scholarly journals Engaging Faculty in Professional Development: Lessons From Bangladesh

2019 ◽  
Vol 9 (2) ◽  
pp. 124
Author(s):  
Mohammad Omar Shiddike ◽  
Asif Ali Rahman
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Learning Activities ◽  
Faculty Engagement ◽  
Self Awareness ◽  
Student Interactions ◽  
Formal And Informal Learning ◽  
Academic Publications ◽  
Teaching Curriculum ◽  
Faculty Student Interactions

Engagement can be defined as participation, involvement, and commitment (Harper & Quaye, 2015). This paper explains faculty engagement in professional development. Faculty engagement in professional development can be defined as faculty participation and involvement in formal and informal learning activities. These formal and informal activities focus on professionalism that might include exercises leading to the development of knowledge, skills, abilities, values, and self-awareness. Some examples of these formal and informal learning activities are classroom teaching, curriculum and instruction development, training, consulting, faculty/student interactions, workshops/conferences, and academic publications etc. Faculty engagement in professional development incorporates the total sum of formal and informal learning or continuous learning throughout one’s career (Broad & Evans, 2006; Capps, Crawford, & Constas, 2012). Since professional development includes faculty engagement, the paper explores how university faculty professionally develop themselves through engagement.

scholarly journals Learning to stay employable

2018 ◽  
Author(s):  
Dominik Emanuel Froehlich ◽  
Simon Beausaert ◽  
Mien Segers ◽  
Maike Gerken
Keyword(s):  
Informal Learning ◽  
Indirect Effects ◽  
Learning Activities ◽  
Chronological Age ◽  
Cross Sectional ◽  
Mediation Effects ◽  
Older Employees ◽  
Welfare Systems ◽  
Formal And Informal Learning ◽  
The Relationship

Purpose – The purpose of this paper is to examine the effects of chronological age and formaland informal learning activities on employability. Furthermore, indirect effects of age on employabilityvia learning activities were tested.Design/methodology/approach – The authors conducted quantitative, cross-sectional surveyresearch (n¼780) in three Dutch and Austrian organizations to study the relationship betweenchronological age, formal and informal learning activities, and employability using structural equationmodeling.Findings – The authors find that both formal and informal learning increase employees’ employability.However, each type of learning contributes to different components of employability. Additionally, theauthors find indirect effects of chronological age on employability via formal learning.Research limitations/implications – The results question the focus on chronological age inorganizational and political decision making and contribute new insights for the management of anincreasingly older workforce.Practical implications – The findings question the predominant use of chronological age asdecisive criterion in organizational and national policies and call for closer examination of stereotypesagainst older employees. Employees should be supported in pursuing learning activities – irrespectiveof their chronological age. The implications of limiting employees’ access to formal learning activitiesmay limit their future employability. Individual employees, however, are in control of their informallearning activities, and this is a very important lever to maintain and develop employability.Social implications – Given the increasing dependency of social welfare systems on older people’sactive participation in the labor market, this study stresses that it is not chronological age per se thataffects people’s employability. This diverges from the way of how chronological age is used in policymaking.Originality/value – This study contributes further evidence for the relationships of age and formaland informal learning on employability. Additionally, it extends previous literature by examiningdifferent effects on different facets of employability, criticizing the prevalent use of chronological age,and investigating potential mediation effects.

Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities

2011 ◽  
Vol 27 (1) ◽  
pp. 116-126 ◽  
Author(s):  
Dirk Richter ◽  
Mareike Kunter ◽  
Uta Klusmann ◽  
Oliver Lüdtke ◽  
Jürgen Baumert
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Learning Opportunities ◽  
Teaching Career ◽  
Formal And Informal Learning ◽  
Career Teachers

scholarly journals Re/Claiming Agency: Learning, Liminality and Immigrant Service Organizations

2008 ◽  
Vol 3 (1) ◽  
Author(s):  
Tara Gibb ◽  
Evelyn Hamdon ◽  
Zenobia Jamal
Keyword(s):  
Informal Learning ◽  
Participant Observation ◽  
Service Organizations ◽  
Learning Activities ◽  
Service Organization ◽  
Support Programs ◽  
Liminal Spaces ◽  
New Immigrants ◽  
Formal And Informal Learning ◽  
New Knowledge

To facilitate the settlement of new immigrants, immigrant service organizations provide a range of services and opportunities for both formal and informal learning. These organizations, however, also act as liminal spaces in which the women who access their services may renegotiate identities, create new knowledge and forge new conceptions of community. The purpose of this article is to present an analysis of the data from two organizations which were sites for a larger research project designed to explore the formal and informal learning processes in immigrant service organizations. The data for this study was collected through client interviews and participant observation of formal and informal learning activities at two immigrant service organization that provide settlement, educational and support programs and services for immigrant women.

scholarly journals Education–Job Fit and Work-Related Learning of Recent Graduates: Head Start or Filling a Gap?

2020 ◽  
pp. 089484532090478
Author(s):  
Ilke Grosemans ◽  
Katrien Vangrieken ◽  
Liesje Coertjens ◽  
Eva Kyndt
Keyword(s):  
Head Start ◽  
Informal Learning ◽  
Learning Activities ◽  
Job Fit ◽  
Work Related ◽  
Learning At Work ◽  
Formal And Informal Learning ◽  
Recent Graduates ◽  
First Job ◽  
The Relationship

Graduates’ education and its alignment with the first job are of key influence on graduates’ career. It is argued that education–job fit affects work-related learning, which is important for recent graduates to cope with the demands of their new job. Theoretically, two (contradicting) processes have been put forward describing the relationship between education–job fit and work-related learning: Whereas the complementing hypothesis argues that work-related learning builds on existing competences, the substituting hypothesis assumes that work-related learning compensates in case of misalignment. These hypotheses were assessed by identifying latent fit profiles of recent graduates ( N = 779) and comparing differences regarding work-related learning. Four distinct profiles were identified: full fit, horizontal fit, vertical fit, and full misfit. Results supported the complementing hypothesis, arguing that learning at work complements what was learned during higher education. Furthermore, this study demonstrated how fit profiles differently influence formal and informal learning activities.

scholarly journals Building major competencies for enhancing higher education for sustainable development

2021 ◽  
Vol 250 ◽  
pp. 07002
Author(s):  
Alexander Ivanov ◽  
Svetlana Tolstikova ◽  
Larisa Ovcharenko ◽  
Tatiana Morozova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Sustainable Development ◽  
Informal Learning ◽  
Education For Sustainable Development ◽  
Environmental Responsibility ◽  
Teaching Process ◽  
Factors Affecting ◽  
Formal And Informal Learning

This paper focuses on the specifics and preconditions for building major competencies that are envisaged for enhancing higher education for sustainable development (ESD). It looks into the professional development of specialists in higher education, factors affecting individual stages of professional development of these specialists, as well as into the role of the environment in their professional development. Furthermore, it studies the formal and informal learning as the important setting leading to the creation of the major competencies for linking globalization, complexity and environmental responsibility and channelling them to students through the teaching process in higher education.

scholarly journals Teachers views' on awareness of environmental acquiring in informal learning environments: The sample of Kocaeli Science Houses)

2013 ◽  
Vol 3 (1) ◽  
pp. 15-26 ◽  
Author(s):  
Ragıp Çavuş ◽  
Ünsal Umdu Topsakal ◽  
Aysun Öztuna Kaplan
Keyword(s):  
Informal Learning ◽  
Learning Environments ◽  
Learning Activities ◽  
Analysis Method ◽  
Informal Learning Environments ◽  
Purposeful Sampling ◽  
Content Analysis Method ◽  
Formal And Informal Learning ◽  
School Learning ◽  
Out Of School

The aim of this study is to determine the teachers' view about getting students be aware of awareness of environmental according to the activities in Science Houses. 15 Science and Technology teachers working in Kocaeli Science House participated to the search which has been carried out in 2011 - 2012.In this research fenomological approach has been applied. Purposeful sampling is used. Semi-structure interviews and open-ended question forms which were prepared by the researchers and checked by experts were applied as data collection tools. Content analysis method is used for data analyzing.Teachers who participated in this study emphasized the importance of out of school learning environments and also Science Houses' activities for awareness of environmental. Furthermore they added that formal and informal learning activities should be together and teachers should take students to the out of school learning environments.When the literature is examined it is seen that informal and formal leaning areas are both important for awareness of environmental. In this research views of teachers working in out of school learning environments about the activities and students' awareness of environmental are investigated according the literature. As a result of this study it is found that out of school learning environments are important for awareness of environmental and these areas and their activities should be increased. It is hoped that this research will help the investigators who want to study about out of school learning environments.

New Shoots from Old Roots

1998 ◽  
Vol 12 (3) ◽  
pp. 172-177
Author(s):  
Elaine Hendry ◽  
Mark Waltham
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Continuing Professional Development ◽  
Employee Development ◽  
Holistic Approach ◽  
Research Projects ◽  
10Th Anniversary ◽  
Current Trends ◽  
Formal And Informal Learning ◽  
Development Unit

On the occasion of its 10th anniversary, the authors describe the development of Cambridge University's continuing professional development unit, the Cambridge Programme for Industry (CPI). From its beginnings in the provision of short, technical courses, the CPI has moved towards a more holistic approach to professional development, reflecting current trends in support of lifelong learning. The unit provides a bridge between academic theory on formal and informal learning and learning organizations, and the reality of businesses of all sizes working towards new approaches to employee development. Three case studies of current projects, together with an outline of two newly-funded research projects illustrate the CPI's present focus.

Training preparation and the professional development of principals in Henan Province, China: formal and informal learning

2017 ◽  
Vol 19 (1) ◽  
pp. 41-51 ◽  
Author(s):  
Na Jiang ◽  
Bambang Sumintono ◽  
Corinne J. Perera ◽  
Alma Harris ◽  
Michelle S. Jones
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Henan Province ◽  
Formal And Informal Learning
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