Relevant bibliographies by topics / University lecturers

Academic literature on the topic 'University lecturers'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "University lecturers"

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., Lina, Agustinus Riyanto, and Theresia Widyastuti. "Pengaruh Kepemimpinan Terhadap Kinerja Dosen Tetap Di Universitas Katolik Musi Charitas." Jurnal Keuangan dan Bisnis 16, no. 2 (November 22, 2018): 62. http://dx.doi.org/10.32524/jkb.v16i2.407.

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Improving the quality of higher education relates to the performance of lecturers in the field of education, research and publications, and community service. Improving the performance of lecturers requires the competence and commitment of the university leaders. This study aims to determine the effect of leadership on the performance of lecturers. The study was conducted at the Musi Charitas Catholic University. The location of this research was conducted at two campuses of Musi Charitas Catholic University namely: Bangau Campus and Burlian Campus. The study was conducted for 8 months (September 2017 s.d April 2018). This study used a combination of exploratory research and explanatory research. Exploratory research aims to explore the phenomena of leadership factors that can improve the performance of tridarma for permanent lecturers at the Musi Charitas Catholic University Palembang. Explanatory research is to explain the relationship between research variables that are the influence of leadership variables on the performance of permanent lecturer of the Catholic University of Musi Palembang. Regression analysis was used to examine the influence of leadership on lecturer performance. The result of this research showed that the influence of leadership on lecturer performance was 52,5% while 47,5% of lecturer's performance variable was influenced by other variables outside of this research, including government policy variable, motivation, and lecturer personality.
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Navaz, Abdul Majeed Mohamed. "Questions in English Medium Instruction Undergraduate Lectures in a Sri Lankan University: Why are they important?" International Journal of Learning, Teaching and Educational Research 19, no. 12 (December 30, 2020): 208–29. http://dx.doi.org/10.26803/ijlter.19.12.11.

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Introduction of English Medium Instruction (EMI) is linked to language development, mainly in countries where English is not the mother tongue of the majority of the population. It is believed that teacher questions that trigger teacher-student interaction, especially dialogic interaction in an EMI classroom, can help students’ content and language development. Hence, this study investigates the types of questions lecturers ask, and the patterns of interaction developed in the lecture deliveries in English Medium Instruction (EMI) undergraduate lectures of a Sri Lankan university. It also looks into the underlying reasons for such practices. Six lectures delivered by two lecturers were recorded for this purpose and they were transcribed verbatim. The lecture transcripts were analysed to find the questions lecturers asked and the subsequent pattern of interactions developed. Interview with lecturers informed the underlying reasons for the existing questioning patterns. The majority of the questions asked by the lecturers were rhetorical in nature, and only a limited number of non-rhetorical questions, which could create meaningful interactional episodes of dialogic nature, were found. This study enlightens that lecturers should be trained to ask non-rhetorical questions in order to develop interaction if the objectives of EMI are to be achieved.
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Anunobi, Chinwe V., and Colette O. Onyebinama. "Trends in Inaugural and Public Lecture Presentations at the Federal University of Technology, Owerri (FUTO), 1986-2019." Information Impact: Journal of Information and Knowledge Management 11, no. 4 (February 22, 2021): 129–37. http://dx.doi.org/10.4314/iijikm.v11i4.12.

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This study is designed to determine the trend of inaugural and public lecture presentations at the Federal University of Technology, Owerri (FUTO), from 1986 – 2019. A total of thirty-five hard copies of the inaugural and thirty-three public lectures were retrieved from the University Library for the research. The frequency of presentation, gender of the lecturers, discipline/programme, subject matter and trend of presentation of the lectures were analyzed using descriptive statistics including frequency tables, percentages, charts and graphs. Findings revealed that only a few lecturers have presented their inaugural lectures compared to the number of Professors in the University. More males had presented lectures, when compared to females. Sciences, Engineering, Agriculture and Management had low presentation. The subjects of the public lecture revolved around and demonstrated the societal challenges and issues at the time of the presentations. Recommendations were made primarily to ensure motivation and policy position on inaugural and public lectures presentation. Keywords: Inaugural lectures, Public lectures, Research, Universities
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Junaidi, Junaidi, Welnof Satria, and Dewi Wahyuni. "Penggunaan Internet Sebagai Media Komunikasi Dalam Proses Pelaksanaan Aktivitas Belajar Mahasiswa Di Universitas Dharmawangsa." Journal of Education, Humaniora and Social Sciences (JEHSS) 4, no. 1 (June 24, 2021): 131–39. http://dx.doi.org/10.34007/jehss.v4i1.511.

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This study aims to determine the use of the internet and its obstacles as a medium of learning communication in the implementation of learning activities by lecturers to students at Dharmawangsa University. This study uses a qualitative approach, with descriptive methods. The research was conducted at the Dharmawangsa University. The research informants consisted of 6 permanent lecturers and 6 students from 6 faculties. Data collection using interview techniques. The results showed that during the covid 19 period, with online lectures, lecturers and students used learning media provided by Dharmawangsa University in the form of a google classroom with limited facilities that could only convey written materials. To be able to interact directly in the form of oral and video lecturers using Whatsapp media. The obstacles faced by lecturers were problems with the internet network which was sometimes unstable and internet quota, which was also experienced by students. The conclusion of the research on the lecture process using internet media as a medium of learning communication has been able to fulfill online lectures according to the set schedule, it's just that there are still many weaknesses faced in terms of providing internet media facilities so that the lecture process does not run optimally.
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Chawinga, Winner Dominic, and Sandy Zinn. "LECTURERS’ USE OF WEB 2.0 IN THE FACULTY OF INFORMATION SCIENCE AND COMMUNICATIONS AT MZUZU UNIVERSITY, MALAWI." Mousaion: South African Journal of Information Studies 33, no. 4 (March 10, 2016): 62–85. http://dx.doi.org/10.25159/0027-2639/699.

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The study reported on in this article investigated the use of Web 2.0 technologies by lecturers in the Faculty of Information Science and Communications at Mzuzu University (MZUNI), Mzuzu, Malawi. By distributing a questionnaire to 19 lecturers, conducting follow-up interviews with seven lecturers and analysing the curricula, the study showed that between 10 (58.8%) and 13 (76.5%) lecturers use Wikipedia, YouTube, blogs, Google Apps and Twitter to accomplish various academic activities, such as handing out assignments to students; receiving feedback from students; uploading lecture notes; searching for content; storing lecture notes; and carrying out collaborative educational activities. The study adopted the Decomposed Theory of Planned Behaviour (Taylor and Todd 1995) and the theory’s elements that strongly affected lecturers’ use of the technologies according to the results included attitude and perceived behaviour control. The study also found that poor Internet access remains the key stumbling block towards a successful adoption of Web 2.0 technologies by lecturers at MZUNI. To this end, the study recommends that the newly established Department of ICT Directorate with support from MZUNI management should install campuswide Wi-Fi and improve Internet bandwidth so that lecturers’ access to the Internet is not limited to their offices but rather is available in the teaching rooms across the campus.
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Jufrizen, Jufrizen, Maya Sari, Muslih Muslih, and Nadia Ika Purnama. "The role of moderation of organizational support on social capital effects on performance of lecturers." Independent Journal of Management & Production 12, no. 2 (April 1, 2021): 450–69. http://dx.doi.org/10.14807/ijmp.v12i2.1304.

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This study aims to determine how the Model of Improvement of Lecturer Performance Based on Social Capital and Organizational Support at Private Islamic Universities in Medan City. This research is basic research. The study population was all permanent lecturers of Islamic Private Universities in Medan i.e. University of Muhammadiyah Sumatera Utara, Islamic University of North Sumatra, University of Muslim Nusantara Al Washliyah, Al-Washliyah University and Al-Azhar University. However, this study only limited to Islamic universities owned by Islamic Foundation or Islamic Organization i.e. University of Muhammadiyah Sumatera Utara and University of Muslim Nusantara which amounted to 425 permanent lecturers who have functional positions as expert assistants, senior lectures and associate professors. The sampling technique in this study is the proportional random sampling with 129 samples used. The data analysis method used in this study is moderating regression analysis (MRA). The results showed that social capital had a positive and significant effect on lecturer performance and organizational support was a moderating relationship between social capital and lecturer performance.
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Tyagunova, Tanya, and Christian Greiffenhagen. "Closing seminars and lectures: The work that lecturers and students do." Discourse Studies 19, no. 3 (May 4, 2017): 314–40. http://dx.doi.org/10.1177/1461445617701992.

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Based on an analysis of naturally occurring interactions between lecturers and students, this article investigates how university lectures and seminars are brought to a close through the collaborative work of lecturers and students. The analysis focuses on, first, the resources that lecturers and students have to accomplish this (which include not just speech but also embodied conduct, as well as references to clock time and lesson phases); second, the active role that students play, who may engage in closing activities in ways that attempt to preserve the classroom order (e.g. by packing up silently while continuing to demonstrably listen) or in ways that are disruptive of it (e.g. by packing up noisily); and third, the occasional subversive role that students may adopt, who may attempt to initiate closings in order to cut the lecture or seminar short (e.g. by suggesting to the lecturer that he or she is going over time or by engaging in ‘premature’ closing activities).
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Novianti, Nita, and Iyen Nurlaelawati. "PEDAGOGICAL COMPETENCE DEVELOPMENT OF UNIVERSITY TEACHERS WITH NON-EDUCATION BACKGROUND: THE CASE OF A LARGE UNIVERSITY OF EDUCATION IN INDONESIA." International Journal of Education 11, no. 2 (February 27, 2019): 172. http://dx.doi.org/10.17509/ije.v11i2.15711.

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Pedagogical competence of university teachers or lecturers has lately gained much attention from researchers; however, no research has specifically examined the pedagogical competence of lecturers with non-education background. Herein, drawing upon Olsson et al. (2010) pedagogical competence development and under the Indonesian legislation of lecturer pedagogical competence, we investigated the efforts made by lecturers with no education background in a large Indonesian university of education to develop their pedagogical competence. As many as 40 lecturers took part in our preliminary survey of lecturer pedagogical development, and 20 of them joined our interviews and focus group discussion. Based on the results of the survey and focus group discussion, we gain a description of the efforts made by the lecturers in developing their pedagogical competence, their perceptions of the extent to which their university has facilitated their pedagogical development, and the perceived challenges. Recommendations are drawn based on the results of the research to create a model of pedagogical content knowledge development that is suitable for the lecturers and other non-education lecturers.
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Jubaidah, Siti, and Rusfandi Rusfandi. "AN ANALYSIS OF LECTURER TALK DURING TEACHING AND LEARNING PROCESS OF ENGLISH AS A FOREIGN LANGUAGE." JURNAL ILMIAH BAHASA DAN SASTRA 6, no. 2 (March 25, 2020): 51–62. http://dx.doi.org/10.21067/jibs.v6i2.3784.

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Researching teacher talk during teaching and learning process of English is essential because it offers practical implications for the improvement of teaching and learning process. However, there are still few studies which try to compare types of talk used by lecturers who teach content and skill subjects. This research investigates the types and the dominant types of lecturer talk during the teaching and learning process at an English Education Department. The participants were two English lecturers at a private University in Malang who taught Vocabulary (skill subject) and Poetry (content subject) classes. The researchers used an audio recorder to record the utterances by the lecturers. The data were analyzed qualitatively by using FIAC (Flanders Interaction Analysis Category). The types of lecturer talk produced by the lecturer who taught Vocabulary were Ask question, Give direction, Give lecture, Accept or use students’ idea, Praise or encourage, and Criticize or justify authority. The types of lecturer talk produced by the lecturer who taught Poetry were Give lecture, Ask question, Accept or use students’ idea, Give direction, Praise or encourage, and Criticize or justify authority. The most dominant types of talk produced by the lecturer who taught Vocabulary were Ask question and Give direction but Give lecture was the most dominant types of talk produced by the lecturer who taught Poetry. This finding indicates that types of course taught by lecturers affect the kinds of talk produced by the lecturers.
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Sujana Eka Putra, I. Gede, Anthony Lee, I. Made Tirta Mahayana, and I. Gede Agung Wicaksono Dharmayasa. "Design and Development Of Lecturer Attendance System Using Radio Frequency Identification (RFID)." International Journal of Computer Science Engineering 10, no. 1 (February 28, 2021): 15–27. http://dx.doi.org/10.21817/ijcsenet/2021/v10i1/211001010.

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Lecturer attendance record is required by the university to know the presence of lecturers in teaching in class. In general condition, lecturer attendance is recorded on the attendance sheet, or input to web application accessed on a class computer. However, there are some problems in its implementation so that at the end, lecturer presence is carried out using a manual form where the academic staff needs to re-enter the lecturer attendance data into the applications. Based on the above, the authors designed and developed a lecturer attendance information system to record lecturers' attendance using radio frequency identification technology by implementing a near field communication card (NFC Card). The device used to record and read presence data during lectures, by tapping an Mi-fare NFC card to an NFC reader / writer device. The flow of this research method begins with a literature study of NFC card, observe the flow of lecture attendance process and data recorded into lecturer attendance sheet, analyzing the database design, the system design which has compatible with NFC reader and writer devices, designed system interface and continue to develop system. The result is system consists of master data, system attendance, verification and reporting module. The results show that NFC card implementation is more practical for lecturers in conducting lecture attendance and NFC card could be tapped out into an NFC device at a maximum distance up to 7 cm with the reading angle relative to NFC reader/writer with range 00 until 300 can read NFC Card.
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Dissertations / Theses on the topic "University lecturers"

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Loads, Daphne Jane. "Surprising spaces : artistry in university lecturers' professional development." Thesis, Open University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551605.

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In this qualitative study I investigated an aspect of my own practice as an academic developer. My research question was: How do I understand and theorise what happens in art workshops that contribute to university lecturers' professional development? Taking a self-study approach (McNiff and Whitehead, 2006) in which theory is understood as generated by close and intense engagement with individual practice, I invited university lecturers to create, interpret and discuss collages in relation to what teaching meant to them. I interviewed the participants and the co-facilitator shortly after the workshops and again at the end of the study. Bringing together understandings from academic development, adult education and therapy, I claim that these workshops can be understood as restorative spaces where lecturers undertake and explore troubling experiences, leading to surprising insights and opening up the possibility for transformative learning (Mezirow, 1997). Drawing on Eisner's (2003) concept of artistry, I introduce the notion of the apercu: The noticing of a surprising detail that troubles settled ways of thinking and feeling. I explore the relevance of stochastic processes that combine random and non-random elements. I suggest that physical engagement with art-making balances the disembodied nature of much academic work; dialogue with colleagues, including expression of feelings, develops intimacy and safety that are often absent from professional encounters; and metaphor work opens up fresh and surprising ways of making meanings. I recommend that academic development practitioners should consider integrating an element of artful practice into development programmes as a necessary counterpoint to those activities that are narrowly instrumental and concerned with performative values. In order to avoid inappropriate personalisation of structural issues and unthinking perpetuation of the status quo, I argue that it is important that activities focusing on artistry should be complemented by strategies that draw on scholarship and address social and institutional change.
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Abdelsalam, A. A. "The personal characteristics of university lecturers in Libyan universities." Thesis, Nottingham Trent University, 2013. http://irep.ntu.ac.uk/id/eprint/343/.

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This thesis was undertaken to investigate students’ perceptions of the personal characteristics of university lecturers in Libyan universities. These perceptions were investigated using three measures. These included two scales translated for the first time from English into Arabic: the ‘Index of Learning Style’ (Felder & Soloman, 1988); and Goldberg’s personality scale (Goldberg, 1999) to measure students’ learning styles and personality types; and the main study questionnaire developed by the researcher (‘the personal characteristics of university lecturer’s questionnaire’). The main sample in the current thesis comprised 431 students from a Libyan public university (Sebha University). This sample was divided into four groups focusing on four aspects of the research: (1) group 1 was focused on determining the personal characteristics which students believe that a good university lecturer should have; (2) group 2 aimed to identify characteristics seen by students as insignificant for being a good university lecturer; (3) group 3 aimed to ascertain the students’ perspectives on the extent to which these characteristics were observed in their best lecturers; and (4) group 4 was also focused on determining through the students’ perspective the extent to which these characteristics were observed, but in the lecturer who they preferred least. The findings of the current research highlighted characteristics that students believe are significant for a good university lecturer, and those that were perceived as less significant for a good university lecturer. These findings were related to the demographic characteristics of the student sample, to their learning styles, and to their personalities.
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Al-Said, Walyam Ghalib. "Development and evaluation of a staff appraisal system for Sultan Qaboos University." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358418.

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Mali, Angeliki. "Lecturers' tools and strategies in university mathematics teaching : an ethnographic study." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/25385.

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The thesis presents the analytical process and the findings of a study on: lecturers teaching practice with first year undergraduate mathematics modules; and lecturers knowledge for teaching with regard to students mathematical meaning making (understanding). Over three academic semesters, I observed and audio-recorded twenty-six lecturers teaching to a small group tutorial of two to eight first year students, and I discussed with the lecturers about their underlying considerations for teaching. The analysis of this thesis focuses on a characterisation of each of three (of the twenty-six) lecturers teaching, which I observed for more than one semester. I chose the teaching of three experienced lecturers, due to diversity in terms of ways of engaging the students with the mathematics, and due to my consideration of their commitment to teaching for students mathematical meaning making. The distinctive nature of the study is concerned with the conceptualisation of university mathematics teaching practice and knowledge within a Vygotskian perspective. In particular, I used for the characterisation of teaching practice and of teaching knowledge the notions tool-mediation and dialectic from Vygotskian theory. I also used a coding process grounded to the data and informed by existing research literature in mathematics education. I conceptualised teaching practice into tools for teaching and actions with tools for teaching (namely strategies). I then conceptualised teaching knowledge as the lecturers reflection on teaching practice. The thesis contributes to the research literature in mathematics education with an analytical framework of teaching knowledge which is revealed in practice, the Teaching Knowledge-in-Practice (TKiP). TKiP analyses specific kinds of lecturer s knowing for teaching: didactical knowing and pedagogical knowing. The framework includes emerging tools for teaching (e.g. graphical representation, rhetorical question, students faces) and emerging strategies for teaching (e.g. creating students positive feelings, explaining), which were common or different among the three lecturers teaching practice. Overall, TKiP is produced to offer a dynamic framework for researcher analysis of university mathematics teaching knowledge. Analysis of teaching knowledge is important for gaining insights into why teaching practice happens in certain ways. The findings of the thesis also suggest teaching strategies for the improvement of students mathematical meaning making in tutorials.
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Grant, Rose. "A phenomenological investigation into lecturers' understanding of themselves as assessors at Rhodes University." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/300/.

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Jackson, Susan. "Student nurse professionalism : repertoires and discourses used by university students and their lecturers." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/36284/.

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Professionalism can be a complex concept to define (McLachlan et al. 2002; Finn et al. 2009). Within nursing, the majority of studies have explored professionalism within the clinical environment, and very few examine how student nurses construct their talk regarding professionalism while they study at university, highlighting this as a distinct gap in the knowledge and understanding. The aim of this study was to uncover the discourses used by student nurses and lecturers, and offer insight into the influences on student professional language from within and outside of the nursing profession and offer an appreciation of the processes of language (discourse) adoption. The theoretical position adopted was social constructionism, where it is assumed we jointly construct our world on shared assumptions and that language is central to this process (Potter and Wetherell 2009). The methodological approach employed was Discourse and Social Psychology (DASP) (Potter and Wetherell 1987). Seventeen (17) interviews were conducted. Eight (8) of which were one-off interviews with lecturers. Seven (7) students from adult, child and mental health nursing were interviewed multiple times over the three years of their nursing programme. FIGURE 1 presents an overview of the research process. The analysis suggested that participants drew upon a number of interpretative repertoires and memes. These led to the identification of discursive threads, which were proposed as entangled within discursive knots, serving to position students and lecturers within a dynamic process of professional discourse development. The theoretical perspectives of Foucault, Goffman, Bourdieu and Harre informed the interpretation of the talk. Initially, students were positioned in a place of high surveillance through authoritative language used by lecturers. This position informed the discursive know of 'separation' which serves to maintain student nurses as 'different' and ‘special’, and to distance them from other university students. Clinical practice experience was seen as influencing students’ talk when back in University, emphasising differences. The discursive knot of 'maintaining quality and credibility' questions the 'real' place of nursing and the credibility of lecturers, and brings about a positioning of students that influences agency. The final discursive know of 'permission' is located in the talk of lecturers and final-year student nurses only. This knot illustrates students adopting the discourses of the registered nurse, including the surveillance talk used by lecturers to first-year students. This suggests that final-year students 'become' enforcers and protectors of 'difference'. This study highlights the intricacies and complexities of the 'professionalism discourses' woven into the talk of lecturers and nursing students, and their spread via both the overt and hidden curricula. Indeed, the adoption of the 'permission' discourse by third-year students suggests the perpetuation of a discourse via a socialisation process. The discursive 'knots' seem to function to instill, maintain and perpetuate wider discourses. The 'separation' and 'permission' knots may be viewed as serving to 'other' to maintain the 'specialness' of the profession, while the 'maintaining quality and credibility' knot may indicate tensions related to academic and clinical professional sub-groups and sites of knowledge development.
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Kaya, Tugberk, and Burak Erkut. "Tacit Knowledge Capacity: A Comparison of University Lecturers in Germany and North Cyprus." Academic Conferences International Limited, 2018. https://tud.qucosa.de/id/qucosa%3A33831.

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The importance of universities as knowledge hubs is increasing due to knowledge production via research and teaching. An emerging aspect of knowledge management literature is the study of the knowledge requirements of universities. In particular, the transformation from knowledge creation to knowledge sharing has proved to be important in the university context and is subject to cultural differences. For example, previous research has indicated that a physician’s Tacit Knowledge Capacity (TKC) is affected by social software and social media. This creates opportunities to carry out new research on different occupations that have an intense TKC. As part of this research, a survey was conducted in order to assess the TKC of lecturers in both Germany and North Cyprus. These are two countries that have universities providing knowledge management programmes. The research determined the TKC in both countries and compared the two in order to determine if cultural factors affect the TKC of the profession. Through this research, the authors aimed to contribute to the ongoing research on the knowledge requirements of universities that will enable them to be knowledge intensive institutions. The Faculty of Economics and Administrative Sciences at Near East University, which has 2200 students and 20 chairs, was compared with the Faculty of Business and Economics at the Technische Universität Dresden, which has 2800 students and 23 chairs. The study was carried out to provide an intercultural comparison, which is currently lacking in the Knowledge Management field. The research findings have highlighted the factors influencing the transfer and the accumulation of tacit knowledge.
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Marshall, Sarah. "The employment, development and support of part-time lecturers in one UK university." Thesis, Open University, 2004. http://oro.open.ac.uk/49325/.

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This research explored the nature and extent of the contribution of part-time lecturers to student learning in Higher Education, through a case study of one UK University. It drew on the experiences and opinions of part-time lecturers themselves, and of course directors, who had direct responsibility for managing the courses on which the part-timers taught. The primary data for the study was collected through a survey of each of these two groups of staff, covering the academic year 2000-2001. While the survey data in this study were largely quantitative, the inclusion of open questions provided opportunities for staff to express their own views. The issues raised were analysed against the background of previous research and emerging policy and legislation. The overall picture that emerged was of a group of staff who were enthusiastic and knowledgeable about their subject areas and committed to teaching students. However, their enthusiasm was tempered in many cases by the general failure of the university to manage this very important human resource strategically or effectively. There were examples in the responses of poor communication with part-time staff, poor administration, especially in relation to contracts and payment, lack of consideration of the information and resource needs of part-time lecturers, limited training and development opportunities, high levels of uncertainty and a tendency for managers to view part-time lecturers as a `flexible commodity'. Course directors frequently referred to the additional administration and student support that full-time academics had to take on because of the nature of the contracts given to most part-time lecturers. While there were a few examples of part-time lecturers who were well-integrated and expressed a sense of belonging to the faculty and the organisation, there were many who felt isolated and marginalised: they were rarely included in decision-making processes received only such information as directly related to the module(s) they were teaching, rarely communicated with students outside the lecture theatre or classroom and, when they did undertake broader roles (which many did), were rarely paid for the additional work. Some recommendations are made for a more strategic and inclusive approach to the management of part-time lecturers, which it is believed would have benefits for part-time and full-time lecturers alike, and would also enhance the quality of the student experience. Suggestions are also made for future research and development, including an exploration of the potential for web-based communication to reduce isolation.
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Chipunza, Unity. "An examination of how lecturers' pedagogical beliefs are reflected in their use of ICTs in teaching practice : a case for Africa University EMBA lecturers." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10249.

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In the study, six lecturers were surveyed to determine their pedagogical beliefs. The findings of the lecturers' beliefs survey indicated that no one lecturer strictly held one belief construct. They instead held a mixture of the beliefs and the distinction was in the actual mix.
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Sitthijirapat, Prasert. "Roles and organisational citizenship behaviour of UK and Thai university lecturers : a comparative study." Thesis, Northumbria University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417286.

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Books on the topic "University lecturers"

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Course design for university lecturers. London: Kogan Page, 1987.

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Capacity Building Seminar for University Lecturers (2003 Maputo, Mozambique). Proceedings of the Capacity Building Seminar for University Lecturers. [Maputo: s.n., 2003.

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John, Mason. Mathematics teaching practice: Guide for university and college lecturers. Chichester: Horwood Pub. in association with the Open University, 2002.

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Sergeĭ, Makarov, and Kuperman Victor, eds. University over the abyss: The story behind 489 lecturers and 2309 lecturers in KZ Thesesienstadt 1942-1944. Jerusalem: Verba Publishers, 2000.

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Marriott, Stuart. University extension lecturers: The organisation of extramural employment in England, 1873-1914. [Leeds]: University ofLeeds, Museum of the History of Education, 1985.

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Makarova, Elena. University Over the Abyss: The story behind 520 lecturers and 2,430 lectures in KZ Theresienstadt 1942-1944. 2nd ed. Jerusalem: Verba, 2004.

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Robert Gordon University. Educational Development Unit. Teaching at tertiary level: A suite of booklets for university and college lecturers. Aberdeen: Robert Gordon University, 1996.

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Sergeeva, Valentina. Design of innovative technologies and modeling in the educational process of the University. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1085370.

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Textbook designed to assist teachers of higher and secondary professional educational institutions. Revealed the foundations of innovative development of pedagogical education, the peculiarities of the project-organizational functions of the academic staff of the University, presented the specifics of the model design and technology innovative research activities in the educational process. It will be useful to undergraduates, graduate students, assistants, teachers and lecturers in the implementation of project and research activities with students.
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Tomkinson, Bland. Learning in style: A study of university lecturers towards learning styles and their impact on teaching styles. Manchester: Enterprise Centre for Learning and Curriculum Innovation, 1999.

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Neretina, Tat'yana, and Tat'yana Orehova. Formation at students of pedagogical profile "image of the parent" in the process of professional training at the University. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1043103.

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In modern conditions of development of mankind, when, for various reasons endangered is the institution of the family, especially actual is a problem of formation of the growing person in the period of schooling parental position as an essential part not only of development but also the survival of humanity as a species. The solution to this problem in terms of the organization of Russian society goes along with the family on a school teacher. Hence the need to prepare future teachers for performing this task. In the present monograph presents one approach to solving this problem through the formation of future teachers of "the way I parent," a deep awareness and understanding of the essence and structure of process of formation of own "image of the parent", the content of this phenomenon relevant content, development of representations about itself as about the parent, about other people and the world in General. Intended for University students, primary school teachers, specialists in educational work, as well as for lecturers reading a course of lectures on subjects connected with pedagogy, psychology and ethic of family education.
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Book chapters on the topic "University lecturers"

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Hentschel, Klaus. "Göttingen University Lecturers: Professor Franck’s Resignation [April 24, 1933]." In Physics and National Socialism, 32–34. Basel: Birkhäuser Basel, 1996. http://dx.doi.org/10.1007/978-3-0348-9008-3_11.

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Quah, Cheng Sim, and Sandra Phek Lin Sim. "Innovation Initiatives and Its Impact Among Malaysian University Lecturers." In The Palgrave Handbook of Leadership in Transforming Asia, 213–32. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-57940-9_12.

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Bohlmann, Daniel. "University of Valencia: The Business Culture Chair and Entrepreneurship Training for University Lecturers." In Entrepreneurship Education at Universities, 379–403. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55547-8_14.

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Evans, Moyra Sweetnam, Ha-Rim Lee, and Hyun-Ju Kim. "8. Codeswitching by Korean Students in New Zealand and Lecturers in Korea." In Codeswitching in University English-Medium Classes, edited by Roger Barnard and James McLellan, 186–213. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090914-012.

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Johnson, E. Marcia, Elaine Khoo, and Mira Peter. "Research as a Catalyst for Crossdisciplinary Partnerships Amongst University Lecturers." In Realising Innovative Partnerships in Educational Research, 97–108. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-062-2_11.

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Do, Thuc-Doan, Thuy-Van T. Duong, and Ngoc-Phien Nguyen. "A Data Mining-Based Approach for Exploiting the Characteristics of University Lecturers." In Advances in Data Mining. Applications and Theoretical Aspects, 41–53. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41561-1_4.

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Mora, Diana Vasco, and Nuria Climent Rodríguez. "The Specialized Knowledge and Beliefs of Two University Lecturers in Linear Algebra." In Professional Development and Knowledge of Mathematics Teachers, 104–23. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: New perspectives on research in mathematics education-ERME series: Routledge, 2020. http://dx.doi.org/10.4324/9781003008460-7.

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Gulk, Elena B., Tatyana A. Baranova, Victor N. Kruglirov, Anastasia V. Tabolina, and Pavel Kozlovskii. "Psychological and Pedagogical Problems of Beginning Lecturers and Postgraduate Students at Engineering University." In Advances in Intelligent Systems and Computing, 614–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40274-7_58.

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Cefai, Carmel, and Helen Askell-Williams. "University Lecturers’ Perspectives on Initial Teacher Education for Mental Health Promotion in Schools." In Mental Health Promotion in Schools, 157–77. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-053-0_10.

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Sarfraz, Shazre. "Ethical issues in researching peer observation of language lecturers in a university in Pakistan." In Research Ethics in Second Language Education, 83–98. London ; New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003124733-6.

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Conference papers on the topic "University lecturers"

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"Pedagogical training of university lecturers." In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017819.

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Puteri Zarina, Megat Khalid. "THE USE OF ENGLISH AMONG UNIVERSITY TECHNICAL LECTURERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1772.

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Irnawati, Wati, and Djam’an Satori. "The Development of Lecturers’ Performance on Private University." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.49.

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"Burnout and Self-efficacy levels of University Lecturers." In International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2021. http://dx.doi.org/10.23918/vesal2021v2.

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Johnson, Jane Helen, and Mariangela Picciuolo. "Interaction in spoken academic discourse in an EMI context: the use of questions." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11018.

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Studies on metadiscourse (Hyland 2005) have focussed on engagement as interaction. An example of engagement is asking questions (Hyland 2009: 112) and indeed the importance of questioning for content learning has been researched extensively in pedagogical studies as fundamental in co-constructing meaning (Dafouz Milne & Sanchez Garcia 2013: 130). Research in an English Mediated Instruction (EMI) context found that teachers’ usage of questions in the classroom was affected by low levels of language competence and in these cases, strategies such as questioning could easily be underused or even misused, thus affecting the teaching and learning of content (Drljaca Margic & Vodopija-Krstanovic 2018: 32). Our study examines lecturer questioning at an Italian University by triangulating face-to-face surveys of lecturers, student questionnaires, and transcribed lecture recordings. Findings have practical applications for providing targeted coaching for non-native EMI lecturers with regard to appropriate linguistic strategies to encourage interaction, and also have implications for research into linguistic strategies used within EMI.
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Ndum, Etim, and Margaret Essien. "LECTURER- MANAGEMENT CONFLICT: IMPLICATION FOR JOB PERFORMANCE EFFECTIVENESS AMONG UNIVERSITY LECTURERS IN CROSS RIVER STATE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1258.

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"Quality of Life and Emotional Intelligence among University Lecturers." In 10th International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2019. http://dx.doi.org/10.23918/vesal2019.a14.

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"University Lecturers’ Perception and Implementation of Project – Based Learning." In 10th International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2019. http://dx.doi.org/10.23918/vesal2019.a21.

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Dneprovskaya, Natalia V., Svetlana Kulikova, Vyacheslav V. Zolotarev, and Inessa V. Shevtsova. "The Lecturers’ Inter-University Collaboration during IT-Training Courses." In 2018 IEEE International Conference "Quality Management, Transport and Information Security, Information Technologies" (IT&QM&IS). IEEE, 2018. http://dx.doi.org/10.1109/itmqis.2018.8525000.

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Gaizauskaite, Inga, Jolanta Bieliauskaite, and Natalija Valaviciene. "UNDERSTANDING ACADEMIC INTEGRITY: PERCEPTIONS OF UNIVERSITY STUDENTS AND LECTURERS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1199.

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Reports on the topic "University lecturers"

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Santos, Cristina. A Young Lecturer in a Distance Learning University. Bristol, UK: The Economics Network, July 2007. http://dx.doi.org/10.53593/n181a.

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Kaygorodtseva, N. V., and V. B. Luzgina. A course of lectures "Teaching skills in information and educational environment of the University". Science and Innovation Center Publishing House, September 2017. http://dx.doi.org/10.12731/ofernio.2017.23135.

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Language and communication problems, and their relation to non-language difficulties' In Conversation with Dr. Hannah Hobson. ACAMH, September 2021. http://dx.doi.org/10.13056/acamh.16841.

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In this podcast we talk to Dr. Hannah Hobson, Lecturer in Psychology and Researcher at York University, and heads up the Emerald Lab (Emotional and Mental Health Research in Autism and Language Disorders).
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‘Understanding developmental cognitive science from different cultural perspectives’ – In Conversation with Tochukwu Nweze. ACAMH, October 2020. http://dx.doi.org/10.13056/acamh.13666.

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Tochukwu Nweze, lecturer in the Department of Psychology, University of Nigeria, Nsukka and, PhD student in MRC Cognition and Brain Sciences Unit, University of Cambridge talks about his recent paper on parentally deprived Nigerian children having enhanced working memory ability, how important is it to study cultural differences in cognitive adaption during and following periods of adversity, and how can mental health professionals translate this understanding of difference into their work.
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How digital technologies affect adolescent psychological well-being and mental health – Dr. Amy Orben. ACAMH, April 2021. http://dx.doi.org/10.13056/acamh.15469.

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Sleep, and the Relationship with Anxiety and Depression in Adolescence - Dr. Faith Orchard. ACAMH, September 2021. http://dx.doi.org/10.13056/acamh.16983.

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‘Social Media Use and Cyberbullying: an international analysis’ – Professor William Pickett. ACAMH, January 2021. http://dx.doi.org/10.13056/acamh.14503.

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This talk by Professor William Pickett, Queen’s University in Canada, is on 'Social Media Use and Cyberbullying: an international analysis'. ACAMH members can now receive a CPD certificate for watching this recorded lecture.
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'ADHD assessment and brief intervention service for teenagers in CAMHS to provide a multi-disciplinary perspective' Professor Kapil Sayal, Dr Kate Arron, and Joe Kilgariff. ACAMH, July 2021. http://dx.doi.org/10.13056/acamh.16279.

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Professor Kapil Sayal, Professor of Child and Adolescent Psychiatry, University of Nottingham, spoke with Dr. Kate Arron, Clinical Psychologist, and Joe Kilgariff, Advanced Nurse, on 'ADHD assessment and brief intervention service for teenagers in CAMHS to provide a multi-disciplinary perspective'. Recorded on 10 March 2017 at the Emanuel Miller memorial lecture and conference on 'Controversies in ADHD'. ACAMH members can now receive a CPD certificate for watching this recorded lecture.
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