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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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Entsie, Nasir Yaqub, Owusu-Cole Clement, and Frempong Ofosua Clara. "Challenges facing continuing professional development (CPD) of academic staff of the colleges of education in Ghana." International Journal of Educational Administration and Policy Studies 12, no. 2 (July 31, 2020): 112–20. http://dx.doi.org/10.5897/ijeaps2020.0653.
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Zhang, Hongxia. "Research on the Ways to Build the Teaching Staff of Brand Major Group." Lifelong Education 9, no. 6 (September 28, 2020): 151. http://dx.doi.org/10.18282/le.v9i6.1328.
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As an important part of higher education, higher vocational colleges send a large number of professional and technical personnel to the society every year, who serve all walks of life, and play an important role in the process of social construction. In recent years, the state and society have paid more and more attention to the teaching quality of higher vocational colleges. Higher vocational colleges need to build a major group of teachers to improve teaching quality to meet the needs of society, the country and students. Regarding the construction of the brand major group of teachers, this article proposes that schools need to proceed from reality, take student development as the foundation, combine the actual teaching resources of the school and the economic development of the regional chain, integrate internal and external teaching resources, and build a major group experimental training platform. At the same time, they should actively explore the market demand for talents and adjust the structure of major groups in a timely manner. The construction of a brand major group of teachers can not only promote the growth of young teachers in the teaching team, improve the teaching level of the school, but also make full use of the school’s limited teaching resources, enhance students’ theoretical knowledge and practical ability, and comprehensively improve the teaching quality.
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Kirkpatrick, Teresa E. "The Training of Academic Library Staff on Information Technology within the Libraries of the Minnesota State Colleges and Universities System." College & Research Libraries 59, no. 1 (January 1, 1998): 51–59. http://dx.doi.org/10.5860/crl.59.1.51.
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There is much discussion in the literature of library and information science on the need for training, and it is generally recognized that libraries do not devote as much time and energy to training their staff as they should. However, the surveys of training practice that are common in the private sector seldom are done in the library world. The purpose of this study was to survey academic libraries within the Minnesota State Colleges and Universities (MnSCU) system to find out what the current training practices are within these libraries. Seventeen out of twenty-three libraries responded to a survey that attempted to determine (1) the types of technologies on which staff receive training, (2) the methods being used to train staff on technology, and (3) whether any differences exist in the training that professional and paraprofessional staff receive.
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Choong, Yuen-Onn, Thiam-Yong Kuek ., and Eng-Keong Lee . "Job Satisfaction of Malaysian Nurses: A Causal Model." Journal of Economics and Behavioral Studies 4, no. 12 (December 15, 2012): 723–29. http://dx.doi.org/10.22610/jebs.v4i12.372.
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Turnover intention is a challenging issue for most of the developed and developing countries. Past studies revealed that there were two common approaches to enhance nurses’ retention. The first approach is focus on recruitment and selection activities as well as establishes more schools and colleges of nursing that will produce more nursing graduate. The second approach is to attract and retain more dedicated and quality professional nursing staff. Substantial studies have confirmed that job satisfaction as a major predictor of turnover intention. Therefore, this paper is mainly focus on identifying significant predictors of job satisfaction which will subsequently reduce turnover intention among staff nurses in Malaysia healthcare industry.
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Pashchenko, Tetyana, Andrii Kalenskyi, and Nataliia Kalashnik. "RELEVANT TECHNOLOGIES FOR DEVELOPING READINESS OF TEACHING STAFF FOR THE STANDARDIZATION OF JUNIOR SPECIALISTS’ TRAINING." Науковий вісник Інституту професійно-технічної освіти НАПН України Професійна педагогіка, no. 2(19) (November 25, 2019): 74–79. http://dx.doi.org/10.32835/2223-5752.2019.19.74-79.
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Relevance: Professional training quality of prospective junior specialists mainly relies on teaching staff competence in professional training standards in colleges and technical schools.
Aim: The aim of this article is to determine the ways of implementing educational technologies to develop teaching staff competence in junior specialists’ training standards.
Methods: A number of theoretical methods were used in this research including the analysis and the synthesis (to identify the current issue research level), summary (to make conclusions and recommendations).
Results: The implementation of this type of training system is based on educational methods including structural, logical, integrative, play-based, dialogic and other teaching techniques. The authors briefly mention the educational technologies which are relevantly used to develop teaching staff competence in junior specialists’ educational standards including training seminars, discussion seminars (group discussions), brainstorm, polylogues, positional discussions, training games (exercise games), staging (business simulation), complex action games (case-study method), contest games, projects (alternatively called “project management”), training, case problem solution, criteria kaleidoscope, talk-show.
Conclusions: Workshops, trainings, case methods, round tables and other educational technologies help achieve practical results in developing teaching staff competence in junior specialist training standards.
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Brown, Vanessa. "Locating Feminist Progress in Professional Military Education." Atlantis 41, no. 2 (April 2, 2021): 26–41. http://dx.doi.org/10.7202/1076198ar.
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A continuing debate in feminist scholarship on gender, security, and the military has been whether militaries can facilitate feminist progress and be forces for good. Feminists committed to working outside of militaries note that gender perspectives have often been used to advance the military’s goals of winning wars rather than commitments to feminist social transformation of military institutions and societies. However, influences from international normative frameworks on Women, Peace and Security; Canada’s feminist foreign policy; and an emphasis on diversity and inclusion within Canada’s Defence Policy have presented the Canadian Armed Forces with a solid platform from which it has begun to make change. The central tenets of this broad feminist platform have begun to permeate Canadian Professional Military Education (PME) through the collective efforts of educators, staff, and military students at Canada’s defence colleges. Drawing on a review of policy and programmes as well as a qualitative analysis of interviews with educators, staff, and military students, the article demonstrates that feminist transformational change by military members is possible by exploring its nascent reality. The article highlights the challenges and benefits of incorporating feminist perspectives in Canadian PME and demonstrates how and under what conditions military graduates with this education have begun to apply gender and cultural learning to make local feminist interventions both within and outside their institution. Ultimately, this research shows that collective efforts toward localized and incremental changes by military members are paving the way for meaningful feminist progress within the military.
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Huang, Peng. "Strategies for Construction Quality Control in Colleges and Universities of China." Advanced Materials Research 711 (June 2013): 784–89. http://dx.doi.org/10.4028/www.scientific.net/amr.711.784.
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Construction scale in colleges and universities of China are large, the cost is high, construction technology is complex, having to meet high requirements of security and green environmental protection. In reality, there are some issues such as the lack of interest people in the construction, and regulation is not in place; importance are only paid on results control, before and after quality control have been ignored; the quality of quality control personnel is low, who lack appropriate professional skills. Therefore, Chinese colleges and universities should make efforts to improve quality control staff's legal consciousness and sense of responsibility, and improve the quality management system, improve skills of staff quality management, improve the system of supervision and management strategies to strengthen the quality control of construction engineering.
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Meddings, Sara, Jane McGregor, Waldo Roeg, and Geoff Shepherd. "Recovery colleges: quality and outcomes." Mental Health and Social Inclusion 19, no. 4 (November 9, 2015): 212–21. http://dx.doi.org/10.1108/mhsi-08-2015-0035.
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Purpose – The purpose of this paper is to review the available evidence regarding the effectiveness and cost effectiveness of Recovery Colleges. To make suggestions for future research. Design/methodology/approach – Selective review of relevant published studies, including reports in the “grey” literature. Findings – Despite methodological limitations, it has been consistently found that attendance at Recovery Colleges is perceived to be useful and to help people progress towards their recovery goals. There is some evidence of reductions in service use (and therefore costs). In addition, there is evidence of beneficial effects for peer trainers and possible positive impact on staff attitudes. Research limitations/implications – The existing research highlights the need for further robust studies, using both qualitative and quantitative methods, to understand better the overall impact of Recovery Colleges and the underlying mechanisms of change. Practical implications – There is a need for further studies of the relationship between the “key defining features” and outcomes. This means the collection and pooling of systematic, “practice-based” evidence. Social implications – The introduction of an explicitly recovery educational (“learning”) model into mainstream mental health services seems to have a profound effect on reducing the power differences inherent in traditional professional/patient relationships. If this can be replicated across organisations it could facilitate the kind of fundamental cultural change necessary to give back recovery to the people who have always owned it. Originality/value – The information collected together in this paper is already publicly available, however it is difficult to find. The analysis and interpretation is original.
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Clancy, Sharon Louise, and John Holford. "“Life-changing things happen”." Education + Training 60, no. 6 (July 9, 2018): 620–36. http://dx.doi.org/10.1108/et-03-2018-0069.
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Purpose The purpose of this paper is to examine the implications for adults of learning in a residential context and whether the residential aspect intensifies the learning process, and can lead to enhanced personal transformation, moving beyond professional skills and training for employability. Design/methodology/approach The paper reports on research, conducted in 2017, with 41 current and former staff and students (on both short courses and longer access courses) in four residential colleges for adults: Ruskin, Northern, Fircroft and Hillcroft Colleges. Findings Key findings include the powerful role residential education plays in accelerating and deepening learning experiences, particularly for adults who have faced extraordinary personal and societal challenges and are second chance learners. The colleges, all in historic settings, confer feelings of worth, security and sanctuary and the staff support – pastoral and academic, bespoke facilities and private rooms are vital enabling mechanisms. Seminar-style learning creates opportunity for experiential group learning, helping to foster critical thinking and challenge to mainstream views. Social implications The colleges’ ethos, curricula and traditions foster among students an “ethic of service” and a desire to offer “emotional labour” to their own communities, through working for instance in health and social care or the voluntary sector. Originality/value Little research has been undertaken in contemporary settings on the impact of learning in a residential environment, particularly for second chance learners and vulnerable adults. Still less research has examined the wider implications of learning in a historic building setting and of learning which extends into critical thinking, intellectual growth, transformation and change.
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Eng, Sidney, and Derek Stadler. "Linking Library to Student Retention: A Statistical Analysis." Evidence Based Library and Information Practice 10, no. 3 (September 13, 2015): 50. http://dx.doi.org/10.18438/b84p4d.
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Objective - This study analyses both library expenditure and student retention. It seeks to determine if positive correlations found in a former study endure using more recent data or if alternative interpretations can be made. It includes the associate degree-granting colleges and examines whether library instruction has a greater significance on student retention over expenditure and if library instruction at the two-year college correlates to retention.
Methods - The colleges and universities included in the study grant associate, bachelor, masters, and doctoral degrees, based on Carnegie Foundation classification. Data was analysed to determine if a correlation exists between the library and student persistence. Library statistics were drawn from the Association of College and Research Libraries (ACRL) Metrics database which provides reports collected from academic institutions. When aggregated, the ACRL report yielded total library expenditures, total salaries of professional staff, the professional staff full-time equivalent (FTE), fall semester student enrolment and data from a library instruction category of ACRL surveys for associate degree-granting institutions.
Results - After replicating the same mathematical approach, the single category that has remained constant for all institutions is professional staff. While the former study’s analysis suggested that a relationship between library expenditure and retention existed in every Carnegie category, this study asserts that the same argument cannot be made for master’s degree-granting institutions. The findings here indicate that total library and professional salary expenditure had a negative correlation. Also, while an analysis of instruction at the two-year school level cannot make the case that expenditure and staffing significantly influence retention, they can justify that instruction plays a factor in whether a student persists with their education.
Conclusion - The current research posits that there is no longer a relationship between library expenditure per se and student retention. Further research is needed to resolve the differences in the results of the study. Since there is a correlation between library instruction and retention at the two-year college, high-impact information literacy activities can form a bond between the student and the institution. Considering the low retention rates at the two-year school, a customised library instruction approach may be a solution to improving retention.
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Bolton, Clay, and Anthony C. Rosselli. "The Assessment of Transferable Skills in a Campus Recreation Program: An Exploratory Case Study on how Professionals Teach and how Student Employees Learn." Recreational Sports Journal 41, no. 2 (October 2017): 125–43. http://dx.doi.org/10.1123/rsj.2016-0029.
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Recently, two leading organizations on student experiences in colleges and universities (i.e., NACA and NIRSA) issued a call for increased scholarship in the area of transferable work skills (identified by NACE) in student employees within campus recreation programs. An exploratory case study was conducted to provide insight into what student employees learn and what campus recreation staff teach (in regards to these transferable skills) at a campus recreation program at a midsized regional university in the southwestern United States. Data were collected via a survey of both student employees and professional staff concerning the opportunities to learn these skills. Focus groups were also conducted. The results demonstrate that student workers learn through doing. Aquatics was one key area identified where staff clearly teach and student employees must learn transferable skills. The results suggest that student employees need to be provided with opportunities to critically reflect on skills gained.
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Ribeiro, Bernard. "Achieving a balance – feast and famine." Bulletin of the Royal College of Surgeons of England 90, no. 3 (March 1, 2008): 78–79. http://dx.doi.org/10.1308/147363508x288997.
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In 1986 a report by the UK health departments, the Joint Consultants Committee and chairmen of regional health authorities, Achieving A Balance ,1 proposed an integrated package of measures to achieve a gradual reform of hospital staffing in the interests of patients and doctors by reducing registrar numbers. The steering group, which emerged to implement these proposals, reflected a wide range of professional interests – royal colleges, the central committee on hospital medical services, the British Medical Association and its hospital junior staff committee, academic medicine and representatives of health authorities and the health departments.
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Manuilova, Viktoriia, Acsha Guseynova, and Vera Khitryuk. "Interactive technologies for forming professional competences of management and pedagogical teams in an inclusive organization." SHS Web of Conferences 98 (2021): 05018. http://dx.doi.org/10.1051/shsconf/20219805018.
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This work is devoted to one of the key problems of existing Russian education: creating conditions for access to education for children with limited health capacities (LHC) and disabilities. The authors analyze in details the issues of determination and development of special (personnel, program and methodical, material and technical, organizational) conditions in educational entities of various levels of learning. The monitoring results of readiness of managerial and pedagogical teams of schools and colleges for inclusive education are presented. The monitoring was performed in schools of Moscow and vocational educational entities (colleges) implementing the programs of training qualified workers, officers, and experts of middle level in ten subjects of the Russian Federation. The following methods were applied during the monitoring: questionaries, surveys for heads of educational entities, subject teachers, supporting specialists, teachers, foremen of vocational training and parents of trainees with LHC and disabilities. According to the monitoring results, the conclusions have been made and key problems have been determined regarding provision of the educational entities with specialists skilled in professional competences in the field of inclusive education. In addition, staff deficits have been revealed in each educational entity and trends of development have been described regarding development of managerial and pedagogical teams concerning organization and implementation of inclusive education.
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Doughty, Howard A. "From Critical Practice to Response." International Journal of Adult Education and Technology 12, no. 4 (October 2021): 12–36. http://dx.doi.org/10.4018/ijaet.2021100102.
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On October 16, 2017, over 12,000 faculty, librarians, and counsellors in 24 independent postsecondary colleges in Ontario, Canada went on strike for the fourth time since they organized in 1971 as members of the Civil Service Association of Ontario and won their first collective agreement the next year. Begun as an apolitical, self-consciously quasi-colonial, and decidedly elitist “professional” body in 1911, the CSAO has transformed itself in name and in nature into an increasingly class-conscious and intermittently militant Ontario Public Service Employees Union with current membership of approximately 180,000 including: clerical staff; community and social service workers; corrections officers; healthcare, transportation, and natural resource workers; as well as college academic and support staff employees. Relations with their employers have become increasingly adversarial and rarely greater than in the college sector. This paper explores this strike.
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Sutton, Rebecca, and Paul French. "Challenges of measuring the influence of the Recovery Academy upon health professionals: considerations for quantitative research." Journal of Mental Health Training, Education and Practice 14, no. 3 (May 13, 2019): 149–55. http://dx.doi.org/10.1108/jmhtep-04-2018-0027.
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Purpose The purpose of this paper is to reflect upon experiences of measuring the influences of the Recovery Academy within Greater Manchester Mental Health (GMMH) NHS Foundation Trust amongst a student population of health professionals. This paper aims to present considerations for future quantitative research surrounding the efficacy of Recovery Colleges such as the Recovery Academy. Design/methodology/approach This paper utilised baseline data collected from health professionals as part of a quantitative evaluation of the Recovery Academy. The paper discusses challenges experienced in measuring change amongst this student population within GMMH. Findings Health professionals reported positive attitudes towards recovery at baseline presenting challenges in measuring attitudinal change associated with the Recovery Academy. The experiences of conducting research amongst health professionals within GMMH offers insights into the selection and use of self-report measures in Recovery College research; the representativeness of health professional student populations; and models of course attendance within Recovery Colleges. Originality/value The existing literature specific to Recovery College influences upon health professionals remains predominantly qualitative and anecdotal. It is important to gather empirical evidence regarding Recovery Colleges to establish their ability to re-orientate health professionals around principles of recovery. This paper therefore offers considerations for future researchers aiming to gather empirical evidence which may facilitate quantitative evaluations of Recovery Colleges such as the Recovery Academy amongst staff populations.
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Blanding, Howard C. "Training Initiatives for Classification Society Personnel." Journal of Ship Production 10, no. 03 (August 1, 1994): 171–73. http://dx.doi.org/10.5957/jsp.1994.10.3.171.
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The ship classification society is an institution unique to the commercial maritime industry. For a single vessel the classification society may act on behalf of a number of client organizations: owner, shipyard, underwriters, furnishers of capital, flag state, port state, etc. The interests of these various groups require a professional staff totally familiar with the uses and practices of the industry, codes and laws of vessels trading nationally and internationally, flag and port state regulations and, of course, the engineering disciplines and practical skills associated with the design, construction, maintenance and operation of vessels. In the not too distant past it was possible to acquire experienced professional staff requiring little additional training. With the shrinking U.S. flag fleet, this pool of professionals has largely disappeared in this country. Today's professional staff of engineers and field surveyors is drawn largely from recent graduates of the maritime academies and colleges of engineering. Although well prepared, these personnel do require extensive on-the-job and classroom training to meet the objectives of the American Bureau of Shipping. In addition to our internal objectives, the quality assurance constraints of the European Community and others place a special emphasis on documented training. This paper discusses some of the problems encountered in delivering training for a multinational, multicultural, and multilingual organization, and the initiatives being undertaken to provide the necessary skills and to ensure reasonable and consistent interpretation and application of codes and standards and professional execution of assigned tasks. In order to realize these objectives, a training program must be aggressive and pro-active and look into the future to anticipate the requirements of developing technologies and it must do this within severely defined budgetary and manpower constraints.
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Văn Thắng, Tăng. "Some of solutions for the management of the professional development for the academic staff in colleges in Bac Lieu province." Journal of Science, Educational Science 61, no. 3 (2016): 64–71. http://dx.doi.org/10.18173/2354-1075.2016-0028.
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Allen, J. E., and C. Cruz. "Professional Development in Remote Sensing for Community College Instructors." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XL-1 (November 7, 2014): 19–25. http://dx.doi.org/10.5194/isprsarchives-xl-1-19-2014.
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The ingredients for the highly successful, ongoing educator professional development program, "Integrated Geospatial Education and Technology Training–Remote Sensing (iGETT-RS)" came into place in 2006 when representatives of public and private organizations convened a two-day workshop at the National Science Foundation (NSF) to explore issues around integrating remote sensing with Geographic Information Systems (GIS) instruction at two-year (community and Tribal) colleges. The results of that 2006 workshop informed the shape of a grant proposal, and two phases of iGETT-RS were funded by NSF's Advanced Technological Education Program (NSF DUE #0703185, 2007–2011, and NSF DUE #1205069, 2012–2015). 76 GIS instructors from all over the country have been served. Each of them has spent 18 months on the project, participating in monthly webinars and two Summer Institutes, and creating their own integrated geospatial exercises for the classroom. The project will be completed in June 2015. As the external evaluator for iGETT expressed it, the impact on participating instructors "can only be described as transformative." This paper describes how iGETT came about, how it was designed and implemented, how it affected participants and their programs, and what has been learned by the project staff about delivering professional development in geospatial technologies for workforce preparedness.
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Essel, Harry Barton, Michael Boakye-Yiadom, and Shamsudeen Mohammed. "Internal quality assurance practices of nursing and midwifery training colleges and the role of regulatory bodies: The perspectives of health tutors." Journal of Nursing Education and Practice 8, no. 10 (May 16, 2018): 68. http://dx.doi.org/10.5430/jnep.v8n10p68.
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In the era of quality orientation, human rights, and a consumer-driven society, Nursing and Midwifery Education Institutions (NMEI) are expected to produce qualified graduates who will meet the needs and expectations of society. The aim of the study was to assess the internal quality assurance practices of Nursing and Midwifery Training Colleges (NMTCs) in the Northern Region of Ghana. An analytical cross-sectional design was adopted for the study with a sample size of eighty-eight (88). Purposive sampling method was used to select health tutors (participants) from three NMTCs in the Northern Region of Ghana. Data for the study were collected with a questionnaire and analysed. The study revealed that the NMTCs have quality assurance units/committees responsible for monitoring the quality of teaching and learning. In this study, only 39.8% of the health tutors were satisfied with the monitoring and inspection of training institutions by regulatory bodies. The results show a significant difference among the perspectives of the health tutors on the implementation of staff professional development (F(2, 87) = 4.74, p = .011), academic staffs motivation in the direction of refining the value of academic programs (F(2, 87) = 3.43, p = .037), working conditions of staffs (F(2, 87) = 3.32, p = .041) and the effectiveness of quality assurance systems in enhancing the quality of teaching and assessment (F(2, 87) = 3.27, p = .043). There is the need to ensure uniformity in staff professional development, working conditions, and motivation of health tutors in the training institutions. Regulatory bodies must intensify the monitoring of NMTCs and offer accreditation to new NMTCs based on the state of educational resources and facilities.
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Karaoui, Lamis R., and Elias B. Chahine. "COVID-19 and Academic Pharmacy: Navigating Uncharted Territory." Senior Care Pharmacist 35, no. 11 (November 1, 2020): 487–93. http://dx.doi.org/10.4140/tcp.n.2020.493.
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The current COVID-19 pandemic with the associated social distancing measures has imposed unprecedented challenges on educational institutions around the globe. Schools and colleges of pharmacy across the United States have responded by offering distance learning options and are designing contingency plans to maintain operations. The pandemic has impacted all aspects of pharmacy education including didactic instruction, experiential education, interprofessional education, cocurricular activities, community service, scholarship, professional service, well-being, resilience, recruitment, admissions, and celebrating student success. Pharmacy faculty, staff, and students are subsequently trying to navigate a rapidly changing environment by taking advantage of opportunities as they arise while mitigating many threats that are affecting their professional and personal lives. Pharmacy faculty will need to remain flexible, embrace change, and create innovative solutions to help students progress through the curriculum while maintaining their contributions to society. Students will need to find creative ways to remain engaged with their courses and cocurricular activities.
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Khan, Ghalib, Rubina Bhatti, Amjid Khan, and Rahim Jan. "The need of strategic – based measures for improving academic law libraries in Khyber Pakhtunkhwa, Pakistan: a viewpoint." Collection Building 36, no. 1 (January 3, 2017): 1–10. http://dx.doi.org/10.1108/cb-08-2016-0023.
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Purpose The purpose of this study is to suggest strategic-based measures for improving the current situation of academic law libraries in Khyber Pakhtunkhwa, Pakistan. Design/methodology/approach Using a survey method, this study attempted to explore a strategic-based measure for improving academic law libraries in Khyber Pakhtunkhwa. Data were collected from 43 respondents through semi-structured interviews, including library and information science professionals, academicians and administrative officers of the affiliation awarding institutions and principals of the law colleges. Findings Based on the interview findings, the study found that most of the law colleges do not pay attention towards the development of their institutional libraries. Outdated collections, scarcity of information and communication technologies and budgetary issues, inactive roles of regulating bodies and professional associations, limited roles of professional library staff, limited access to the Higher Education Commission digital library, absence of proper library setup and moral obligations and responsibilities of institutional administrations towards the development of academic law libraries were the main challenges. Research limitations/implications The scope of this paper covers Constituent Law College of the University of Peshawar and its 18 affiliated law colleges (Total 19), and the geographical area is restricted to the province of Khyber Pakhtunkhwa. The scope of this paper can be extended to additional private and public sector universities in Pakistan, as well as abroad. Originality/value This study is the first of its kind in Pakistan which will help the stockholders of affiliated and affiliation granting institutions to improve the current situation of academic law libraries in the province of Khyber Pakhtunkhwa. The study presents a number of suggestions for the improvement of academic law libraries, which may be of value to the local institutions and developing countries with similar situations.
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Gerlach, Gary G. "Cooperative Education and Internships at the Birmingham Botanical Gardens." HortScience 32, no. 4 (July 1997): 591C—591. http://dx.doi.org/10.21273/hortsci.32.4.591c.
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The BBG is a facility of the City of Birmingham Park and Recreation Board and operates as a coalition of the City's professional staff and resources as well as those of the Botanical Society (Friends), Alabama Cooperative Extension System (both groups maintaining offices at the BBG), 2 local community colleges, 12 specialized plant societies (that aid in the maintenance of collections), 100+ garden clubs, numerous related groups, and a strong community support. Current discussions with the University of Alabama in Birmingham will lead to certified programs at the Gardens. There are no formal contracts but informal agreements that are formed for each project. The Society sponsored the 1980 Master Plan and updates it every 10 years, employs a professional educator, and sponsors numerous special activities and programs, many in conjunction with the previously mentioned groups. Internships are hired and paid through the City. Students are rotated weekly through the various operations of the Gardens, including administration, education, taxonomy, and the Library. A special project is done in the area of interest to the student.
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Kaki, Seham M. S. "Professional Enrichment of the Tasks of the Administrative Staff in the Departments of Girls Colleges for Education in the Kingdom of Saudi Arabia." Journal of Educational & Psychological Sciences 06, no. 02 (June 1, 2005): 11–48. http://dx.doi.org/10.12785/jeps/060201.
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Єршов, Микола. "DIGITALISATION OF PROFESSIONAL (VOCATIONAL) AND PRE-HIGH TERTIARY EDUCATION: PROBLEMS AND PROSPECTS." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 67–74. http://dx.doi.org/10.32835/2223-5752.2019.18.67-74.
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The national professional (vocational) and pre-high tertiary education are represented based on the analisys national legislation, the materials of Ukrainian and foreign mass-media, scientific articles on reforming education system issues, statistic data of Ministry of Education and Science of Ukraine, State Statistics Service of Ukraine, State Employment Service, the Internet-sources (HeadHanter, UNESCO Database, Approved Event (UFI), Eurostat Educational Statistics), VET schools and colleges web-sites, analytical materials the Institute of vocational education of the National academy of educational sciences of Ukraine (NAES), Institute of information technologies and learning tools of the NAES of Ukraine. Common problems of professional (vocational) and pre-high tertiary education digitalisationare the following: education development lagging (content, training forms and methods, technical equipment) in comparison with digital technologies development pace: outdated occupations; education program content and labour market requirements disbalance; conservative training methods and forms for future specialists training and the teaching staff upskilling, VET schools outdated material and technical basis; low digital competence level of most VET schools managers and teaching employees; poor communication of business, IT companies and education establishments. The professional (vocational) and pre-high tertiary education digitalisation prospects are identified in the context of digital society building and digital economy development: public-private partnership strengthening; dual form of education introduction; distance and mixed learning (blended learning) organization; inclusive education introduction; competence-based approach in the educational process; scientific and educational on-line platforms creation; individual education pathways building at educational institutions for employment in "digital workplaces"...
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Hidvegi, Peter, and Reka Racsko. "WORK STRESS ACCORDING TO THE COMPARATIVE EXAMINATION OF THE PROFESSIONAL STAFF OF HUNGARIAN CUSTOMS AND FINANCE GUARD AND THE TEACHING STAFF OF SECONDARY SCHOOLS UNDER THE SUPERVISION OF SECURITY FORCES." Problems of Education in the 21st Century 53, no. 1 (April 15, 2013): 40–50. http://dx.doi.org/10.33225/pec/13.53.40.
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In people’s life their job takes a very important place which cuts across exist outside of work as a whole. The health status of the Hungarian population is among the worst in Europe. High mortality and morbidity rates of non-infectious diseases are mainly due to lifestyle factors, and job stress is a significant risk factor. Being an officer of the Customs and Finance Guard is a specific profession, the job stress is significant. If our aim is prevention, we have to start by evaluating the health status of the vulnerable population, and intervention can be designed in view of the results. Aim: A national context to explore about the customs and finance guard and teachers of police training colleges their stress level, and their chance of their advancement In view of the result, we would like to develop a health promoting project for this population with special profession. Sample: The study population consisted of 122 employees who have been working for the Hungarian Customs and Finance Guard for more than one year, 481 workers who have been employees of the Hungarian Customs and Finance Guard for less than a year, and 99 teachers of law enforcement schools. We used an impersonal style should be used self-report questionnaires for evaluation. The job stress questionnaire showed that the stress level of officers was significantly higher than that of teachers. The vulnerability of officers of the Hungarian Customs and Finance Guard is significantly higher than that of teachers, therefore, it is imperative to accomplish a health promoting project and burnout intervention. Key words: work, stress, comparative study, Hungarian Customs and Finance Guard.
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Melssen, Maria. "Canadian Healthcare Practitioners’ Access to Evidence Based Information is Inequitable." Evidence Based Library and Information Practice 8, no. 2 (June 12, 2013): 267. http://dx.doi.org/10.18438/b8fw3w.
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Objective – To determine what services and resources are available to health professionals through national Canadian and Alberta based health professional associations and licensing colleges and if those resources and services are being used. Also, to assess the associations’ perceptions of what resources and services Canadian health professionals actually need and if those needs are being met, membership satisfaction with the resources and services provided, and challenges the associations have with providing resources and services.
Design – Structured telephone interview.
Setting – Health professional associations and licensing colleges in Canada.
Subjects – 23 health professional associations: 9 Alberta-based associations and 14 national-level professional associations and licensing colleges.
Methods – A librarian, communications officer, or another individual in a comparable position at each association was invited via email to participate in the study. Individuals willing to participate in the interview were emailed the interview questions in advance. Telephone interviews were conducted in July and August of 2009. For those who did not respond to the email request or who did not wish to participate in the interviews, information was collected from the association’s website.
Main Results – Of the 23 contacted associations 12 agreed to be interviewed: less than 50% response rate. Data was collected from websites of seven associations that either declined to be interviewed or did not respond to the authors’ email request. Data were unavailable for four associations due to data being in members only sections of the websites. Data were analyzed both qualitatively and quantitatively.
Resources and services provided by the associations and licensing colleges range from none to reference services provided by a librarian and access to licensed databases.
None of the three licensing colleges or the two provincial associations interviewed maintains usage statistics or surveys their members. Nor do they grant access to licensed databases or offer information services, such as having a librarian or other information professional available to answer reference questions or to perform mediated literature searches. The two provincial associations and the three licensing colleges interviewed do supply information pertinent to health professionals, for example insurance information and funding.
Seven national associations were interviewed: two permit access to databases developed by that association and three grant access to licensed databases such as Medline. All seven national associations provide access to journals (four of the seven only provide access to their own association’s journal) and five offer information services. Four maintain usage statistics and five survey their members.
Of the seven associations not interviewed, none grant access to licensed databases and one permits access to databases developed by that association. Five provide access to their own association’s journal and one provides book loans. Only one offers information services. Cost and the priority to provide resources to staff over members are barriers when trying to provide association members’ services and resources.
Conclusion – Health professionals’ access to health information varies depending on the professional’s area of specialization, location in Canada, and particular association memberships. There is no consistency as to what health information is available to all health professionals in Canada, specifically Alberta. The majority of the associations do not provide resources and services, nor do they survey members to assess their usage, desires, needs, or satisfaction with resources and services. Usage rates are low for the associations that do track resource and service usage.
A resource list of freely available online health information should be generated to mitigate existing disparities without accruing additional cost factors. Also, a partnership between hospital and academic libraries with various associations is needed to promote the usage of licensed and freely available resources accessible at institutions.
This study has several limitations. The low response rate and excluding associations and licensing colleges in other provinces make this an incomplete assessment of all associations which provide resources and services to health professionals in Canada, specifically Alberta. To compensate for this deficit, the authors had collected information from seven associations’ websites; however, because much of the needed information was within members-only pages, some data may be missing. Due to the study’s limitations, further research is needed to better assess health professionals’ information needs and barriers to their use of available resources and services.
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Bowman, William R., and Stephen L. Mehay. "College Quality and Employee Job Performance: Evidence from Naval Officers." ILR Review 55, no. 4 (July 2002): 700–714. http://dx.doi.org/10.1177/001979390205500408.
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This study analyzes the effects of college quality and individual academic background on selected job performance measures for officers working in professional and managerial jobs in the U.S. Navy. The study analyzes performance indicators at selected career points for cohorts in two occupational groups. Among staff personnel, who perform mostly administrative and support functions, the authors find that graduates of private schools, regardless of college quality, received better performance appraisals than did other officers. Among line personnel, who perform jobs on ships and submarines and in aviation, graduates of top-rated schools, both public and private, received better appraisals during the early career period. Within both occupational groups, graduates of top-rated private schools were more likely than other officers to be promoted at the up-or-out point. The results are consistent with prior studies that find an earnings premium attached to attendance at elite private colleges.
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Al-Johani, Awadh Zuraiban. "Opinions of the Teaching Staff at Taibah University About Islamic Education Teacher Preparation Programs in the Light of the Requirements of Intellectual Security." International Education Studies 14, no. 5 (April 25, 2021): 42. http://dx.doi.org/10.5539/ies.v14n5p42.
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The current study aims to explore the realm of preparing Islamic education teachers in the light of the intellectual security requirements from the point of view of teaching staff at Taibah University. The researcher used the descriptive approach and designed a questionnaire to review the opinions that consisted of two main topics. The first topic is the intellectual security requirements for the academic preparation program (the Specialist Academic Aspect – the Cultural Aspect – the Educational Aspect “Professional”) to encounter radicalism and terrorism. The second topic is the proposed concept to encounter the obstacles to fulfill intellectual security requirements in the preparation colleges programs. Each main topic is subdivided into a set of clauses (42 clauses) for the two topics. The study sample consists of (83) teaching staff members at the preparation colleges. The study has been applied to the study sample during the first semester of the academic year 1439 – 1440 A.H. The study findings show the following:
The first topic achieved (78.55%) of the opinions of the study sample members about the preparation program of the Islamic Education teachers in the light of the intellectual security requirements for encountering radicalism and terrorism.
The second topic achieved (93%) of the opinions of the study sample members about the proposed concept to overcome the obstacles to meet intellectual security requirements in the preparation programs.
There are no differences of the statistical significance level (50. = ∞) among the study sample members toward the questionnaire according to the faculty type for the first topic and the tool in general.
There are no differences of the statistical significance level (50. = ∞) among the study sample members toward the questionnaire according to the faculty type for the second topic and the tool in general.
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Qiu, Yongjian, Xinghai Zhu, Zelong Li, and Jing Lu. "Research on the Path and Effect Evaluation of Students’ Quality Improvement in Private Colleges." Complexity 2021 (June 23, 2021): 1–13. http://dx.doi.org/10.1155/2021/2377037.
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Entering the 21st century, the development momentum of holistic education in China’s higher education can be described as rapid progress. General Secretary Xi Jinping emphasized at the National Education Conference that efforts should be made to enhance comprehensive quality and educate and guide students to cultivate comprehensive ability and cultivate innovative thinking. The Outline of the 13th Five-Year Plan clearly states that the training system of academic and applied talents classification, holistic education, and professional education combination shall be implemented. Holistic education is becoming more and more prominent in the cultivation of high-quality interdisciplinary talents in colleges and universities, and its importance in educational reform has been recognized. However, there are still some problems in holistic education, such as unbalanced development among core modules, separation of theory and practice in the actual teaching process, single classroom mode and low interest of students, and lack of relevant teacher resources. This paper introduces the experience of holistic education curriculum exploration in Sanquan College of Xinxiang Medical University. In the construction of the core modules of the curriculum, the content of the modules is clear, and the cross-module is emphasized; in the curriculum design, a multidimensional combination of theory and practice is required; the construction of the teaching staff is based on the long-term perspective, and the classroom assessment is scientific and objective. The research aims to provide a certain reference for the construction of holistic education courses.
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Scott, David M., Michael E. Kelsch, Anqing Zhang, and Daniel L. Friesner. "Evaluation of the entrustable professional activities (EPAs) of the population health promoter domain by North Dakota pharmacists." Pharmacy Practice 18, no. 3 (August 12, 2020): 1980. http://dx.doi.org/10.18549/pharmpract.2020.3.1980.
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Objective. Entrustable Professional Activities (EPAs) are a list of professional tasks (with associated competency ratings) that pharmacy educational organizations support, and accreditation organizations require, for assessment by colleges and schools of pharmacy. This manuscript assesses the perceived frequency of performing EPAs in the population health promoter (PHP) domain among pharmacists practicing in North Dakota.
Methods. This survey assessed the self-reported EPA activities (inclusive of the PHP domain) of registered pharmacists living and practicing in North Dakota. There were 990 pharmacists surveyed, and 457 (46.1%) of pharmacists responded.
Results. Within the PHP domain, pharmacists reported performing “Minimize adverse drug events and medication errors” most frequently (mean=3.4, SD=2.0), followed by “Ensure that patients have been immunized against vaccine-preventable diseases” (mean=2.3, SD 2.3), “Maximize the appropriate use of medications in a population” (mean=2.2, SD 2.3), and “Identify patients at risk for prevalent diseases in a population” (mean=1.3, SD=1.9). In these Core EPAs PHP domains, the clinical pharmacists reported the highest level, followed by pharmacy managers and staff pharmacists.
Conclusion. Pharmacists in North Dakota reported that EPAs in the PHP domain are practiced regularly. Thus, EPAs in the PHP domain have potential as a means to assess outcomes in pharmacy education and practice.
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Faisal, Dr Abdullah, Muhammad Azeem, Farrukh Aysha, Farrukh Amina, Dr Farhat Saleem, and Rubina Nadeem. "Impact of Educational Leadership on Institutional Performance in Pakistan." Journal of Public Administration and Governance 2, no. 1 (January 2, 2012): 57. http://dx.doi.org/10.5296/jpag.v2i1.1385.
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PurposeThis study was undertaken to identify and describe the impact of leadership behaviour of educational leaders (both relation-oriented and task-oriented) along with demographics on institutional performance for the fulfilment of goals of education as envisaged in national documents.Research Design/MethodologyThree questionnaires namely Leadership Behaviour Description Questionnaire (LBDQ), Institutional Performance Questionnaire (IPQ) and Leadership Demographics Checklist (LDC) were developed for the collection of data. The validity and reliability of the instruments was ensured through experts’ opinions and pilot testing. All educational administrators working in educational institutions—schools, colleges situated at district and provincial level formed the population for this study. The population of study was consisted of Principals of Higher Secondary Schools, Degree Colleges and Colleges of Education, District Educational Officers (DEOs), Executive District Officers (EDOs), and their subordinates [DEOs, Dy. DEOs, AEOs and Superintendents] respectively. Leadership Demographics (attributes + situational factors) Checklist was administered to 171educational leaders and 1368 their subordinate / teaching staff. For gathering quick and reliable data all three questionnaires were routed through Additional Secretary (Schools), Education Department. Using that channel more than 90 % data were collected from the field.Major FindingsThe findings of the study revealed that both Relation-Oriented and Task Oriented Behavioural dimensions of educational leaders of the study directly relate to their leadership effectiveness. This evidence also suggests that the strong relationship between these two variables is optional for high leadership effectiveness for achieving the objectives of the organization. The correlation r =.73 shows a strong positive relationship between relation oriented behaviour of educational leaders and institutional performance. Whereas, the correlation r=.74 shows that there is also a strong relationship between task oriented behaviour of educational leaders and institutional performance. Comparison of both behaviours shows that comparatively second relationship is stronger than the previous one even instead of a little difference between their values. Therefore task oriented behaviour of educational leaders has better impact on the performance of institution rather than relation oriented behaviour of educational leaders and institutional performance. Whatsoever are the factors other than educational leaders, the impact of educational leaders on institutional performance cannot be easily ignored. Originality/ValueGiven the findings in this study, a relatively straight forward profile of educational leaders on institutional performance emerges. An effective educational leader according to this study is one who has Task-Oriented Behaviour which reflects the behaviour of the leader as high on relationship i.e. high on consideration, better with professional qualification, interaction with Subordinates/teaching staff enjoyable academic freedom that acts as catalyst in the use of potential of the staff for better instructional efficiency.
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Zemichael, Zecarias. "Induction of junior faculty members of higher education institutions in Eritrea." Higher Education Evaluation and Development 12, no. 2 (September 10, 2018): 99–114. http://dx.doi.org/10.1108/heed-01-2018-0004.
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Purpose The purpose of this paper is to explore how the graduate assistants (GAs) are inducted into the system and ethos of the institutions of higher education (IHE) in Eritrea. The paper serves in the purpose of creating more conducive and supportive work environment in IHE facilitating the socialization of junior faculty members to the culture, standards and system of the institutions. Design/methodology/approach The research adhered a combined approach of quantitative and qualitative research methods. Data were gathered through a Likert scale questionnaire and in-depth interviews. The study was conducted in seven IHE involving 165 participants. Findings The GAs’ knowledge of job description, access to institutional information, sharing of resources, the quality of guidance and support provided, supervised teaching and feedback are discussed in detail. Results revealed that the GAs shoulder vital responsibilities but they receive poor induction at individual and institutional levels. GAs complain for lack of job description clarity and lack of transparent institutional communication at work. Holding first degree, GAs teach senior courses without any prior induction, pedagogic trainings and unsupervised. The GAs are recruited on the basis of the colleges’ long-term staff development plan, but little is done. Practical implications Despite their academic rank, the GAs represent 64 percent of the national academic staff (ADF, 2010). Creating conducive work atmosphere for the junior faculty members in the institutions is a long-term investment on institutional capacity building and quality assurance of the institutions’ performance. Social implications Induction of the newly recruited junior faculty members to the social, professional and the institutional ethos is a socialization process that would minimize the professional isolation and inefficiency of new recruits.
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Romaniuk, S. "CURRENT TRENDS OF TEACHER TRAINING IN UKRAINIAN ABROAD." Aesthetics and Ethics of Pedagogical Action, no. 23 (August 4, 2021): 195–210. http://dx.doi.org/10.33989/2226-4051.2021.23.238280.
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The article analyzes the modernization processes in the modern education system of Ukraine, primarily in the formation of its pedagogical potential. The expediency of using in this sphere the achievements of foreign states in which Ukrainians live is substantiated. It has been proved that the most significant experience in training pedagogical staff for the Ukrainian schooling system in the diaspora has been developed in Canada. It is carried out by universities and university colleges. It is established that their educational and professional programs include academic courses, professional courses, and practical activities at school (educational practice). The task of these courses is to provide future teachers with knowledge of the subjects they will teach at school. The curricula include mandatory fundamental disciplines (development of children/adolescents, education of children with special needs, methods of teaching different subjects, theory of learning, etc.) and optional courses of professional direction offered by universities. The peculiarities of training teachers of Ukrainian disciplines in Alberta, Saskatchewan, and Toronto universities and the organization of their further professional growth by public institutions of Canadian Ukrainians are analyzed. It was established that Ukrainian studies in Canadian universities have a degree structure of training specialists and cover three levels: Bachelor, Master, and Ph.D. However, different universities have different Ukrainian language training programs and, accordingly, their graduates have various opportunities for further employment. It was found that postgraduate education and professional growth of Ukrainian school teachers are provided by public organizations of foreign Ukrainians (World Coordinating Educational Council, Congress of Ukrainians of Canada, School Councils, etc.). They organize summer teacher training courses, seminars, webinars, online training, etc. The ideas of foreign experience, which it is advisable to creatively implement in the activities of institutions of higher pedagogical education in Ukraine, are distinguished.
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Yashchuk, Serhii, Roman Gurevych, Liudmyla Gusak, Iryna Pronikova, Oksana Abramova, and Nataliia Manoilenko. "Professional Training of Masters of Technological Education in Pedagogical Higher Education Institute." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 39–56. http://dx.doi.org/10.18662/rrem/13.2/409.
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The transition of higher pedagogical school to a continuous education system involves updating the content, forms and methods of professional training of masters as specialists of the highest qualification level, who in the future will join scientists from various fields of science and teaching staff of universities, colleges, gymnasiums, lyceums and more. The purpose - on the basis of the integral scientific analysis to develop theoretical and methodical bases of research, to substantiate and experimentally check pedagogical system of professional training of masters of technological education. In the course of the research a complex of pedagogical conditions of professional training of future teachers of technological education in the process of master's degree is singled out. 531 undergraduates of experimental and control groups took part in the experiment, 266 of them were involved in the formative stage. The results of experimental data were processed according to the methods of S. Arkhangelsky (1980) (determination of a sufficient representative sample of students), A. Kiverlyag (1980) (determination of arithmetic mean, variance), D. Novikov (2005) (verification of the probability of the obtained results), which made it possible compare the indicators of the formation of levels of professional and pedagogical competence of masters of technological education before and after the experiment. As a result of experimental work, undergraduates of the experimental group showed higher levels of professional and pedagogical competence than in the control. The results of the experiment showed that the effectiveness of the author's pedagogical system of vocational training for masters of technological education is sufficient, and the general strategy of the proposed pedagogical system of vocational training is innovative, expedient and deserving widespread implementation in higher pedagogical educational institutions that train future teachers in the specialty "Technological education".
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Waterbury, Theresa. "Learning from the pioneers." International Journal of Quality & Reliability Management 32, no. 9 (October 5, 2015): 934–50. http://dx.doi.org/10.1108/ijqrm-08-2014-0125.
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Purpose – The purpose of this paper is to capture challenges faced and lessons learned when implementing Lean in higher education. Design/methodology/approach – During 2010-2014, faculty, staff, and administration from three community colleges and four four-year universities attended Educational Lean workshops. Semi-structured interviews were conducted with the administrators who originally sought the training opportunity or their designee who coordinated Lean events. Findings – The paper provides insights from seven colleges and universities who have experience with implementing Lean in higher education. Organizational and personal elements are identified and discussed along with seven critical reflection questions to consider before implementing Lean. Research limitations/implications – Further research is needed to understand the role of the senior leadership team when implementing Lean as a continuous improvement strategy. This research provides some insight, but is limited to the factors identified by the seven institutions. Practical implications – The findings of this study can be used to assist higher education institutions considering a Lean initiative. Critical reflection questions include: Who will oversee the Lean initiative? How will human and financial resources be allocated? When and how will professional development opportunities be offered for senior leaders, facilitators, and employees? How will facilitators continue to develop their skills? How will projects be selected? How will Lean thinking be introduced into academic departments? Originality/value – This provides original research in the area of implementing Lean in higher education and its concurrent challenges.
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MacDiarmid, L. "71 Developing A Portfolio for Advanced Practitioners Working with Older People." Age and Ageing 50, Supplement_1 (March 2021): i12—i42. http://dx.doi.org/10.1093/ageing/afab030.32.
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Abstract Introduction Advanced Nurse Practitioners (ANP’s) have a professional responsibility to ensure that they maintain professional competence (Whiteing, N. in Hinchcliffe and Rogers Eds pp192–219, 2008). The aim of the portfolio is to assist ANP’s in developing evidence demonstrating continued advanced level practice. At the time of the study, there was a dearth of evidence relating to competencies for qualified ANP’s, working with older people. The aim was to move away from the traditional confines of “nurse does this, doctor does this”, and to embrace the concept of developing skills to meet the clinical demands of service provision for our older people. Methods Participatory action research methodology was adopted—using the Review, Plan and act cycle (Edwards and Talbot, p63 1999; Holloway & Wheeler p155–156, 1996). Review A literature search and review of competencies relating to advanced practice and older people was undertaken. Plan A portfolio of knowledge and skills was collated utilising the information from the review. A matrix was created incorporating four Pillars of Advanced Practice (SGHD 2008), the Nursing and Midwifery Code (NMC, 2015) and modified competencies for Joint Royal Colleges of Physicians Training Board Geriatric curriculum (JRCPTB), (2010, amended 2013 and 2015). The portfolio was sent out to existing team members, and local Consultant Geriatricians based in the Acute Trust and local University for comment and amendments were made. Act The portfolio was used by staff as a trial and evaluated. Written feedback was obtained through questionnaires. Results The portfolio was well evaluated by staff using it, including recommendations for improvement. Portfolio has been shared at national groups and via social media and has been well received. Conclusions An Advanced Practice Portfolio of capabilities is being used, based on action research cycles, enhancing the level of care received by older people.
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Chen, Xiangliu, Xiao-Guang Yue, Rita Yi Man Li, Ainur Zhumadillayeva, and Ruru Liu. "Design and Application of an Improved Genetic Algorithm to a Class Scheduling System." International Journal of Emerging Technologies in Learning (iJET) 16, no. 01 (January 12, 2021): 44. http://dx.doi.org/10.3991/ijet.v16i01.18225.
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The current expansion of national colleges and universities or the increase in the number of enrolments requires teaching management to ensure the quality of teaching. The problem of scheduling is a very complicated prob-lem in teaching management, and there are many restrictions. If the number of courses scheduled is large, it will be necessary to repeat the experiment and make adjustments. This kind of work is difficult to accomplish accu-rately by manpower. Moreover, for a comprehensive university, there are many subjects, many professional settings, limited classroom resources, limited multimedia classroom resources, and other factors that limit and constrain the results of class scheduling. Such a large data volume and com-plicated workforce are difficult to complete accurately. Therefore, manpow-er scheduling cannot meet the needs of the educational administration of colleges and universities. Today, computer technology is highly developed. It is very economical to use software technology to design a course schedul-ing system and let the computer complete this demanding and rigorous work. Common course scheduling systems mainly include hill climbing al-gorithms, tabu search algorithms, ant colony algorithms, and simulated an-nealing algorithms. These algorithms have certain shortcomings. In this re-search, we investigated the mutation genetic algorithm and applied the algo-rithm to the student’s scheduling system. Finally, we tested the running speed and accuracy of the system. We found that the algorithm worked well in the course scheduling system and provided strong support for solving the tedious scheduling work of the educational administration staff.
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Awusi Atiku, Benedicta. "Structures and Procedures in Organising College-based Departmentalised Continuous Professional Development Programmes for the Academic Staff of Selected Colleges of Education in the Volta Region of Ghana." American Journal of Educational Research 9, no. 8 (August 6, 2021): 472–78. http://dx.doi.org/10.12691/education-9-8-2.
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Demianchuk, М. R. "TERMINOLOGICAL ANALYSIS OF THE BASIC DEFINITIONS OF STUDYING VOCATIONAL TRAINING OF FUTURE JUNIOR SPECIALISTS IN NURSING IN COLLEGES." Медична освіта, no. 1 (April 2, 2020): 102–5. http://dx.doi.org/10.11603/me.2414-5998.2020.1.11002.
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The article argues that nowadays a well-established conceptual and terminological apparatus, whose origins have deep historical roots, in modern vocational training of future specialists in nursing of different qualification levels, is used. On the basis of theoretical analysis of scientific literary sources and conceptual and terminological synthesis has been established that definition of “nurse” comes from Latin “nutricius”,which means caring for those who suffer. On the basis of comparative analysis the comparative-historical way of becoming nurse profession has been reflected.The basis is a five-stage periodization of the formation and development of nursing (by M. Shehedyn). It has been concretized that in the prehistoric period, which lasted from ancient times to the V century AD, work that reflected some of the functions of modern nurse was regarded as a spontaneous care, not as a profession; the period of the Middle Ages was marked by the functioning of specialized institutions for the care of sick people; during the Classical period the nursing and Sisters of Charity were born; the Neoclassical period was marked by the development of scientific concepts for the organization of the system of training nurses; in the Modern period the degree nursing education was introduced.
In different historical periods, to indicate the functional characteristics of persons who determine the modern professional activity of nurse, the following terms were used: “deaconess”, “caregiver”, “Sister of Mercy”, “Daughter of Charity”, “nurse”. The recognition of nursing staff by the World Health Organization in 1983 as independent and equal in the health care system, as well as the official definition of “nursing”, which was considered as an activity aimed at addressing individual and public health problems in a changing environmental conditions, became an extremely important event in development of the world nursing.
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Augar, Naomi, Carolyn J. Woodley, Despina Whitefield, and Maxwell Winchester. "Exploring academics’ approaches to managing team assessment." International Journal of Educational Management 30, no. 6 (August 8, 2016): 1150–62. http://dx.doi.org/10.1108/ijem-06-2015-0087.
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Purpose – The purpose of this paper is to develop an understanding of academics’ approaches to managing team assessment at an Australian University with a view to informing policy development and assessment design. Design/methodology/approach – The research was conducted using a single exploratory case study approach focussing on the team assessment approach of academics teaching in two colleges at an Australian University. A desktop audit of publicly available assessment policy from 38 Australian universities was conducted alongside a review of relevant college subject guides. The findings of this review framed a subsequent focus group and online survey of academic staff. Findings – Results suggest that staff have adopted highly diverse and idiosyncratic approaches to team assessment and have mixed views about varied approaches to managing and assessing teamwork. Findings identify a need for explicit guidance and professional development on designing, managing and grading team assessments. Institutional limits and criteria should be introduced to ensure a whole-of-course approach to developing teamwork skills and ensure students are not burdened with an excessive number of team assessment tasks in a degree. Research limitations/implications – The paper reports results from an exploratory case study at a single Australian University. As such, the results are not generalizable. Practical implications – The findings could inform guidelines, policies or support resources for designing team assessment tasks. Originality/value – The research explores a challenging area for academics: team assessment, which the research indicates is not currently adequately managed through university policy and procedure. The findings highlight options for universities to consider when developing policies and procedures to manage team assessment. The study also provides recommendations for academics to consider when developing and managing team assessment.