Relevant bibliographies by topics / Universties and colleges – Professional staff

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Universties and colleges – Professional staff'

Author: Grafiati
Published: 26 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Universties and colleges – Professional staff"

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Borne-Januła, Hanna. "Ocena przygotowania zawodowego absolwentów szkół i uczelni kształcących kadry dla gospodarki turystycznej przez pracodawców." Zeszyty Naukowe. Turystyka i Rekreacja 10, no. 2 (December 10, 2012): 41–50. http://dx.doi.org/10.5604/01.3001.0005.4014.

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The article presents the results of the assessment of professional preparation of the graduates of the colleges and schools educating tourism industry staff by employers of the related sector. The following questions have been analyzed: job applicants’ criteria, employment preferences related to the education sector and type of completed college/school, assessment of the professional skills of the graduates of colleges and schools educating tourism industry staff, expectations and needs of tourism labor market.
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White, Anthony J., Sidney E. Brown, and David E. Suddick. "Recent Trends in Minority Professional Staff in Student Personnel for Southeastern Public Colleges." Psychological Reports 56, no. 1 (February 1985): 254. http://dx.doi.org/10.2466/pr0.1985.56.1.254.

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Browell, Sue. "Staff Development in Professional Education—Cooperation in a Competitive Environment." Industry and Higher Education 11, no. 6 (December 1997): 383–87. http://dx.doi.org/10.1177/095042229701100609.

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This paper considers the development of course tutors within further education colleges and universities in the North East of England who have academic responsibility for managing professional courses approved by the Institute of Personnel and Development (IPD). It therefore discusses the link between several educational institutions and the collective relationship between the educational institutions and a professional body It details the Institute's policy on continuing professional development and, in particular, the implications for course tutors. The reasons why it was necessary for further education and higher education institutions to cooperate in the first place are examined within the context of the professional institute – the collaboration is driven by the local branch of the professional body rather than by the educational institutions themselves. The challenges initially facing such an innovative project are explored and current challenges are reviewed. Finally, the achievements of the group are discussed and future objectives are outlined.
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Gunasundari, V., and S. Mohamed Esmail. "Factors Impact on Job Satisfaction of Library Professional of Arts and Science Colleges Affiliated to Bharathidasan University: A Study." Asian Journal of Information Science and Technology 9, no. 1 (February 5, 2019): 43–49. http://dx.doi.org/10.51983/ajist-2019.9.1.2617.

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This study examine the various factors which impact on job satisfaction of library staff working in different arts and science colleges affiliated to Bharathidasan university, Trichy. The aim of the study is to determine the level of job satisfaction of a library professionals based on the various concepts which are related to it. The factors such as salary of the staff, quantum of work, salary in relation to experience, opinion about present pay scale, safety of job, job security and freedom of work have been discussed in the study. The study shows that there is an association among the library professionals and the various factors of job satisfaction based on their colleges where they working.
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Moeed, Swehra. "TO INVESTIGATE FACTORS RESPONSIBLE FOR SHORTAGE OF TEACHING STAFF IN DEGREE COLLEGES OF KHYBER PAKHTUNKHWA." Education, Sustainability And Society 3, no. 2 (June 25, 2020): 51–54. http://dx.doi.org/10.26480/ess.02.2020.51.54.

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Teachers play key role in imparting knowledge and educating society. They are responsible for production of leaders, bureaucrats, technocrats, doctors and engineers. They provide valuable citizen to the nation. Teacher is an agent who helps in economic growth of country through development of human capital. They are responsible for achievement of nation goals. The educational institutes without teachers are like a body without soul. Unfortunately, the Government Degree Colleges of Khyber Pakhtunkhwa are still deprived of teaching staff. In order to find out cause of teacher shortage a study was carried through qualitative approach. The data was gathered by observation, unstructured interview (Discussion) and available literature. The data revealed that still some colleges of Khyber Pakhtunkhwa are facing dearth of teaching staff. The reasons behind scarcity of teacher at colleges include teachers absenteeism, non-professional attitude of teachers, nepotism in recruitment, posting and transfer, political interference, posting of surplus teachers in colleges where their services are not required, biasness of administrative staff of education department, unnecessary detailment order by education department and lack of accountability. It has been suggested that fair policy in recruitment and posting may be ensured. New post in various subjects may be created as per need of colleges. All the staff members should be dealt on equity basis. The rules and regulations as pre-determined by administrative department should be implemented impartially without any discrimination.
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Cao, Yuan, and Qing Cao. "Optimization of Post-Based Merit Salary Based on CPI and University Characteristic Data." Scientific Programming 2021 (June 19, 2021): 1–11. http://dx.doi.org/10.1155/2021/2287596.

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In order to improve the rationality and efficiency of post-based merit salary setting for teaching and research staff in colleges and universities, this paper analyses and discusses the influencing factors and determining principles of post-based merit salary for teaching and research staff in colleges and universities based on the consumer price index (CPI) and the characteristics of colleges and universities. A dynamic and optimal post-based merit salary generation model and its determination method are put forward. The model comprehensively takes changes in price levels into account and the key factors such as the teacher’s professional technical level, length of service, and performance appraisal results and can dynamically and intelligently calculate the post-based merit salary of teachers. The test results of the examples prove that the post-based merit salary calculated by the model is objective and reasonable, and it is easy to dynamically adjust according to the changes in social environment and the characteristics of colleges and universities. It can provide a scientific method and useful reference for determining post-based merit salary in colleges and universities.
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Mohammed Jaber, Abubaker Osman. "Professional Development of College Members in Sudanese Universities (University of Bahri as a Model)." Research Journal of Education, no. 71 (January 12, 2021): 11–22. http://dx.doi.org/10.32861/rje.71.11.22.

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This study aims to shed light on the professional development of the teaching staff members in the Sudanese universities, and the experience of the University of Bahri as a model which is renewable and in line with the spirit and requirements of the modern age as well as the quality of its teaching staff. The Researcher applied the analytical descriptive method and defined the study tool in accordance with the objectives, questions, and methodology of the study, where the researcher chose the closed open questionnaire to collect information from the teaching staff members in the University of Bahri who studied the professional diploma amounting to (60). The diploma was provided by the College of Education in the framework of the professional development of the university’s teaching staff members. The most important findings of the study were that: most of the students after the completion of the professional diploma study are able to practice teaching skills with high professionalism, integrate technology in higher education, apply the scientific principles in designing and developing University curricula, use of modern teaching strategies in teaching undergraduate courses. In the light of these findings, the researcher presented important recommendations and complementary to this aspect, such as the follow-up of the teaching staff performance of those who had completed the professional diploma after returning to their colleges and the impact of that on student academic achievement.
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Crowther, A., A. Taylor, R. Toney, S. Meddings, T. Whale, H. Jennings, K. Pollock, et al. "The impact of Recovery Colleges on mental health staff, services and society." Epidemiology and Psychiatric Sciences 28, no. 5 (October 23, 2018): 481–88. http://dx.doi.org/10.1017/s204579601800063x.

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AbstractAimsRecovery Colleges are opening internationally. The evaluation focus has been on outcomes for Recovery College students who use mental health services. However, benefits may also arise for: staff who attend or co-deliver courses; the mental health and social care service hosting the Recovery College; and wider society. A theory-based change model characterising how Recovery Colleges impact at these higher levels is needed for formal evaluation of their impact, and to inform future Recovery College development. The aim of this study was to develop a stratified theory identifying candidate mechanisms of action and outcomes (impact) for Recovery Colleges at staff, services and societal levels.MethodsInductive thematic analysis of 44 publications identified in a systematised review was supplemented by collaborative analysis involving a lived experience advisory panel to develop a preliminary theoretical framework. This was refined through semi-structured interviews with 33 Recovery College stakeholders (service user students, peer/non-peer trainers, managers, community partners, clinicians) in three sites in England.ResultsCandidate mechanisms of action and outcomes were identified at staff, services and societal levels. At the staff level, experiencing new relationships may change attitudes and associated professional practice. Identified outcomes for staff included: experiencing and valuing co-production; changed perceptions of service users; and increased passion and job motivation. At the services level, Recovery Colleges often develop somewhat separately from their host system, reducing the reach of the college into the host organisation but allowing development of an alternative culture giving experiential learning opportunities to staff around co-production and the role of a peer workforce. At the societal level, partnering with community-based agencies gave other members of the public opportunities for learning alongside people with mental health problems and enabled community agencies to work with people they might not have otherwise. Recovery Colleges also gave opportunities to beneficially impact on community attitudes.ConclusionsThis study is the first to characterise the mechanisms of action and impact of Recovery Colleges on mental health staff, mental health and social care services, and wider society. The findings suggest that a certain distance is needed in the relationship between the Recovery College and its host organisation if a genuine cultural alternative is to be created. Different strategies are needed depending on what level of impact is intended, and this study can inform decision-making about mechanisms to prioritise. Future research into Recovery Colleges should include contextual evaluation of these higher level impacts, and investigate effectiveness and harms.
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Bee, Richard H., Terry Ann Beronja, and Genevra Mann. "Analysis of the Unionization of Academic Advisors." NACADA Journal 10, no. 1 (March 1, 1990): 35–40. http://dx.doi.org/10.12930/0271-9517-10.1.35.

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Professionalladministrative personnel at colleges and universities must address not only the challenges of a changing student population but also their own personal and professional needs. The relatively small number in this “middle-management” group (e.g., academic advisors, career counselors, admissions counselors) has been a hindrance to its collective strength in obtaining economic, career, and professional goals. The professionalladministrative staff at Youngstown State University pursued an innovative course, unionization, in an attempt to achieve these desired goals. The question examined is whether unionization produced the outcomes these professionals had envisioned it would.
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Blythman, Margo, and Susan Orr. "Joined up Policy: A Strategic Approach to Improving Retention in the UK Context." Journal of College Student Retention: Research, Theory & Practice 3, no. 3 (November 2001): 231–42. http://dx.doi.org/10.2190/1xph-mjy0-00dy-anbr.

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This article outlines the development of interest in retention studies in Britain arising from a concern about the appropriate use of public money. It then describes the strategies being used to improve retention within the London Institute, a federation of five art and design focused colleges. Strategies described include study support, tutorial and professional development, including awareness raising, with academic staff. Many of these strategies have been developed in recent years in FE (community) colleges in Britain but our particular concern is to develop an overarching and interlinking strategy across a whole college rather than individual or sectional initiatives. This is what the British New Labour government calls “joined up policy.”
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Dissertations / Theses on the topic "Universties and colleges – Professional staff"

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Corderman, Julie. "LEARNING-CENTERED PROFESSIONAL STAFF DEVELOPMENT: EXAMINING INSTITUTIONAL AND LEARNER RESPONSIBILITIES." Doctoral diss., Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002021.

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Hermsen, Jill Marie Rosser Vicki J. "An examination of the professional identity, work engagement, and job satisfaction of higher education staff members." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/7193.

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Title from PDF of title page (University of Missouri--Columbia, viewed on February 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Vicki Rosser. Vita. Includes bibliographical references.
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Ros, Vutha. "Progress and constraints on professional development of university academic staff in Cambodia : a case of a university." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209649.

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Professional development is pivotal for academic staff (Akiba, & LeTendre, 2009; Brew, 1995; Day & Sachs, 2004; Kahn & Walsh, 2006; Richards & Farrell, 2005). However, little is known about professional development of the academic staff in Cambodia. To fill this gap, this study aims at investigating the progress and constraints on the Cambodian academic staff’s professional development. This qualitative research study involves semi-structured interviews with eight academic staff, three heads of the department and a vice rector at a university in Cambodia. The study has found that although there are several forms of professional development self-pursued by the academic staff and offered by the university, the academic staff’s professional development is limited. The university fails to provide adequate professional development to the academic staff. Moreover, the academic staff are not actively engaged in professional development. Based on the findings, the study also suggests some recommendations for the university.
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Sunida, Siripak Pantipar Tingsabhat. "Job satisfaction of academic staff in Mahidol University /." Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd395/4737489.pdf.

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Jones, Savannah Craig. "The perceived effects of the restructuring process on the personal and professional lives of faculty, staff and administrators in the community college /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Corkindale, Julia. "Career dynamics : tailoring individual and organisational needs; a study of the application of professional development approaches to post experience career development in further education." Thesis, University of Huddersfield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323776.

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occupied by the consequences of the major legislative and structural changes of the last decade, are failing to recognise and cultivate the full professional potential of their academic staff to the detriment of the college, those individual members of staff and the students. This work investigates the current application of Human Resource Management in the Further Education sector and the consequences for the professional development of academic staff. In doing so, it examines current theories relevant to the organisational perspective and to the perspective of the individual member of staff. These include theories of organisational change, as well as career theory, adult development and motivation. Studies one and two focussed primarily on the whole college perspective, while three and four canvassed the views and opinions of individual members of academic staff. Most of the analysis concentrates on study four as this emerged as the most significant data. The first two shorter studies provided a benchmark for the rest of the research. Studies one and two examined the current organisational perspective on professional development. Study one involved content analysis of staff development policies collated from colleges throughout the sector, while study two followed up this information with a series of in-depth interviews with staff development managers from a range of colleges. The second half of the research concentrated on an examination of the views of as many staff as possible at a small number of colleges. Study three, a questionnaire survey undertaken with academic staff at two large Further Education colleges, provided useful quantitative data. Based on the findings of the questionnaire, the fourth and final study involved detailed one-to-one interviews with individual members of staff, which were then examined using qualitative data analysis methods. Coupled with data drawn from the questionnaire survey, the key conclusions are presented in chapter seven and used as a basis for the recommendations in chapter eight. The thesis concludes that current Human Resource Management approaches have led to a neglect of the career and professional development interests of the individual and an alternative model of the employment relationship is proposed. It is also suggested that the current rhetoric of Human Resource Development is inappropriate to the field of Further Education and has underestimated and misinterpreted the unique and peculiar qualities of an academic culture. It concludes that by shifting the strategic focus to the professional development of its individual members, the organisational as well as the individual will benefit.
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Mpofu, Malibongwe. "An assessment of factors influencing staff turnover at Walter Sisulu University: 2010-2012." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1020629.

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Staff turnover is a human resource management aspect which occurs in any organisation. It involves the replacement of incumbents who have vacated their posts and left the organisation by the appointment of new incumbents in those posts The purpose of the study was to investigate factors influencing the high staff turnover at Walter Sisulu University and to explore strategies which could be utilized to address it. Management has a responsibility of ensuring that staff turnover remains at acceptable levels within the organisation. Causes of labour turnover and their consequences were investigated. High staff turnover could have negative consequences for an organization. It can dent the image of the institution and also have a negative impact on the productivity, especially when it involves the loss of highly skilled and productive workers. Measurement of staff turnover and models of turnover are also discussed and analysed. Job dissatisfaction as a determinant of voluntary turnover is categorically discussed as well as its components. The relationships between management, job satisfaction, performance and turnover as well as the possibility of reducing staff turnover are also explored. An empirical study was undertaken to determine individual, job, organisational and environmental factors influencing staff turnover among staff at all levels at WSU. Interviews were used in gathering data and the findings include the fact that the high staff turnover at this university is attributed to, among others, job dissatisfaction, lack of job security, lack of development and promotion opportunities. Recommendations were made to address factors that may have an impact on staff turnover at WSU as well as strategies that could be utilised to retain staff.
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Winfree, Walter R. (Walter Russell) 1947. "The Role of Persons Other Than Professional Development Staff in the Solicitation of Major Gifts From Private Individuals for Senior Colleges and Universities." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331300/.

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The purposes of this study were to determine and describe the roles of persons other than professional development staff in the solicitation of major gifts from private individuals for selected senior colleges and universities as perceived by senior development officers. The activities of four groups of nondevelopment staff, trustees, president/chancellor, private citizens, and nondevelopment staff/faculty, were examined through the four steps of the major gift solicitation process: identification and rating, cultivation, the in person solicitation, and the thank-you process following the gift. The population encompassed all accredited, degree granting four year colleges and universities in the United States which solicit major gifts from private individuals. The sample consisted of the 223 schools which had received one or more gifts of one million dollars or more from private individuals as reported in Giving USA. Philanthronin Digest, or The Chronicle of Higher Education, between January 1, 1985, and December 31, 1987. The research instrument was a mailed questionnaire which was sent to the Chief Development Officer of the 223 schools in the sample. Replies were received from 162 institutions, for a response rate of 72.7%. Examination of the results of this study indicated that the services of nondevelopment personnel were used in the major gift solicitation process at the vast majority of schools in the United States, that over half of the major gift dollars solicited were attributable to the efforts of these individuals, and that the president/chancel lor was the most important advocate for an institution's development program followed by the trustees, private citizens, and finally the nondevelopment staff/faculty. Further examination of the data revealed specific determinants which a senior development officer should, for different nondevelopment groups, weigh more or less heavily when deciding which individual(s) will have the greatest likelihood of being influential with major donor prospects.
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Fraser, Jeremiah Owen. "The coach-athletic trainer relationship and its association with athletic trainers' job satisfaction : a thesis." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/849.

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The purpose of this study was to examine if Division I Collegiate Athletic Trainers' (ATs') perceived.quality of their relationship, with a head coach, is associated with total job satisfaction. The study was driven by three questions: 1) Does a correlation exist between ATs' perceptions of the quality of the coach-AT relationship and total job satisfaction? 2) Will either the direct or the meta-perspective held by the AT be significant predictors of overall job satisfaction? and 3) Will ATs' assumed similarity be a significant predictor of overall job satisfaction? In order to examine this issue, ATs assigned to NCAA division I institution's baseball or softball team were given a compendium survey. The survey was composed of the Job Satisfaction Survey (Spector, 1994), a modified Coach-Athlete Relationship Questionnaire (CART-Q) (Jowett & Ntoumanis, 2004), and a modified meta Coach-Athlete Relationship Questionnaire (meta CART-Q). The surveys measured ATs' total job satisfaction.and satisfaction with various job sub factors, and their direct and meta-perspectives of their relationship with their coach, respectively. Correlational and regression analyses were used to determine the influence and predictability of aspects of a quality relationship to total job satisfaction. The findings demonstrate that ATs' perception of the quality of certain aspects of their relationship with a head coach is related to overall job satisfaction. This indicates that greater efforts need to be taken to improve overall coach-AT relationship dynamics. Improving the dynamics is needed to improve conditions that can cause unacceptably low levels of job satisfaction, which lead to burnout and attrition. The quality of the coach-AT relationship and its impact on Job satisfaction needs to be recognized as a contributing factor to AT job satisfaction. Understanding the coach-AT relationship can help direct measures to address decreased job satisfaction levels and stave off attrition in athletic training.
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Fraser, Jeremiah Owen. "The coach-athletic trainer relationship and its association with athletic trainers' job satisfaction." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/849.

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The purpose of this study was to examine if Division I Collegiate Athletic Trainers' (ATs') perceived.quality of their relationship, with a head coach, is associated with total job satisfaction. The study was driven by three questions: 1) Does a correlation exist between ATs' perceptions of the quality of the coach-AT relationship and total job satisfaction? 2) Will either the direct or the meta-perspective held by the AT be significant predictors of overall job satisfaction? and 3) Will ATs' assumed similarity be a significant predictor of overall job satisfaction? In order to examine this issue, ATs assigned to NCAA division I institution's baseball or softball team were given a compendium survey. The survey was composed of the Job Satisfaction Survey (Spector, 1994), a modified Coach-Athlete Relationship Questionnaire (CART-Q) (Jowett & Ntoumanis, 2004), and a modified meta Coach-Athlete Relationship Questionnaire (meta CART-Q). The surveys measured ATs' total job satisfaction.and satisfaction with various job sub factors, and their direct and meta-perspectives of their relationship with their coach, respectively. Correlational and regression analyses were used to determine the influence and predictability of aspects of a quality relationship to total job satisfaction. The findings demonstrate that ATs' perception of the quality of certain aspects of their relationship with a head coach is related to overall job satisfaction. This indicates that greater efforts need to be taken to improve overall coach-AT relationship dynamics. Improving the dynamics is needed to improve conditions that can cause unacceptably low levels of job satisfaction, which lead to burnout and attrition. The quality of the coach-AT relationship and its impact on Job satisfaction needs to be recognized as a contributing factor to AT job satisfaction. Understanding the coach-AT relationship can help direct measures to address decreased job satisfaction levels and stave off attrition in athletic training.
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Books on the topic "Universties and colleges – Professional staff"

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Colorado. Office of State Auditor. Evaluation of optional retirement plans of higher education institutions for the state of Colorado, Office of the State Auditor. Denver, Colorado]: Office of the State Auditor, 2002.

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Cumbria (England). Education Committee. The appraisal and professional development of teaching staff: The development and self-evaluation of schools and colleges. [Cumbria]: Cumbria Education Committee, 1985.

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Zhongguo da xue xue shu zu zhi jie gou yu yun xing mo shi yan jiu. Shenyang Shi: Liaoning ren min chu ban she, 2014.

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1935-, Eddy Janice, ed. Innovation in inclusion: The Purdue faculty and staff success story, 1997-2007. West Lafayette, IN: Purdue University Press, 2008.

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South Africa. Department of Agriculture and Water Supply. Official list of professional and research workers, lecturing staff, extension and other workers in the agricultural field. Pretoria: Republic of South Africa, Dept. of Agriculture and Water Supply, 1986.

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Robertson, Clive. A place of learning - a place for learning: The university as a source of work-based learning and personal development opportunities for administrative, professional, technical and clerical staff. [London]: Employment Department, 1995.

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Reconstructing identities in higher education: The rise of "third space" professionals. New York, NY: Routledge, 2012.

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Krantz, Steven G. The survival of a mathematician: From tenure-track to emeritus. Providence, R.I: American Mathematical Society, 2008.

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Intellectual propery in academia: A practical guide for scientists and engineers. Boca Raton: Taylor & Francis, 2012.

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Workplace bullying in higher education. New York, NY: Routledge, 2012.

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Book chapters on the topic "Universties and colleges – Professional staff"

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Strayhorn, Terrell L. "Sense of Belonging and Student Success at Historically Black Colleges and Universities." In Advances in Higher Education and Professional Development, 32–52. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7021-9.ch003.

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The purpose of this chapter is to posit sense of belonging as a key to educational success for all students, as well as a tool for strategic enrollment management and student success at HBCUs. Drawing connections between a recent survey of KIPP alumni and literature about HBCUs, this chapter reviews extant literature on the history and significance of Black colleges, the faculty and staff employed by HBCUs, and students educated at HBCUs. Then, the chapter posits sense of belonging as a critical factors in their academic success, using Strayhorn's theory of college students belonging. Strong implications for policy, practice, and programs are included.
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Laslie, Brian D. "Air University." In Architect of Air Power. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169989.003.0009.

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As commander of the Air University, This was Kuter’s second assignment to Maxwell. Here, General Kuter set about improving officer education. He raised the Air Command and Staff School, formally ACTS, to a college level that instructed mid-grade officers in the application of air power. He also oversaw the Squadron Officer's Course for development of company-grade officers as well. Kuter developed the Air University along the models of actual colleges with a staff and faculty to handle all levels of professional military education in the U.S. Air Force. This proved to be somewhat of a golden age of education as Kuter helped bring back many of the senior leaders of World War II to speak to the student body.
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Gaimaro, Amy, and Amy Lomellini. "Designing Innovative Faculty Development Initiatives Through the Lens of the Adult Learner." In Self-Directed Learning Strategies in Adult Educational Contexts, 206–30. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8018-8.ch010.

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As adult learners, faculty bring a range of experiences, content knowledge, and motivations with regard to the learning environment. With the continued growth of online enrollment, colleges and universities are focusing on learning theory, course design, and pedagogical shifts for teaching in today's classroom. Faculty development staff can use adult learning theories to guide the creation of alternative ways to deliver professional development. The authors highlight instructional design and program assessment as critical areas in supporting quality faculty development programs. This chapter will discuss trends in online education, adult learning theory research, the role of the instructional designer, and assessment of faculty development programs.
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Gaimaro, Amy, and Amy Lomellini. "Designing Innovative Faculty Development Initiatives Through the Lens of the Adult Learner." In Research Anthology on Adult Education and the Development of Lifelong Learners, 331–49. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8598-6.ch016.

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As adult learners, faculty bring a range of experiences, content knowledge, and motivations with regard to the learning environment. With the continued growth of online enrollment, colleges and universities are focusing on learning theory, course design, and pedagogical shifts for teaching in today's classroom. Faculty development staff can use adult learning theories to guide the creation of alternative ways to deliver professional development. The authors highlight instructional design and program assessment as critical areas in supporting quality faculty development programs. This chapter will discuss trends in online education, adult learning theory research, the role of the instructional designer, and assessment of faculty development programs.
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Conference papers on the topic "Universties and colleges – Professional staff"

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Xin, Wang, Li Guo, Qi Xinshe, Gao Cuicui, and Wang Na. "Discussion on How to Improve the Teaching Research Ability of Civilian Staff in Professional Technical Posts in Military Colleges." In 2020 5th International Conference on Modern Management and Education Technology (MMET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201023.061.

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