAbstractResearch on university teaching, an extensively explored field of study in Anglo-Saxons’countries, has been hardly examined and debated in Chile. By using Boyer’s “Scholarshipof Teaching”, the aim of this paper is to make a contribution on discussions on how to strengthen Chilean university teaching, which entails new challenges for higher education institutions as well as players that take part on it.Keywords: University teaching - university teacher - scholarship of teaching - practitionerinquiry.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

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