Journal articles on the topic 'University teaching change'
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Nordlund, Lina Mtwana. "Teaching ecology at university—Inspiration for change." Global Ecology and Conservation 7 (July 2016): 174–82. http://dx.doi.org/10.1016/j.gecco.2016.06.008.
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Diab, Gehan Mohammed, Sanaa M. Safan, and Huda M. Bakeer. "Organizational change readiness and manager' behavior in managing change." Journal of Nursing Education and Practice 8, no. 7 (March 7, 2018): 68. http://dx.doi.org/10.5430/jnep.v8n7p68.
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Background and objective: Organizational readiness refers to organizational members’ change commitment and change efficacy to implement organizational change and confidence in their accumulative abilities to do so. The aim of the study was to assess the nurse managers’ behavior in managing change, and the level of the organizational change readiness at selected hospitals at Menofia Governorate.Methods: Design: A descriptive cross-sectional design was used. Setting: The study was conducted at two hospitals, namely University Hospital and Shebin El-Kom Teaching Hospital, in Menofia Governorate, Egypt. Subjects: It consisted of two groups, Group 1: A convenience sample of 136 staff nurses (67 staff nurses from Menofia University Hospital, and 69 from Shebin El-Kom Teaching Hospital), Group 2: All nurse manager available on the time of the study (31 from Menofia University Hospitals, and 30 from Shebin El-Kom Teaching Hospital). Tools: a) Tool one: Change management process Questionnaire, b) Tool two: Change Readiness Assessment Scale.Results: More than half of the nurse managers reported that they have a good behavior in managing change in the organization, while the staff nurses reported that their managers had a bad behavior during the change process. Organizational readiness level was higher in University hospitals than in Teaching hospital as perceived by the study subjects.Conclusions: The nurse managers and staff nurses reported that the organization had a bad readiness level to change. Additionally there was a positive correlation between organizational readiness and manager behavior in managing change. Recommendations: Organization should have a readiness for change to support the change process by possessing the right resources and conditions, a clear insights and goals for the intended change and have the inventiveness, behavior to participate with the change and develop work. Also, agents of change chiefs and management must need to drive a strong reaction for change from the stakeholders that leads to highest performance improvement.
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Akbulut, Yavuz, Abdullah Kuzu, Colin Latchem, and Ferhan Odabaşi. "Change Readiness among Teaching Staff at Anadolu University, Turkey." Distance Education 28, no. 3 (November 2007): 335–50. http://dx.doi.org/10.1080/01587910701611351.
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Gratz, Erin, and Lisa Looney. "Faculty Resistance to Change." International Journal of Online Pedagogy and Course Design 10, no. 1 (January 2020): 1–14. http://dx.doi.org/10.4018/ijopcd.2020010101.
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This study explored university faculty members' willingness to teach online in relation to their resistance to change. Researchers examined whether a relationship exists between resistance to change and motivators or barriers to teaching online. Participants were 131 faculty members of all ranks from a private, comprehensive university in the greater Los Angeles area. Participants reported such barriers as their discipline not being suited to online teaching, an absence of time for online course preparation, and a lack of skills or confidence in teaching online. Reported motivators included financial incentives, increased flexibility, and keeping current with various modes of delivery. Reported barriers were positively correlated with faculty's resistance to change, demonstrating that faculty who were reluctant to change their routines, had negative reactions to the presence of change, and saw short-term change as inconvenient were more likely to see barriers to teaching online. Faculty rank was related to certain study variables. Implications for these findings are discussed.
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Scott, Sue M., Donna M. Chovanec, and Beth Young. "Philosophy-in-Action in University Teaching." Canadian Journal of Higher Education 24, no. 3 (December 31, 1994): 1–25. http://dx.doi.org/10.47678/cjhe.v24i3.183253.
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Fourteen professors expressed their "traditional," "humanist," and "critical" philosophies about teaching and learning when they engaged in dialogue with us and each other. The relationship between their philosophy of teaching and their practice in the classroom is the research question. Four themes that elaborate these philosophies-in-action emerged from a grounded-theory approach to data analysis. One theme, "Expert vs. Co-learner" describes these professors' views of themselves as teachers. A second theme, "The Relationship of Comfort to Critique, " outlines some of the tensions that arise from attempting to create a comfortable classroom environment while also encouraging critical thought. "Learning for Change, " the third theme, is about the differing forms of change in the learner that these professors seek as evidence that learning is taking place. Finally, in the section called "Coping with Constraints, " our study participants identify institutional issues that have made it difficult for them to enact their particular teaching-learning philosophies in university classes.
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Glaister, Paul. "University Teaching - recognition and reward." MSOR Connections 14, no. 2 (February 11, 2016): 20. http://dx.doi.org/10.21100/msor.v14i2.252.
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Teaching in universities has increased in importance in recent years which, in part, is a consequence of the change in funding of universities from block grants to student tuition fees. Various initiatives have been made which serve to raise the profile of teaching and give it greater recognition. It is also important that teaching is recognised even more fully and widely, and crucially that it is rewarded accordingly. We propose a mechanism for recognising and rewarding university teaching that is based on a review process that is supported by documented evidence whose outcomes can be fed into performance and development reviews, and used to inform decisions about reward and promotion, as well as the review of probationary status where appropriate.
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念, 肖. "The Institutional Change of Teaching Decision-Making in Chinese University." Advances in Education 04, no. 02 (2014): 21–27. http://dx.doi.org/10.12677/ae.2014.42004.
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Frost, Susan H., and Daniel Teodorescu. "Teaching Excellence: How Faculty Guided Change at a Research University." Review of Higher Education 24, no. 4 (2001): 397–415. http://dx.doi.org/10.1353/rhe.2001.0007.
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Clemente, Mariana Vilela Duarte, and Isabel-Maria Ferrandiz-Vindel. "Self-Assessment Of The University Teaching Staff Functions." Contemporary Issues in Education Research (CIER) 5, no. 5 (December 19, 2012): 367. http://dx.doi.org/10.19030/cier.v5i5.7470.
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The Higher Education institutions should offer excellence teaching and qualification opportunities for the university teaching staff. La Facultad Integrada de Pernambuco (FACIPE) (the Integrated School of Pernambuco) in Brazil, following the global trend, has been involved in implementing changes to help improve the quality of education in our universities. The aim of this paper is to show how the teachers themselves, the core of this change, perceive their continuing training and how it can help in their upgrade process as a university lecturer. Thus, we use the teaching staff self-assessment as a tool to develop a FACIPE teaching staff profile and a strategy to foster self-reflection to discover and identify the "real" needs for the Comisin Propia de Evaluacin (CPA) (The Own Commission of Assessment) to be able to arrange Continuing Education seminars, courses and / or workshops.
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Johnson, David W., and Roger T. Johnson. "Social interdependence theory and university instruction - Theory into practice." Swiss Journal of Psychology 61, no. 3 (September 2002): 119–29. http://dx.doi.org/10.1024//1421-0185.61.3.119.
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University teaching has not changed significantly for hundreds and perhaps thousands of years. The many attempts to reform university teaching have often demonstrated positive effects but have then been discontinued. One explanation for the resistance of teaching to change is that instructors fail to apply the same scientific rigor to their teaching as they do to their research. Professors as scientists and intellectuals typically ask for proof when a colleague presents a scientific conclusion, yet when it comes to what constitutes good teaching, professors often accept uncontested folklore and mythology. Many of the recommendations made about teaching, furthermore, are based more on stories and promising ideas rather than conclusions from rigorous research. What is lacking is the successful application of theory and research to instructional methods. This article presents cooperative learning as one example of theory validated by research applied to instructional practice.
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Saroyan, Alenoush, Joyce Dagenais, and Yanfei Zhou. "Graduate students’ conceptions of university teaching and learning: formation for change." Instructional Science 37, no. 6 (September 18, 2008): 579–600. http://dx.doi.org/10.1007/s11251-008-9071-8.
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Lenzen, Manfred, Christopher Dey, and Joy Murray. "A Personal Approach to Teaching about Climate Change." Australian Journal of Environmental Education 18 (January 2002): 35–45. http://dx.doi.org/10.1017/s0814062600001105.
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AbstractThe problem of climate change is complex, global, and long-term, and therefore difficult to grapple with for politicians, scientists, teachers, and students alike. Teachers in particular face the problem of presenting climate change in a way that is not abstract and distant. To engage the intellect as well as emotions, students need to feel personally involved. One way to achieve this personal involvement is to link climate change to students' individual lives. Such a relationship can be created using a personal greenhouse gas budget, comprising ail emissions caused by a student over one year. A personal greenhouse gas calculator was developed at the School of Physics, University of Sydney, in the form of a computer spreadsheet, and applied in university teaching. This calculator does not only address emissions from energy use, but also those emissions embodied in goods and services. Embodied emissions are often ignored when climate change is related to lifestyles, As its normative part, the calculator states a benchmark of 3.5 t CO2 per person per year, based on the principle of global equity and sustainability. First experiences show that most students agree with that benchmark, and accept responsibility for embodied emissions. However, their own emissions results exceed by far the equitable and sustainable budget. This experience triggers various feelings, ranging from surprise and motivation, to guilt, denial, self-defence, cynicism, anger, and frustration. In contrast to a model where teaching is seen as transmission of information, this personal and provocative approach creates an emotional response, which affects memory, which in turn holds out the promise of long-term change.
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Navarro Hernandez, Maria del Refugio, Lourdes C. Pacheco Ladron de Guevara, Prisca Icela Romo Gonzalez, and Carmen Hernandez Cueto. "Process Of Reform. A View From The Teaching Personnel Of De University Of Nayarit." European Scientific Journal, ESJ 12, no. 13 (May 30, 2016): 417. http://dx.doi.org/10.19044/esj.2016.v12n13p417.
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The university, as an institution, takes a long time to change, since its change does not happen as it does with organisms that transform completely. Rather, what characterizes universities is their resistance to change, their adaptation, counterproposals and negotiations (Porter 2003, Ibarra 2005, 2006), which are expressed with unique characteristics in each particular case. The apparent contradictions, in a complex and hard to unravel context, are that motivate this study. We ask whether such changes will create a new university or will lead it into an undesirable road; whether the university is able to defend its original goals. Can it experience transformation with the same strength and creativity today as with that was found in the collective conscience forty years ago? Can it maintain its spirit of commitment with its social, cultural, and ecological environment? Can it conserve its “sense of self”? In order to understand how the essence of the university ethos is maintained or altered, “A university with sense of self” shows the ideas, attitudes, experiences and interpretations of the main actors at the Universidad Autónoma de Nayarit, the professors how they face these changes, and the “institutional reform” being proposed. We seek to explain how anticipated and desired change by the broader community in Nayarit, is in fact understood, assumed, lived, and carried out.
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Connelly, Laura, and Remi Joseph-Salisbury. "Teaching Grenfell: The Role of Emotions in Teaching and Learning for Social Change." Sociology 53, no. 6 (April 11, 2019): 1026–42. http://dx.doi.org/10.1177/0038038519841826.
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Although literature on the role of emotions in teaching and learning is growing, little consideration has been given to the university context, particularly from a sociological perspective. This article draws upon the online survey responses of 24 students who attended sociological classes on the Grenfell Tower fire, to explore the role emotions play in teaching that seeks to politicise learners and agitate for social change. Contributing to understandings of pedagogies of ‘discomfort’ and ‘hope’, we argue that discomforting emotions, when channelled in directions that challenge inequality, have socially transformative potential. Introducing the concept of bounded social change, however, we demonstrate how the neoliberalisation of Higher Education threatens to limit capacity for social change. In so doing, we cast teaching as central to the discipline of sociology and suggest that the creation of positive social change should be the fundamental task of sociological teaching.
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Andrews, T. C., E. P. Conaway, J. Zhao, and E. L. Dolan. "Colleagues as Change Agents: How Department Networks and Opinion Leaders Influence Teaching at a Single Research University." CBE—Life Sciences Education 15, no. 2 (June 2016): ar15. http://dx.doi.org/10.1187/cbe.15-08-0170.
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Relationships with colleagues have the potential to be a source of support for faculty to make meaningful change in how they teach, but the impact of these relationships is poorly understood. We used a mixed-methods approach to investigate the characteristics of faculty who provide colleagues with teaching resources and facilitate change in teaching, how faculty influence one another. Our exploratory investigation was informed by social network theory and research on the impact of opinion leaders within organizations. We used surveys and interviews to examine collegial interactions about undergraduate teaching in life sciences departments at one research university. Each department included discipline-based education researchers (DBERs). Quantitative and qualitative analyses indicate that DBERs promote changes in teaching to a greater degree than other departmental colleagues. The influence of DBERs derives, at least partly, from a perception that they have unique professional expertise in education. DBERs facilitated change through coteaching, offering ready and approachable access to education research, and providing teaching training and mentoring. Faculty who had participated in a team based–teaching professional development program were also credited with providing more support for teaching than nonparticipants. Further research will be necessary to determine whether these results generalize beyond the studied institution.
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Tertemiz, Neşe. "Turkish and Finnish Trainee Elementary Teachers' Beliefs About the Teaching Styles of University Teaching Staff." Social Behavior and Personality: an international journal 38, no. 7 (August 1, 2010): 941–54. http://dx.doi.org/10.2224/sbp.2010.38.7.941.
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The aim in this study was to identify the beliefs of Turkish and Finnish elementary trainee teachers about the teaching styles of university teaching staff; in particular, in terms of the teachers' sociolinguistic and textual competence and significant mores of university educational culture. Data were gathered using the University Teaching Beliefs Questionnaire (Gorsuch, 2003). The findings showed that a meaningful difference occurred in the beliefs of Turkish students between the 1st to 4th years of their course, in the dimensions of sociolinguistic competence and significant mores of university educational culture, but no such change was observed among Finnish students. When students from the 2 countries were compared according to their years of study, meaningful differences were found in their beliefs in the dimensions of sociolinguistic competence and significant mores of university educational among 1st-year students and in the dimension of significant mores of university educational culture among 4th-year students.
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Wieman, Carl Edwin. "Expertise in University Teaching & the Implications for Teaching Effectiveness, Evaluation & Training." Daedalus 148, no. 4 (October 2019): 47–78. http://dx.doi.org/10.1162/daed_a_01760.
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Universities face the challenge of how to teach students more complex thinking and problem-solving skills than were widely needed in the past, and how to teach these to a much larger and more diverse student body. Research advances in learning and teaching over the past few decades provide a way to meet these challenges. These advances have established expertise in university teaching: a set of skills and knowledge that consistently achieve better learning outcomes than the traditional and still predominant teaching methods practiced by most faculty. Widespread recognition and adoption of these expert practices will profoundly change the nature of university teaching and have a large beneficial impact on higher education.
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Ndasauka, Yamikani, Tawina Chisi, and Grivas Kayange. "Attitudes Do Not and Cannot Change Overnight!" Journal of Business Ethics Education 17 (2020): 75–98. http://dx.doi.org/10.5840/jbee2020175.
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The study investigated the difference of attitudes towards business ethics between students who have studied a business ethics course (n=88) and those who have not (n=94) at the University of Malawi in Malawi. It was hypothesised that students who had undergone the course would have more positive attitudes towards business ethics than those who had not. We employed the Attitudes towards Business Ethics Questionnaire (ATBEQ) and used t-test to measure the difference. The results were surprising as most items (23/30) showed no significant difference in attitudes towards business ethics by students who had undergone the course from those who had not. Out of the seven that showed significant difference, five of the items showed more positive attitude towards business ethics by those students who had undergone the course than those students who had not. This shows that there is something positive as regards the methods of teaching business ethics at the University, but requires leveraging. The paper concludes by recommending three leveraging points that the University of Malawi can adopt in teaching a business ethics course.
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Rae, David, Simon Gee, and Robert Moon. "Creating an Enterprise Culture in a University." Industry and Higher Education 23, no. 3 (June 2009): 183–97. http://dx.doi.org/10.5367/000000009788640279.
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The ‘entrepreneurial university’ is considered a desirable and achievable goal, but how do universities become entrepreneurial? The role of the enterprising academic in stimulating cultural change is often overlooked. This article presents as a case study the teaching team at the University of Derby, UK, who ‘acted as entrepreneurs’ for five years to stimulate enterprising learning across the university. The analysis provides insights into cultural change in a modern regional university. The authors explore three questions: how can a university develop an entrepreneurial culture, how can entrepreneurial teachers stimulate cultural change, and are there general learning points to be gained from the experience at the University of Derby? The process of developing an enterprising culture in a university is examined by tracing the organizational, pedagogical, systemic and behavioural changes and conflicts that arose. The authors examine the impact on a higher education institution of five years of significant growth in enterprise learning from a zero base, including the development of an enterprise curriculum, innovative learning methods, funded projects for student and community entrepreneurship, practice-based research and the formation of networks of educators, practitioners and influencers. They conclude with an account of the ‘Energizing Enterprise Education’ staff development event for the team and the university. The paper highlights the significance of the values, skills and methods of an entrepreneurial teaching team as crucial factors in the cultural change process and in addressing the inevitable conflict with the ‘base culture’.
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Boyd, William, and Diane Newton. "Times of Change, Times of Turbulence." International Journal of Cyber Ethics in Education 1, no. 3 (July 2011): 1–11. http://dx.doi.org/10.4018/ijcee.2011070101.
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Rapid changes in academic work environments raise ethical dilemmas in supporting students, implementing policies, and developing professional practice. New teaching technologies require academics to consider community aspects of learning and teaching and impacts on student learning in networked environments. This paper critically reflects on recent experience at a small Australian regional university adapting teaching- notably through on-line environments- to respond to student learning need diversity. Applying Shapiro’s use of the ethics of care, critique, justice and the profession to examine ethical dilemmas associated with increasingly networked and on-line learning, the authors propose that an ethics of community will assist finding practical solutions to ethical dilemmas in curriculum development and delivery. This approach shifts from the individual as moral agent to ethical practice as communal processes. Considering community practices and processes can frame and critique learning and teaching approaches, policies and administration to assist students and staff develop ethical scholarship and professionalism.
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Bush, Drew, Renee Sieber, Gale Seiler, and Mark Chandler. "University-level teaching of Anthropogenic Global Climate Change (AGCC) via student inquiry." Studies in Science Education 53, no. 2 (April 27, 2017): 113–36. http://dx.doi.org/10.1080/03057267.2017.1319632.
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Lavey, Warren G. "Teaching the health impacts of climate change in many American higher education programs." International Journal of Sustainability in Higher Education 20, no. 1 (January 7, 2019): 39–56. http://dx.doi.org/10.1108/ijshe-04-2018-0062.
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Purpose Climate change is the greatest threat to global health today and it challenges professionals in many disciplines. Most American university programs lack courses covering the rising deaths and illnesses from climate change. Consequently, graduates in health and other disciplines are underprepared for providing services in a world affected by climate change. They also lack the training to communicate this transformative development effectively. Universities should fill this gap and this paper aims to provide guidance on approaches to teaching climate-related health effects (CRHE). Design/methodology/approach Three analyses guide university coursework on CRHE. First, consider what current practitioners observe about the challenges they face and capability of trainees. Second, identify gaps in accreditation standards for university programs regarding these competencies. Third, draw lessons from innovative courses at a major American university. Findings Leading associations of practitioners in healthcare services, public health, social work, urban planning, civil engineering, law and other professions call for training students on CRHE. In contrast, accreditation bodies for most university programs fail to specify such curricula and competencies. Four offerings at a major American public university in 2016-2017 developed knowledge of CRHE, skills to improve professional services, appreciation of professional responsibilities and communication competencies. Originality/value Building on recommendations for climate change and sustainability in higher education, this study focuses on health effects, finds gaps in many programs and accreditation standards within and outside health sciences and draws lessons from innovative offerings.
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Barker, Chris, and Brian Martin. "Dilemmas in Teaching Happiness." Journal of University Teaching and Learning Practice 6, no. 2 (April 1, 2009): 5–19. http://dx.doi.org/10.53761/1.6.2.2.
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There is a burgeoning amount of research into happiness and greatly increased popular attention, so it seems logical to add a course on happiness to the university curriculum. We encountered, in developing and running such a course, a number of dilemmas that the topic of happiness makes especially acute. Should the teacher remain separate from the class, as an authority, or participate in group activities? Is the primary goal of the class to learn content or to change the relationship of students to the world? What does a mark for learning content signify if developing happiness habits is a goal? Should one goal of the class be for the teacher to be happy and, if so, does this conflict with student learning? These dilemmas reflect larger questions about the purpose of university education. This paper reflects on those questions through our experience of formulating and delivering a new university class on happiness.
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Galvis, Álvaro Hernán, Angélica Avalo, Alexandra Ramírez, Diana Carolina Cortés, and Helmman Cantor. "Reengineering engineering education at the University of los Andes." Kybernetes 48, no. 7 (August 5, 2019): 1478–99. http://dx.doi.org/10.1108/k-07-2018-0384.
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Purpose The REDINGE2 – Reengineering Engineering Teaching, version 2 – project seeks to transform engineering education practices at the University of los Andes (UNIANDES) by using technology-based active learning strategies in courses from different disciplines that are to be reformed using a Big-ideas approach. Studies from this two-year project (2017-2018) seek to solve three main questions: What changes in engineering teaching conceptions, methods, tools and practices could be generated by reengineering courses using a Big-ideas approach? What changes in key conditions of learning environments have the students perceived in courses that use a Big-ideas approach? What lessons can be derived from the initial studies of REDINGE2’s pilot experiences? Design/methodology/approach The REDINGE2 project was conceived as a technology-based educational transformation initiative. It is the Faculty of Engineering at UNIANDES’ explicit intention to move engineering teaching from being content-focused to being big-ideas focused. It also wants to migrate from teacher-centered teaching strategies to student- and group-centered approaches. Additionally, this project intends to enrich engineering education ecologies with digital resources by integrating experiential, flexible and collaborative digital learning environments with traditional classroom/workshop/library/home/work learning settings. To promote this organic change, the project implemented a facilitation-from-the side strategy, which redesigned 14 engineering courses: each was given a two-year grant from the Office of the Dean of Engineering to rethink teaching practices and redesign the course. A cybernetic evaluation system was embedded in the life cycle of the transformation process that could support decision-making through each of the project’s stages (Stufflebeam, 1971). Questions of interest in this study are provided with information using triangulation of data at different times during each course’s redesign process. Findings After a year and half of the two-year REDINGE2 project (2017-2018), it is possible to say the following three research questions are fully solved. Concerning Question #1: What changes in engineering teaching conceptions, methods, tools and practices contribute to reengineering courses when using a Big-ideas approach? Participating teaching staff have demonstrated changes in their teaching conceptions, methods and resources, which can be attributed to their exposure to active-learning strategies supported by digital technologies. In fact, each one has redesigned and pilot tested at least one restructured learning unit for one of their courses according to the proposed Big-ideas approach; in addition, most admit to already having adjusted their teaching practices by changing their mindset regarding learning and how to promote it. Concerning Question #2: What changes in key conditions of learning environments have the students perceived in courses that have been redesigned using a Big-ideas approach? Data collected from students and participating staff members, both before the redesign and throughout this process, have provided teachers and students with feedback concerning perceived changes in learning environments. This has had positive results and provided opportunities for improvement. Concerning Question #3: What lessons can be derived from REDINGE2’s pilot experiences? Lessons from this project are multi-dimensional and there are organizational, pedagogic, technological and cultural considerations. A decalogue of critical success factors was established, which considered the things that must go right to successfully accomplish proposed educational transformations. Research limitations/implications This study is a good case of educational transformations in engineering teaching. No generalizations should be made, but it shows that similar processes of planned change can be made in tertiary science, math, engineering and technology (SMET) education. Practical implications The lessons learned from this experience are very valuable for higher education decision-makers who want to innovate by using learning ecologies in their institutions. In addition, theoretical considerations that illuminate the innovation process become very useful to help provide a foundation to similar interventions. Originality/value A non-conventional approach to integrate digital technologies in higher education teaching is the most significant contribution this experience has made. Its focus has been to transform educational practices with pedagogically sound uses of digital technologies instead of just integrating technologies in current SMET teaching practices. Facilitation-from-the-side and embedded cybernetic evaluation through the transformation process are key ideas that add value to organic change processes.
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Long, Dr Warrick, Associate Professor Lisa Barnes, Professor Maria Northcote, and Professor Anthony Williams. "Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?" Frontiers in Education Technology 4, no. 2 (April 11, 2021): p12. http://dx.doi.org/10.22158/fet.v4n2p12.
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Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them.
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Rahayu, Esti, and Devina Devina. "Senior Lecturers’ Learning Mechanisms During Emergency Remote Teaching at Binus University." Humaniora 12, no. 1 (March 30, 2021): 39–44. http://dx.doi.org/10.21512/humaniora.v12i1.6906.
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The research aimed to identify senior lecturers’ experiences with online teaching during ERT (Emergency Remote Teaching). The ominous Covid-19 forced tertiary education institutions in Indonesia to employ ERT, both synchronous and asynchronous online teaching, from March 2020. Not all existing lecturers were professionally ready for this change, specifically senior lecturers who had been teaching for more than 25 years. These senior lecturers entered into unfamiliar territory as they had been experiencing the drastic transition to ERT. This transition could be viewed as a learning process as they went through certain learning mechanisms. The qualitative method was used to examine the learning mechanisms of senior lecturers who have been teaching during this ERT. This method was appropriate, as it allowed an understanding of lecturers’ experience in their professional growth. This case study examined five senior lecturers who have been teaching English as a Foreign Language at the university level for more than 25 years. Data analysis followed the procedures developed by Braun and Clarke. The research finds that each lecturer experiences learning mechanisms, including identification, coordination, reflection, and transformation. During the identification, they learn to understand the needs to adapt, adopt, and change. They also experience different kinds of unfamiliar events that have to be faced. They adapt to the unfamiliar situation during the phase of coordination through reading, joining webinars (web seminars), and mentoring during the coordination. Each of them reflects on the process of shifting boundaries of their competencies or knowledge from previously teaching offline to online. The last learning mechanism is the transformation that leads to profound changes after experiencing disruptions in the current workflow. Those multiple disruptions shape them in facing ERT.
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Cooper, Trudi. "Rethinking teaching excellence in Australian higher education." International Journal of Comparative Education and Development 21, no. 2 (May 13, 2019): 83–98. http://dx.doi.org/10.1108/ijced-10-2018-0038.
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Purpose The purpose of this paper is to explore: why the concept of teaching excellence has been uncritically accepted into the lexicon of university management; and how it has been used to co-opt university teaching staff into supporting the myth that teaching quality can be maintained as financial support for teaching has declined. Design/methodology/approach This paper is conceptual and analytical rather than empirical and a critical management perspective is adopted. Findings Per capita funding of university teaching has declined steadily. The concept of teaching excellence has been used to distract attention away from discussions about funding and the conditions required to promote good teaching in universities. The construction of teaching excellence as an attribute of individual teachers has co-opted university teachers into supporting the illusion that teaching quality can be maintained, despite falling organisational support and decreased funding. Research limitations/implications Teaching in universities can only be improved through changes to the management approach and maintenance of per capita funding, and ultimately democratisation of universities. This will require changes to the regulatory framework, and national policy. Practical implications The author concludes that teaching excellence is unhelpful as a concept. Instead the focus of discussion needs to return to ensuring that the necessary conditions for responsive teaching are in place. Social implications Democratise the workplace and management methods; adopt matrix management structures; Rebalance to focus on social benefit and public good. Originality/value This paper uncovers tensions, contradictions and missing elements in current policy and concludes with suggestions for change.
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Orsini-Jones, Marina. "Implementing institutional change for languages: online collaborative learning environments at Coventry University." ReCALL 11, no. 2 (September 1999): 61–73. http://dx.doi.org/10.1017/s0958344000004973.
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This paper stems out of the author's work developed thanks to her secondment as the representative for Languages to the Task Force for Teaching, Learning and Assessment at Coventry University. The aim of the secondment is to disseminate a recognised model of good CALL practice, the FREE - Fluid Role-Exchange Environment (Orsini-Jones and Jones 1996, Orsini-Jones 1999), to other areas of Italian Studies, to languages other than Italian and to the rest of the university. This paper will show how the model was disseminated to the teaching of EFL and Italian translation studies via the use of the Web. The paper will finally consider a few issues relating to the impact of the implementation of C&IT change in Languages.
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Connor, Larry J. "Structural Change in Higher Education: Implications for Agricultural Economics Academic Programs." Journal of Agricultural and Applied Economics 25, no. 1 (July 1993): 122–30. http://dx.doi.org/10.1017/s107407080001868x.
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AbstractMajor changes affecting Agricultural Economics include: level and sources of funding, increased accountability, a renewed emphasis on teaching, increasing university and college linkages, an evolving student base, and the continuing adoption of educational technology. Major implications include: broader faculty teaching involvement, agribusiness program development, expanding multidisciplinary majors, Ph.D. program modifications for teacher preparation, expanding professional M.S. degrees, graduate program size and specialization reductions, alternative financing of graduate education, and faculty training in teaching methods. Teaching represents a major growth opportunity for Agricultural Economics, but it remains to be seen whether the discipline takes advantage of this opportunity.
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Gallinat, Anselma. "Student engagement in the management of accelerated change." Learning and Teaching 11, no. 1 (March 1, 2018): 35–56. http://dx.doi.org/10.3167/latiss.2018.110103.
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The prospect of the increase in tuition fees in England from 2012 pulled learning and teaching into the limelight as universities sought to safeguard student recruitment and league table positions in an envisioned new era of increased market competition. As each institution sought to market itself to potential students with a specific learning and teaching ‘offer’, local subject areas faced increasing demands for quality monitoring as well as a host of initiatives and changes to their existing provision. The acceleration of change brought to the fore structures and dynamics that are usually difficult to detect in the routines of everyday life. This article focuses on one U.K. university and explores how the government for accelerated change aimed to reshape learning and teaching practices in preparation for the new times, but in fact served to undermine the visions that had fuelled this change.
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Chukurliev, Hristo. "Teaching the Generation Z." EDEN Conference Proceedings, no. 1 (June 16, 2019): 475–80. http://dx.doi.org/10.38069/edenconf-2019-ac-0053.
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The article presents the experience of New Bulgarian University to create a training program for its academic staff to resume bilateral communication with students born after 2000. It examines the alienation of the faculty from the students due to digital technologies and the change in the perception of knowledge as a value and access to information. It presents results of a survey of the professors’ opinion and presents a structure of a training program.
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Muñoz-Oyarce, Francisca, Eugenio Merellano-Navarro, Marta Rios Chandia, and Manuel Monzalve Macaya. "Perspective of Teaching in University Professors: Case Study in A Chilean University." International Journal of Higher Education 10, no. 2 (November 30, 2020): 140. http://dx.doi.org/10.5430/ijhe.v10n2p140.
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The present study aims to critically analyse university teaching from the perspective of the actors themselves, since the exercise of teaching allows the teacher to look at their pedagogical practice, interpret it, and recreate it, also turning it into a source of learning from a perspective of change and innovation. In methodological terms, the study is based on the interpretive paradigm which is intended to understand how teachers mean the teaching process, therefore, the methodology option is qualitative through the case study. The data have been obtained through focus groups, with the participation of 16 university professors, a question that allowed the emergence of the discourse of the investigated subjects referring to their experience in the exercise of university teaching. The results point to the importance of didactics in the learning process, the establishment of good personal relationships with their students, the deep mastery of the content of the discipline taught by the teacher, the adequate theory-practice relationship, and the primary concern for the learning in their classrooms, as factors that stand out in those teachers who transcend in the lives of their students. They also open up the opportunity for a series of questions, many of them about the role of university teachers in their capacity as trainers of trainers.
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Esposti, Mirko Degli, Olivia Bernardi, and Luciana Sacchetti. "The Unibo energy saving and climate change approach." E3S Web of Conferences 48 (2018): 03002. http://dx.doi.org/10.1051/e3sconf/20184803002.
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For the university of Bologna, the core of sustainability combines both environmental and social dimensions: enhancement of the territory, ensuring its protection and the renewal of its natural resources and the ability of the parties involved, encouraged by the concerted efforts of the various institutions, to work together effectively. The commitment of the university is to reduce the impact on the environment deriving from its activities and to encourage the community to assume responsible and environmentally respectful behaviours. Since 2016, the university integrates its Strategic Plan with a rereading of the 17 UN SDGs and reports the direct and indirect impact produced in the dimensions of teaching, research and third mission.
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Thorndycroft, Faye. "Teaching the scientists of tomorrow: A PhD student's passion for science." Biochemist 28, no. 3 (June 1, 2006): 56–57. http://dx.doi.org/10.1042/bio02803056.
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Are you looking for freedom at work, job satisfaction and a chance to change the world? Hannah Baker, the Biochemical Society's Professional and Education Projects Manager, interviewed Faye Thorndycroft, a 24-year-old PhD student at the University of East Anglia in Norwich, about what biochemistry means to her and why she's sticking with research… the perfect job!
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Peterson, Blake E. "Linear and Quadratic Change: A Problem from Japan." Mathematics Teacher 100, no. 3 (October 2006): 206–12. http://dx.doi.org/10.5951/mt.100.3.0206.
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n the fall of 2003, I had the opportunity to conduct some research on the student teaching process in Japan. During my seven weeks of research at the junior high school affiliated with Ehime University in Matsuyama, Japan, I observed mathematics lessons taught by student teachers as well as many more lessons taught by experienced teachers. The basis for most of these lessons was wonderfully rich mathematics problems. In these lessons a problem was posed to students, time was given for them to explore it, and then a discussion of the solutions to the problem took place. A detailed description of similar problem-based lessons can be found in The Teaching Gap (Stigler and Hiebert 1999) and The Open-Ended Approach: A New Proposal for Teaching Mathematics (Becker and Shimada 1997).
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Peterson, Blake E. "Linear and Quadratic Change: A Problem from Japan." Mathematics Teacher 100, no. 3 (October 2006): 206–12. http://dx.doi.org/10.5951/mt.100.3.0206.
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n the fall of 2003, I had the opportunity to conduct some research on the student teaching process in Japan. During my seven weeks of research at the junior high school affiliated with Ehime University in Matsuyama, Japan, I observed mathematics lessons taught by student teachers as well as many more lessons taught by experienced teachers. The basis for most of these lessons was wonderfully rich mathematics problems. In these lessons a problem was posed to students, time was given for them to explore it, and then a discussion of the solutions to the problem took place. A detailed description of similar problem-based lessons can be found in The Teaching Gap (Stigler and Hiebert 1999) and The Open-Ended Approach: A New Proposal for Teaching Mathematics (Becker and Shimada 1997).
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Pickering, Angela M. "Learning about university teaching: reflections on a research study investigating influences for change." Teaching in Higher Education 11, no. 3 (July 2006): 319–35. http://dx.doi.org/10.1080/13562510600680756.
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Trigueros, Maria, and Maria-Dolores Lozano. "Teacher change: ideas emerging from a project for the teaching of university mathematics." Teaching in Higher Education 20, no. 7 (August 14, 2015): 699–710. http://dx.doi.org/10.1080/13562517.2015.1069265.
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Memon, Rafique, and Richard Badger. "Purposeful change? Changing the teaching of reading in a regional university in Pakistan." System 35, no. 4 (December 2007): 551–65. http://dx.doi.org/10.1016/j.system.2007.04.003.
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Workman, Erin, Peter Vandenberg, and Madeline Crozier. "Drafting Pandemic Policy: Writing and Sudden Institutional Change." Journal of Business and Technical Communication 35, no. 1 (September 21, 2020): 140–46. http://dx.doi.org/10.1177/1050651920959194.
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This article reports findings from an institutional ethnography of university stakeholders’ writing in the early days of the COVID-19 pandemic, illustrating the affordances of this methodology for professional and technical communication. Drawing on interview transcripts with faculty and administrators from across the university, the authors contextualize the role of writing in the iterative, collaborative, distributed writing processes by which the university transitioned from a traditional A–F grading scheme to a pass or fail option in just a few business days. They analyze these stakeholders’ experiences, discussing some effects of this accelerated timeline on policy development, writing processes, and uses of writing technologies within this new context of remote teaching and learning.
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Crick, Tom. "Covid-19 and Digital Education: a Catalyst For Change?" ITNOW 63, no. 1 (February 16, 2021): 16–17. http://dx.doi.org/10.1093/itnow/bwab005.
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Abstract While education still faces huge challenges, including the rapid shift to online learning, teaching and assessment, there may be some light at the end of the tunnel, writes Tom Crick MBE FBCS, Professor of Digital Education & Policy at Swansea University.
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Odame, Helen Hambly, and Natalie Oram. "Teaching and Learning Communication Process as Community-based Transdisciplinary Inquiry." Nordicom Review 33, Special-Issue (December 1, 2012): 177–88. http://dx.doi.org/10.2478/nor-2013-0034.
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Abstract This article discusses experiences in teaching and learning communication processes oriented towards social change and development, specifically, using the approach known as community service learning (CSL). The relevance of CSL is that it mobilizes university students as communicators and seeks to develop global consciousness through transdisciplinary inquiry with local communities. Using the case of an undergraduate course at the University of Guelph (Canada) involving 33 CSL individual and team projects, this article reinforces the importance of experiential learning for teaching and learning communication process. In light of policy-level calls for the reform of higher education to meet social change and development needs, CSL provides an interesting opportunity, but it also encounters distinct challenges within our academic institutions and for those of us who teach and mentor university students.
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Peseta, Tai. "Special Edition: Journal of University Teaching and Learning Practice Editorial 9.3." Journal of University Teaching and Learning Practice 9, no. 3 (July 1, 2012): 2–5. http://dx.doi.org/10.53761/1.9.3.1.
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This Special Edition of JUTLP is unique in that it examines a single university's approach to curriculum reform, providing insights from many of the people who were engaged in the process. At La Trobe University in Australia the mechanism for engaging in discussions at a university level has been encapsulated in an institutional strategy known as Design for Learning (DfL) (La Trobe University 2009). From 2007, former Deputy Vice-Chancellor (Academic) Belinda Probert and former Pro ViceChancellor (Curriculum and Academic Planning) Tom Angelo, led an exciting and edgy curriculum change initiative intended to build on La Trobe’s learning and teaching strengths, while simultaneously building a systems focus for ensuring curriculum quality and renewal. The blueprint for the DfL described its principles thus: “ … highlight[ing] breadth of choice, equity, flexibility (options), learning centred-ness, research and evidence based decision making, a systems focus (rather than making individuals responsible for things they do not control), and support (resources)” (La Trobe University 2009, p. 7). With goodwill, energy and a profound sense that ‘something needed to be done’, in the early years of the DfL, the university was alive with fresh talk of curriculum, teaching and student learning galvanised by new leadership, a commitment to evidence-based change, resources to fund curriculum innovation, together with the promise of reward and recognition. Imagine the scene: committees and communities spring up to think together about complex pedagogical issues, spirited discussion takes place, departments and faculties share resources and good practices, new staff are brought on board with responsibility to make things happen. The 7 papers represented here describe both large and small curriculum change initiatives – some funded by the university and others done out of love, curiosity and interest.
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Steffen, Heather. "Inventing Our University: Student-Faculty Collaboration in Critical University Studies." Radical Teacher 108 (May 31, 2017): 19–27. http://dx.doi.org/10.5195/rt.2017.370.
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In this article, Heather Steffen reflects on her recent participation in a student-faculty collaborative research project, All Worked Up: A Project about Student Labor, and her experience teaching critical university studies. She considers the questions: What does critical university studies offer to students? What can students contribute to critical university studies? And how might such exchanges lead us beyond scholarship, enable us to build solidarity, and empower us to invent a new university, our university, that serves students, scholar-teachers, and its diverse publics rather than the imperatives of neoliberal capital? Because critical university studies has both scholarly and social justice goals, Steffen argues, we must continually look for ways to connect our research and writing to collective action. Research collaborations involving students, faculty, staff, and community members are not only important sites for learning and teaching, but also for creating the personal relationships, networks, knowledge base, and skills required to build solidarity and enact change in higher education.
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Canós Darós, Lourdes, Carlos Pons Morera, Cristina Santandreu Mascarell, and Pilar I. Vidal-Carreras. "Evaluation of teaching: some reflections." WPOM-Working Papers on Operations Management 8 (June 7, 2017): 67. http://dx.doi.org/10.4995/wpom.v8i0.7163.
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In this paper we present some reflections about the process of evaluation of teaching as a starting point for an improvement. Without information there cannot be change. Any improvement in the classroom requires dealing with information coming from, first, the students as counterpart in the university learning teaching process; second, other colleagues who give their professional opinion and; third, of ourselves as lecturers, so that a complete evaluation is made from all points of view.
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Clifford, Patricia, and Sharon Friesen. "Teaching and Practice." Harvard Educational Review 63, no. 3 (September 1, 1993): 339–59. http://dx.doi.org/10.17763/haer.63.3.y112450043270360.
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Patricia Clifford and Sharon Friesen are team teachers in an open-area classroom at University Elementary School in Calgary, Alberta, Canada. In this article, they capture their process of creating, with their students, a curriculum that takes its life from the interests and varied experiences of their classroom community. Using excerpts from their teaching journals, the authors recount their work with a classroom of six- and seven-year-olds, in which they continually question, challenge, and ultimately change fundamental assumptions about the education of young children. Through the voices and stories of these authors and their students, we witness the rich life of a classroom where teachers and children are passionate and vibrant learners.
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Long, Wo Yun. "Research on College Physics Teaching by Self-Exploration in Agricultural University." Advanced Materials Research 271-273 (July 2011): 1801–4. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1801.
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China is a big agricultural country, and training qualified agricultural talents relates to long-term development of our country. College physics is one of the important foundation courses in agricultural university, but the classroom teaching current faces severe challenges. To improve the efficiency of college physics teaching, we propose to a new type of teaching mode which explored independently by the students themselves. It can change the boring classroom atmosphere, and effectively stimulate students’ learning enthusiasm. So it can improve the teaching efficiency and promote agricultural talent training.
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Jeggels, June Deanna, A. Traut, and F. Africa. "TRAINED NURSE PRECEPTORS’ PERCEPTIONS OF A PRECEPTORSHIP TRAINING PROGRAMME OFFERED BY A UNIVERSITY IN THE WESTERN CAPE." Africa Journal of Nursing and Midwifery 16, no. 2 (January 21, 2015): 16–29. http://dx.doi.org/10.25159/2520-5293/29.
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The School of Nursing at the University of the Western Cape (UWC) and the Directorate of Nursing Services in the Western Cape Department of Health undertook a collaborative project to strengthen the clinical teaching skills of professional nurses in the province. A preceptorship training programme was developed by the school and professional nurses from public hospitals and higher education institutions attended the training. It was, however, unclear whether they perceived a change in clinical teaching skills following the training. The purpose of this research was to explore the trained nurse preceptors’ perceptions of the preceptorship training programme offered by UWC. The objectives were to compile a profile of the participants and to describe their perceived changes in knowledge, skills and attitudes as a result of the training. A qualitative approach was used to carry out an exploratory, descriptive and contextual study. An abstraction tool was used to compile profiles of the participants from records. Purposive sampling was used to select participants from tertiary, regional and district hospitals for three focus group discussions. The data showed that the 80 trained preceptors would be able to precept 1600 students in the province. Five themes emerged from the qualitative data, relating to the change in knowledge about clinical teaching; change in clinical teaching skills; change in attitude; self-awareness; and training challenges. It is recommended that the preceptorship training programme remains a collaborative project.
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Barbato, Giovanni, Roberto Moscati, and Matteo Turri. "Is the role of academics as teachers changing? An exploratory analysis in Italian universities." Tuning Journal for Higher Education 6, no. 2 (May 29, 2019): 97–126. http://dx.doi.org/10.18543/tjhe-6(2)-2019pp97-126.
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University teaching is under pressure to evolve in line with the social, cultural and economic changes of modern society. This process inevitably affects the professional profile of academics since it creates an increasing tension between the traditional modes of teaching and the learning styles and professional expectations of students. This article analyses, both theoretically and empirically, the process of change of university teachers in the face of today’s challenges. The empirical analysis is based on the Italian university system, which has always been characterised by an overall reluctance to reforms. This article presents a theoretical framework based on two dimensions, i.e., the teacher/university relationship and the teacher/student relationship, to investigate the evolution of the professional profile of academics as teachers on the basis of seven teaching practices identified in the literature. The findings show that, besides some limits that are specific to professional bureaucracies, the support of universities is fundamental to promote innovation in teachers’ teaching practices, which are otherwise regulated and shaped only by their disciplinary community.Received: 14 January 2019Accepted: 27 March 2019Published online: 29 May 2019
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Webster, Ray, and Fay Sudweeks. "Personalization and learning: innovative approaches to teaching for e-learning." Psicologia Escolar e Educacional 11, spe (December 2007): 93–101. http://dx.doi.org/10.1590/s1413-85572007000300009.
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This paper suggests that for academics to be good teachers, especially in the context of e-Learning, they need to understand learning. This is especially important with the associated changes in higher education as we move towards the knowledge society. E-Learning is embedded in learning and, without an understanding of what learning encompasses, it can be difficult for academics to develop into good teachers. It is suggested that, although this may appear to be a simple aim, it is not necessarily understood or applied by university academics in their teaching. One inference is that university teachers need to develop a theory of learning and teaching. Academics may have a 'philosophy of teaching', but in many cases even this may not be consciously held or successfully implemented. A program for promoting conceptual change in academics' approaches to teaching is outlined.