scholarly journals Autopercepción como docentes de los bibliotecarios del grado universitario en enfermería en España

2021 ◽  
Vol 24 (2) ◽  
Author(s):  
César Manso Perea ◽  
Aurora Cuevas Cerveró ◽  
Eva García-Carpintero Blas ◽  
Esther Martínez Miguel
Keyword(s):  
Conceptual Understanding ◽  
Qualitative Approach ◽  
Management Skills ◽  
Structured Interviews ◽  
Interpretive Study ◽  
Pedagogical Training ◽  
Desarrollo Profesional ◽  
Academic Librarian ◽  
Spanish Universities ◽  
The University

Las funciones de los bibliotecarios en la universidad incluyen cada vez más responsabilidades relacionadas con la docencia. Se ilustra la relevancia del acceso y uso competente de la información en el Grado en enfermería. El bibliotecario docente universitario emerge como la figura que debe asumir responsabilidad en la formación de los estudiantes en materia de información. El objetivo del estudio fue analizar las percepciones que estos tienen con respecto a su desarrollo profesional y sus funciones como docentes. Se optó por un estudio descriptivo e interpretativo con un abordaje cualitativo. Se realizaron 21 entrevistas semiestructuradas a bibliotecarios de 18 universidades españolas que imparten docencia en el Grado en Enfermería. Los hallazgos sugieren que los bibliotecarios demandan más formación pedagógica antes de comenzar su carrera bibliotecaria, colaboración de los docentes y reconocimiento por parte de la universidad para una perfecta comprensión de su concepto como nueva figura en la docencia. The functions of librarians in the university increasingly include responsibilities related to teaching. The relevance of the competent access and use of information in the Nursing Degree is shown. Academic librarian in University emerges as the accurate figure to assume responsibility in the "information management skills" student´s training. The objective of this study was to analyze the librarians perceptions regarding professional development and their functions as teachers. Through qualitative approach, a descriptive and interpretive study was performed. Twenty-one semi-structured interviews were conducted with librarians from 18 Spanish universities teaching in the Nursing Degree. The findings suggest that librarians demand more pedagogical training before starting their library career, mayor collaboration with teachers and institutional recognition as necessary for a perfect conceptual understanding of their new teaching figure.

scholarly journals Methodological Strategies of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education

2021 ◽  
Vol 13 (6) ◽  
pp. 3031
Author(s):  
Almudena Cotán ◽  
Arecia Aguirre ◽  
Beatriz Morgado ◽  
Noelia Melero
Keyword(s):  
Universal Design For Learning ◽  
Computer Software ◽  
Faculty Members ◽  
Structured Interviews ◽  
Inductive System ◽  
Inclusive Practice ◽  
Design For Learning ◽  
Inclusive Pedagogy ◽  
Spanish Universities ◽  
The University

This study presents findings that can pose an advancement in the development of inclusive teaching practices in the university scope. The aim of this work was to understand the methodological strategies that inclusive faculty members use in their classrooms and the difficulties that they find in the implementation of such strategies. A total of 119 faculty members from different fields of knowledge of 10 Spanish universities participated in this study. The data were gathered through semi-structured interviews and later analysed using an inductive system of categories and codes with computer software MaxQDA 12. The obtained data show the actions that these faculty members take to interact with their students, the methodologies they use to teach, the strategies they implement to promote their learning and the difficulties that hinder their inclusive practice in the classroom. This study concludes that there are faculty members who are committed to designing teaching projects based on the principles of Universal Design for Learning. They developing active methodologies in the classroom and attending to the diversity of the students through the necessary support and adjustments, from the approach of inclusive pedagogy.

scholarly journals The effect of Israeli checkpoints on Palestinian students’ psychology: An-Najah National University’s students as a case study

2021 ◽  
Vol 58 (1) ◽  
pp. 3142-3148
Author(s):  
Sima Fareed Abed Al-Hadi Et al.
Keyword(s):  
Negative Impact ◽  
Qualitative Approach ◽  
Main Concern ◽  
Structured Interviews ◽  
Academic Achievements ◽  
Online Platforms ◽  
National University ◽  
Psychological Pressure ◽  
The University

This paper documents several key contributions made to the field of psychology and education. The main aim of this paper is to investigate the psychological pressures resulting from the Israeli military checkpoints on Palestinian university students who are passing through Azzun area to their university. The study focused on the negative impact of Israeli checkpoints on their daily life routine at the university such as their academic plans, intended goals, and time organizations. The researchers adopt the qualitative approach for this study. The sample of the study included (5) students of both genders who were randomly selected for this study. For data collection, the researchers used semi-structured interviews to identify the opinion of the study sample regarding the questions of the study. The researchers developed four main questions to collect data comprehensively. The results of the study show that Israeli checkpoints are considered their main concern every single day they come to university. The stay sample agreed among themselves on the fact that checkpoints cause headache, tension, low-academic achievements, and frustration. The study recommended An-Najah National University to facilitate their needs in case they miss an exam or arrive late at the university. Furthermore, the study recommended using technology to support and assist those who face psychological pressure through online platforms.

scholarly journals Organizational Complexities of Experiential Education: Institutionalization and Logic Work in Higher Education

2021 ◽  
pp. 105382592110289
Author(s):  
Emerson LaCroix
Keyword(s):  
Experiential Education ◽  
Ground Level ◽  
Qualitative Approach ◽  
Organizational Dynamics ◽  
Structured Interviews ◽  
Organizational Perspective ◽  
Textual Data ◽  
The University ◽  
Institutional Actors

Background: Universities continue to experience pressure to prepare work-ready graduates. In Ontario, this has recently taken the form of new provincial funding metrics which include experiential education. This places more formal pressure on all provincial universities to foster experiential education. Purpose: This study focuses on the organizational dynamics within a selected university as it developed an Experiential Education Certificate (EEC). Methodology/Approach: Using a qualitative approach, this case study relies on multiple methods. Content analysis was used to analyze textual data that framed the EEC. Semi-structured interviews ( n = 12) with institutional actors were used to analyze how experiential education is framed administratively and practiced at the technical level of the university. Findings/Conclusions: Although the EEC reflected a management logic, it was not fully aligned with the academic logic of ground-level technical actors (e.g., professors). Institutionalizing experiential education has implications for multiple logics at play within universities and thus requires more “logic work” of those working within. Implications: This exploratory study lays the groundwork for further theorizing experiential education from an organizational perspective, namely, studying experiential education across disciplines, theorizing at the field level, and including administrators.

scholarly journals University-school partnerships as arrangements in policy implementation

2017 ◽  
Vol 2 (3) ◽  
pp. 134-145 ◽  
Author(s):  
Unni Vere Midthassel
Keyword(s):  
Policy Implementation ◽  
Design Methodology ◽  
Qualitative Approach ◽  
Mutual Trust ◽  
Structured Interviews ◽  
School Partnerships ◽  
University Partnerships ◽  
Content Type ◽  
University School Partnerships ◽  
The University

Purpose The purpose of this paper is to add to the knowledge base of school-university partnerships by exploring such partnerships in terms of policy implementation. Design/methodology/approach This paper takes a qualitative approach using semi-structured interviews. Findings To achieve a joint understanding of roles, focus, and work in the partnerships based on the schools’ needs and scholars’ competence was crucial. This was not easily achieved in all partnerships. Conflicting expectations were part of the process. Although they were demanding, the partnership arrangements also represented opportunities for the university scholars to learn. Originality/value The findings suggest that partnership arrangements require parties that understand the implications of this collaboration and that respect, mutual trust, and joint understanding are needed. It is likely that bringing different parties together will create conflicts that must be resolved. If unfamiliar to the parties, the use of partnership arrangements is itself an implementation that has its own process that operates in parallel to the work in focus.

scholarly journals Categorizing findings on Language Tutor Autonomy (LTA) From Interviews

Relay Journal ◽  
2018 ◽  
pp. 236-246
Author(s):  
Tomoya Shirakawa
Keyword(s):  
Teaching And Learning ◽  
Social Contexts ◽  
Qualitative Approach ◽  
Future Research ◽  
Structured Interviews ◽  
Practical Applications ◽  
Tutoring Program ◽  
Wide Range ◽  
International University ◽  
The University

Language Tutor Autonomy (LTA) is a new area of research and spans a wide range of social contexts with important implications. Anyone can be a tutor, and by doing so, they can learn by teaching. LTA can potentially may have many practical applications and, therefore, should be subject to further investigation. This study used interviews to understand LTA from the tutors’ perspective. The context was a peer tutoring program at an international university in Japan specializing in self-access learning. 11 tutors participated in the research, who are all undergraduate (2nd to 4th year) students enrolled in the university. A qualitative approach using semi-structured interviews was employed in order to understand how their teaching as tutors influences their learning as students, and, primarily, to identify unique aspects of LTA. The results were organized according to interview questions concerning: (1) dealing with difficulty, (2) preparing for weekly sessions, (3) sharing experiences (beyond teaching English) and (4) developing personally from the tutoring experience. The paper will offer a model of LTA and a framework for future research and practical applications in self-access learning settings, including peer teaching and learning advising.

Motherhood: an impediment to workplace progression? The case of Cyprus

2016 ◽  
Vol 35 (5/6) ◽  
pp. 364-382 ◽  
Author(s):  
Maria Socratous ◽  
Laura Galloway ◽  
Nicolina Kamenou-Aigbekaen
Keyword(s):  
Design Methodology ◽  
Qualitative Approach ◽  
Cultural Norms ◽  
Structured Interviews ◽  
Content Type ◽  
Family Friendly ◽  
The University ◽  
Chartered Accountants ◽  
Big Four

Purpose The purpose of this paper is to identify potential explanations on why motherhood affects the non-progression of women, in Cyprus, to the top of the organisational ladder. Design/methodology/approach For the purposes of the study a qualitative approach was taken and semi-structured interviews were used. The interviews were conducted with specific, preselected employment groups. These were chartered accountants from the Big Four (PWC, Deloitte, Ernst & Young, KPMG) companies in Cyprus and academics working at the University of Cyprus. Findings It has been identified through the interviews that women in Cyprus are faced with impediments on their way to the upper levels of the organisational ladder. The reasons for this vary and one of the most important is the motherhood effect. In particular, the research suggests that cultural norms and perceptions that women should be the primary caregiver are a barrier to advancement for women and there is a lack of family friendly policies and childcare facilities at least in the organisations included in this study. Originality/value This paper sheds light into a previously under-researched area; gender equality in Cyprus. The author also denotes the problems a mother is faced with on her way to the top of the organisational ladder and that culture is of utmost importance with regards to the role of women in the society and the workplace in Cyprus and elsewhere.

scholarly journals Women's entrance to the university: ambitions, difficulties and the desire to proceed

2020 ◽  
Vol 13 (32) ◽  
pp. 1-21
Author(s):  
Sônia Maria Alves de Oliveira Reis ◽  
Samara Gomes Aguiar ◽  
Valquiria Normanha Paes
Keyword(s):  
Content Analysis ◽  
Field Research ◽  
Qualitative Approach ◽  
The State ◽  
Department Of Education ◽  
State University ◽  
Structured Interviews ◽  
Participation Of Women ◽  
The Face ◽  
The University

This study aimed to analyze, based on the specificities of the female condition, how the permanence and participation of women happens to be: “mothers, wives, housewives or workers” in the Department of Education, Campus XII of the State University of Bahia. It is a research based on the assumptions of the qualitative approach, and considering that it is a field research, it used questionnaires and semi-structured interviews to collect the data, later analyzed with the aid of content analysis. The results show that women have experienced a multiplicity of tasks that have overloaded them, this often forces them to choose between performing duties imposed on them, or studying. It is concluded that the profile of women has changed, and as a result of this the academy can no longer make this public invisible, because in the face of a numerical predominance and substantial majority, they now act as protagonists of their own lives.

scholarly journals Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University

2022 ◽  
Vol 14 (1) ◽  
pp. 568
Author(s):  
Samson Maekele Tsegay ◽  
Muhammad Azeem Ashraf ◽  
Shahnaz Perveen ◽  
Mulugeta Zemuy Zegergish
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
Online Teaching And Learning ◽  
Student Centered ◽  
University Teachers ◽  
Pedagogical Training ◽  
Chinese University ◽  
The University

This paper explores the experiences of Chinese university teachers during the COVID-19 pandemic, with a particular emphasis on the teaching and learning methods adopted and the benefits and challenges encountered in the process. It is based on semi-structured interviews with 13 Chinese university teachers selected through purposive sampling. The findings suggest that the COVID-19 pandemic forced the university and teachers to adopt online teaching and learning without necessary preparations. Most of the teachers had no adequate ICT and pedagogical training to engage in online teaching and learning. The teachers used the little knowledge they had to learn creating videos and managing online classes gradually. In addition to the flexibility benefits, online learning is expected to transform the teaching and learning process in China to become more interactive and student-centered, which would be a significant achievement for teachers who have been practicing traditional teaching methods. This research provides a better understanding of the benefits and challenges of online learning, which could be vital for future adjustments or educational reforms.

Different Forms of Work Satisfaction

1998 ◽  
Vol 3 (3) ◽  
pp. 209-218 ◽  
Author(s):  
André Büssing ◽  
Thomas Bissels
Keyword(s):  
Work Satisfaction ◽  
Preliminary Evidence ◽  
Qualitative Approach ◽  
Extended Model ◽  
Work Situation ◽  
Structured Interviews ◽  
Global Satisfaction ◽  
Evaluative Processes ◽  
The Right ◽  
Level Of Aspiration

The extended model of different forms of work satisfaction ( Büssing, 1991 ), originally proposed by Bruggemann (1974) , is suggested as a distinctive qualitative approach to work satisfaction. Six forms of work satisfaction—progressive, stabilized, resigned satisfaction, constructive, fixated, resigned dissatisfaction—are derived from the constellation of four constituent variables: comparison of the actual work situation and personal aspirations, global satisfaction, changes in level of aspiration, controllability at work. Preliminary evidence from semi-structured interviews with 46 nurses shows that the dynamic model is headed in the right direction (qualitative differentiation of consistently high propertions of satisfied employees, uncovering processes of person-work situation interaction). Qualitative methods demonstrated their usefulness in accessing underlying cognitive and evaluative processes of the forms, which are often neglected by traditional attitude-based satisfaction research.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

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