scholarly journals La carrera docente universitaria en España

2020 ◽  
Vol 23 (3) ◽  
Author(s):  
Francisco Javier Hinojo Lucena ◽  
Inmaculada Aznar Díaz ◽  
Antonio Manuel Rodríguez García ◽  
José María Romero Rodríguez
Keyword(s):  
Doctoral Program ◽  
Public Institutions ◽  
University Teaching ◽  
Quantitative Methodology ◽  
Research Staff ◽  
Research And Teaching ◽  
Professional Perspective ◽  
Training And Research ◽  
The University ◽  
University Teacher Training

El inicio de la carrera docente universitaria en España se inicia con la obtención de un contrato predoctoral. Los principales programas subvencionados por organismos públicos son las ayudas de Formación del Profesorado Universitario (FPU) y las ayudas de Formación del Personal Investigador (FPI). Los objetivos del trabajo se relacionaron principalmente con el análisis de la perspectiva profesional de los contratados predoctorales FPU y FPI. Para ello, se ha utilizado una metodología de corte cuantitativo a partir de la aplicación de un cuestionario cerrado tipo Likert. Se establecieron como variables de análisis la propia perspectiva profesional, formación e investigación y docencia. Entre los resultados se constatan algunas de las diferencias propias de cada ayuda, como la labor docente, donde las puntuaciones son más altas en los contratados FPU. Aunque no se encuentran diferencias estadísticamente significativas en función del tipo de ayuda en las distintas variables. Finalmente, se evidencian algunas de las lagunas formativas del colectivo predoctoral y la diferenciación en la perspectiva laboral, en relación al campo de conocimiento del programa de doctorado. The beginning of the university teaching career in Spain usually begins with obtaining a predoctoral contract. The main programs subsidized by public institutions are the aids of University Teacher Training (FPU) and the Training of Research Staff (FPI). The purposes of this paper were mainly related to the analysis of the professional perspective of the FPU and FPI predoctoral staff. For this, a quantitative methodology has been used based on the application of a closed Likert questionnaire. It were established as analysis variables the professional perspective, training and research and teaching. The results show some of the differences inherent to each aid, such as teaching, where the scores are higher in the FPU contracts. Although no statistically significant differences are found depending on the type of aid in the different variables. Lastly, some of the training gaps of the predoctoral group and the differentiation in the work perspective, in relation to the field of knowledge of the doctoral program, are evident.

scholarly journals Bias factors associated with assessing the validity of university teaching: a hierarchical linear model

2006 ◽  
Vol 14 ◽  
pp. 34
Author(s):  
Raciel Acevedo Alvarez ◽  
Nuria Mairena Rodríguez
Keyword(s):  
Data Analysis ◽  
Linear Model ◽  
Hierarchical Linear Model ◽  
University Teaching ◽  
Teacher Competence ◽  
Quantitative Methodology ◽  
Factors Associated ◽  
Class Environment ◽  
The University ◽  
The City

The present study analyzes the variables that are intrinsically linked with the student, professor and class environment in relation to the university educational evaluation questionnaires. The participants in the study were 374 students with an age mean of 19.9 and 29 professors with an age mean of 36 from 3 different departments at the Universidad de Costa Rica (UCR) at the city of Guanacaste. The hierarchical lineal models were used for the data analysis, a quantitative methodology which facilitates the evaluation of the determinants which affect the results of the study. However, only four of these determinants were associated with the evaluation concerned, class size, enrolment year, department type and forecasted achievement levels. The results obtained from the study demonstrate that these kinds of evaluation are valid despite the results being slightly affected by a range of factors from externalities to teacher competence.

Preparing Tomorrow's Psychologists for Careers in Academe

1993 ◽  
Vol 20 (3) ◽  
pp. 149-155 ◽  
Author(s):  
Victor A. Benassi ◽  
Peter S. Fernald
Keyword(s):  
Graduate Students ◽  
Doctoral Program ◽  
Psychology Students ◽  
Teaching Skills ◽  
University Professors ◽  
College And University ◽  
Research And Teaching ◽  
Teaching Of Psychology ◽  
The University ◽  
Academic Positions

Most college and university professors devote more time to teaching than to research. For graduate students preparing for careers in academe, however, the emphasis is on research; typically, little or no time is devoted to the acquisition of teaching skills. The University of New Hampshire's doctoral program in psychology prepares students to be both researchers and teachers. Now in its 27th year, the program requires all third-year students to take a two-semester course, Seminar and Practicum in the Teaching of Psychology. Students perform well in the classroom, are successful in securing academic positions, and evaluate positively the program's dual emphasis on research and teaching.

scholarly journals Relationship between Temporomandibular Disorders and Psychological and Sleep Aspects in University Teaching Staff: A Regression Model

2020 ◽  
Vol 9 (12) ◽  
pp. 3960
Author(s):  
Guadalupe Molina-Torres ◽  
Pablo Roman ◽  
Andrada Butilca ◽  
Nuria Sánchez-Labraca ◽  
Diana Cardona ◽  
...  
Keyword(s):  
Sleep Quality ◽  
University Teaching ◽  
Burnout Syndrome ◽  
Teaching Staff ◽  
Research Staff ◽  
Teaching And Research ◽  
Temporomandibular Dysfunction ◽  
Independent Variable ◽  
The University ◽  
Anxiety Depression

Aim: The objective was to analyze burnout syndrome, anxiety, depression and sleep quality in teaching and research staff in the university setting and its impact on temporomandibular dysfunction (TMD), and to analyze the psycho-emotional variables that could explain the possibility of someone suffering from TMD. Methods: A transversal study was carried out with a sample consisting of 173 participants belonging to university teaching and research staff. The correlation between variables was performed using the Pearson’s correlation coefficient. Through a linear regression, an estimate of the degree of contribution was calculated that each independent variable (burnout syndrome, anxiety, depression and sleep quality) has on the dependent variable (TMD). Results: the scores are higher in the group non-tenured staff compared to tenured staff in relation to psycho-emotional variables and TMD and how psycho-emotional variables can influence the presence or absence of temporomandibular dysfunction based on job stability, this value being higher in the group of non-tenured staff (77.8%) compared to the tenured staff (44.2%). Conclusions: The non-tenured university teaching staff demonstrate higher levels of depression, anxiety, emotional exhaustion, depersonalization and poorer sleep quality. Furthermore, these variables show a higher incidence in the probability that university teaching and/or research personnel suffer from TMD.

scholarly journals University teaching in prison in the university penitentiary system of Sassari: practices, research and developments during the pandemic

2021 ◽  
Vol 21 (3) ◽  
pp. 69-87
Author(s):  
Luisa Pandolfi ◽  
Emmanuele Farris
Keyword(s):  
Field Research ◽  
Public Institutions ◽  
Point Of View ◽  
University Teaching ◽  
Organizational Impact ◽  
Allo Studio ◽  
The Subject ◽  
The Right ◽  
The University ◽  
The Impact

This paper derives from the activities of the University Penitentiary Center of the University of Sassari and aims to explore the impact of the Covid 19 pandemic on university teaching in prison. The subject of penitentiary university teaching is innovative and relevant for educational research and brings into play different skills, professionals, services and institutions. The theoretical framework describes how the right to study in prison is declined on a methodological level. The field research carried out in Sardinia has tried to give the student's voice in prison and the point of view of educators on the educational and organizational impact on university study paths during the pandemic; it is a voice that returns the complexity of a difficult moment, but which also offers useful ideas and stimuli for a more aware restart of the limits and challenges to be faced, as well as good practices to be developed, particularly at the interface between different public institutions as the University and the Penitentiary Administration are.   La didattica universitaria in carcere nell’ambito del Polo Universitario Penitenziario di Sassari: pratiche, ricerca e sviluppi ai tempi della pandemia.   Il presente contributo nasce nell’ambito dell’attività del Polo Universitario Penitenziario dell’Università di Sassari e si propone di esplorare l’impatto della pandemia da Covid 19 sulla didattica universitaria in carcere. Il tema della didattica universitaria penitenziaria è innovativo e rilevante per la ricerca educativa e chiama in gioco diverse competenze, professionalità, servizi e istituzioni. Il quadro teorico e normativo di riferimento traccia le coordinate in cui si inserisce il diritto allo studio in carcere e ne declina i significati e le implicazioni sul piano metodologico. La ricerca sul campo realizzata in Sardegna ha cercato di dar voce agli studenti detenuti e agli educatori in merito alle ricadute a livello educativo ed organizzativo sui percorsi di studio durante la pandemia; una voce che restituisce la complessità di un momento difficile, ma che offre anche spunti e stimoli utili per una ripartenza più consapevole dei limiti e delle sfide da affrontare, così come delle buone prassi da sviluppare soprattutto all’interfaccia tra istituzioni pubbliche, quali sono l’Università e l’Amministrazione Penitenziaria.

scholarly journals Self-destructive content in university teaching: new challenge in the Digital Competence of Educators

2020 ◽  
Vol 33 (3) ◽  
pp. 187-199
Author(s):  
José Sixto-García ◽  
Ana Duarte-Melo
Keyword(s):  
Social Media ◽  
State Of The Art ◽  
Native People ◽  
University Teaching ◽  
Quantitative Methodology ◽  
Comfort Zone ◽  
Digital Competence ◽  
Educational Levels ◽  
Training Programmes ◽  
The University

The Z are the first digital native people gaining access to university. It is a generation that registers high rates of social media consumption, but their digital competence is not as outstanding as one might expect due to the training’ deficiency they have acquired in previous educational levels caused, among other reasons, by the primary and secondary teachers’ low digital competence. The current research aims to identify the demand for using social networks and messaging apps 2.0 in university teaching. A quantitative methodology was employed in order to know the technological prospects of the university Z in the Euroregion Galicia-North of Portugal, in the context of an Erasmus mobility. The results confirm the necessity to continue using social media, but only those within the students’ technological comfort zone; thus, it is necessary to combine transmedia storytelling with the insertion of technological proposals in environments initially not conceived for learning. It is concluded that the Z are starting to claim the use of state-of-the-art resources such as self-destructive content, which requires an immediate improvement in the university educators’ digital competence by means of continuing training programmes, since only the pioneer educators with a C2 level can detect and pay attention to this type of demands.

scholarly journals NURSING PROFESSOR IN HIGHER EDUCATION: TIME, MONEY AND RESISTANCE IN THE MANAGEMENT VISION

2020 ◽  
Vol 29 ◽  
Author(s):  
José Renato Gatto Júnior ◽  
Cinira Magali Fortuna ◽  
Leandra Andréia de Sousa ◽  
Fabiana Ribeiro Santana
Keyword(s):  
Higher Education ◽  
Evaluation Model ◽  
Public Institutions ◽  
University Teaching ◽  
Data Production ◽  
Approach Method ◽  
The University ◽  
Teaching In Higher Education ◽  
Teaching Time ◽  
Teaching Conceptions

ABSTRACT Objective: to analyze university teaching in nursing from an institutional dialectic approach. Method: a qualitative research based on Institutional Socioclinics. Eighteen nursing professors from four regions of Brazil and from six public institutions of higher education participated. For data production, interviews, observations, documentary analyses, individual and collective restitution and use of the research diary were performed. Data was organized for analysis by transcription/translation, recomposition/rearrangement, and final reconstruction/narration. Data analysis was produced from analyzers, based on Socioclinics, Institutional Analysis current of thought, and on the qualitative mode of analysis by questioning and writing. Results: two main analyzers made the institution ‘teaching in higher education and the nursing professor’ emerge: time-money relation and resistance. Teaching time, increasingly associated with money, in managerialist logic, has formatted the nursing professors as passive subjects in the production of knowledge, induced by the evaluation model of the Coordination for the Improvement of Higher Level Personnel and its link to the progression in the university career. In this model, the nursing professor is driven to devote more to research than to teaching. This interferes with teaching conceptions and practices, which are more influenced by managerialism and less grounded in pedagogical theories. Resistance against this model has not yet encountered coping mechanisms. Conclusion: from the analysis produced with the participants, the choices of the nursing professor are so much more grounded in managerialism and so much less based on pedagogical references, especially those arising from dialectical theories. In this sense, resistance is transformed into a movement of adaptation.

Counting the uncounted: contestations over casualisation data in Australian universities

2019 ◽  
pp. 327-336
Author(s):  
Nour Dados ◽  
James Goodman ◽  
Keiko Yasukawa
Keyword(s):  
Higher Education ◽  
Job Insecurity ◽  
Critical Evaluation ◽  
University Teaching ◽  
Research And Teaching ◽  
Academic Employment ◽  
Marketization Of Higher Education ◽  
The University ◽  
The Impact

Recently, insecure work in universities in many countries has grown exponentially, alongside the rapid marketization of higher education. Reflecting the neoliberal ideal of a flexible workforce, research and teaching at universities is routinely carried out by precariously-employed academics. In Australia, for instance, the bulk of university teaching is now carried out by hourly-paid employees. This structural dependence on precarious academics poses a reputational problem for universities, and universities respond by obfuscating the statistical evidence. We present a case study of tracking down the level of this phenomenon in Australian higher education. The academics’ trade union and allies have used the university-level figures to challenge the advance of academic job insecurity, and are now highlighting the incidence of precarious academic employment nationally. Our own work has highlighted the multiple and conflicting figures being reported by universities, and the systematic underestimation of the actual rate of insecure jobs reported by government departments. We question these unreliable estimates, examples of neoliberalism’s ‘funny numbers’, and develop alternative data and arguments Thereby, we aim to reveal the impact of casualisation and enable critical evaluation of trends in the higher education sector, so as to restore industrial justice.

Chaplaincies in a “Post-Secular” Multicultural University

2015 ◽  
Vol 9 (2) ◽  
pp. 147-165 ◽  
Author(s):  
Adam Possamai ◽  
Arathi Sriprakash ◽  
Ellen Brackenreg ◽  
John McGuire
Keyword(s):  
Public Institutions ◽  
Religion And Spirituality ◽  
Scaling Down ◽  
The University

As universities in Australia are faced with a growth in diversity and intensity of religion and spirituality on campus, this article explores the work of chaplains and its reception by students on a multi-campus suburban university. It finds that the religious work of these professionals is not the primary emphasis in the university context; what is of greater significance to students and the university institution is the broader pastoral and welfare-support role of chaplains. We discuss these findings in relation to post-secularism theory and the scaling down of state-provided welfare in public institutions such as universities.

Doctor of Business Administration (D.B.A.): A Viable Credential for Faculty in Programmatically Accredited Business Degree Programs?

10.28945/3529 ◽  
2016 ◽  
Vol 11 ◽  
pp. 217-226 ◽  
Author(s):  
Helen L MacLennan ◽  
Anthony A Pina ◽  
Kenneth A Moran ◽  
Patrick F Hafford
Keyword(s):  
Doctoral Program ◽  
Business Administration ◽  
Academic Programs ◽  
Future Research ◽  
Degree Programs ◽  
Business Programs ◽  
Professional Degree ◽  
Doctor Of Philosophy ◽  
Business Practitioners ◽  
The University

Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, in-tended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is por-trayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigat-ed whether the D.B.A. is, in fact, a viable faculty credential by gathering data from univer-sity catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose ter-minal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.

Our universities away from partisan Altsarat

2019 ◽  
Author(s):  
أ.د.عبد الجبار احمد عبد الله
Keyword(s):  
Political Parties ◽  
Legal Framework ◽  
Public Institutions ◽  
Political Organization ◽  
Moral Duty ◽  
The Political ◽  
Public Office ◽  
State Institutions ◽  
The Public ◽  
The University

In order to codify the political and partisan activity in Iraq, after a difficult labor, the Political Parties Law No. (36) for the year 2015 started and this is positive because it is not normal for the political parties and forces in Iraq to continue without a legal framework. Article (24) / paragraph (5) of the law requires that the party and its members commit themselves to the following: (To preserve the neutrality of the public office and public institutions and not to exploit it for the gains of a party or political organization). This is considered because it is illegal to exploit State institutions for partisan purposes . It is a moral duty before the politician not to exploit the political parties or some of its members or those who try to speak on their behalf directly or indirectly to achieve partisan gains. Or personality against other personalities and parties at the expense of the university entity.

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