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1.
The purpose of this article is to examine the validity of perceptions by academic staff about their past and present workload and working hours. Retrospective assessments are compared with time‐series data. The data are drawn from four mail surveys among academic staff in Norwegian universities undertaken in the period 1982–2008. The findings show that many academic staff retrospectively perceive that expectations of their work and task performance have increased and hence that they now work longer hours. In contrast, when time‐ series data are used to measure changes in time use (on an aggregate level) no empirical evidence is found in support of this claim; instead, a slight decline in the average number of weekly working hours can be observed. Two possible reasons for this disparity are discussed. First, that heavier workloads do not necessarily imply that academic staff work longer hours. Second, that younger generations of academic staff may report fewer work hours than previous counterparts.  相似文献   

2.
Abstract

This paper stems from conversations between the authors who recently came to work together in staff and educational development. Having pursued different academic careers in Higher Education (HE), we questioned whether we had a common understanding of our academic community. In particular, we discussed two aspects. First, the extent to which our different disciplinary backgrounds influenced our perspectives on academic practice and our attitudes and approaches to staff and educational development. If we held different views on academic practice, how many other variations were we likely to encounter? Second, we felt it important to be sensitive to the needs of our colleagues in terms of their practices. The research that emanated from our discussions began with an empirical study, reported in this paper. We explore tensions between the various work activities performed by academics at the University of Sheffield. Eighty staff maintained a diary over a specified week early in the academic year 1997‐98. They recorded time spent on the activities of research, teaching, administration, external work, and professional development. Biographical data, including staff grade, length of service in HE, and length of service at the University were collected via a questionnaire attached to the diary. It would appear that the majority of academics surveyed support a role in both teaching and research, with a preference to spend more time on research at the expense of administration but not at the expense of teaching. These empirical data help us to understand more about the role of academics in changing times, and how we, as staff and educational developers, might become more effective and efficient.  相似文献   

3.
What causes a student to participate in a survey? This paper looks at participation across multiple surveys to understand survey non-response; by using multiple surveys we minimize the impact of survey salience. Students at a selective liberal arts college were administered four different surveys throughout the 2002–2003 academic year, and we use the number of surveys participated in to understand how student characteristics such as demographics, engagement and Holland personality type affect cooperation. We find that survey respondents are more likely to be female and socially engaged, less likely to be on financial aid, more likely to be an investigative personality type and less likely to be an enterprising personality type.  相似文献   

4.
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5.
This paper explores how academic staff are supported in attempts to develop their use of educational technologies. It identifies the work undertaken by academic staff in the development of an Information and Communications Technology (ICT) application and relates this to the direct support (helping staff to teach using ICT) and professional development opportunities (helping staff to develop their skills) available to them. These broad areas of support are seen as a continuum, with varying proportions of direct support and professional development available in different circumstances. The paper concludes that increasing use and expectations of ICT to support student learning in traditional universities are leading to a greater need for team‐based approaches to support learners, and the issues that this change raises are explored.  相似文献   

6.
Abstract

A competence based approach to the Advanced Diploma in Education (FE) teacher training course was introduced at beginning of the 1989/90 academic year in the University of Ulster. The following year an evaluation of the course began which was completed in 1994. This included a survey of the attitudes of the staff involved with managing the implementation of the course. Included in this were members of the University Course Team, the college staff who carry out work based assessments and the Education and Library Boards who monitor such assessments. The results showed that all parties positively regarded the competence based approach both in relation to it as an initial teacher training course and as a tool in the professional development of vocational teachers. The study, however, highlighted the difficulties inherent in the maintenance of standards in collaborative teacher education and there are recommendations for the further development of future programmes.  相似文献   

7.
What inherent personal leader qualities or dispositions do senior staff in universities say are necessary? What assumptions do we make about leadership in our universities and are they helpful? Are university staff surveys useful in giving both the leadership and staff a clear understanding of staff satisfaction levels related to how they are managed and led? This article looks at these important aspects of university leadership, gathering together HE leader/academic views, study findings and survey pointers to suggest dispositions and talents those in leadership positions should demonstrate in providing the right environment for staff.  相似文献   

8.
Di Adams 《Higher Education》1998,36(4):421-435
Over the last three decades there have been numerous surveys in Australian universities which have attempted to describe the perceptions of academic staff to various aspects of their roles. Each of these surveys appears to have been inspired by changes resulting from contemporaneous government policies and/or community expectations. Calls for “Efficiency and Effectiveness”, “Accountability”, and “Quality and Diversity”have coincided with massive expansion in the higher education system, the change from a binary system to the Unified National System, and consequent changes to student profiles, funding arrangements, and academic workloads. Academic culture, with its tradition of freedom and autonomy, has been besieged by the alien culture of managerialism with its own vocabulary of “client”, “quality assurance”, and “product”: but has this assault made any difference to how academics perceive their work and their perceptions of quality in university teaching ? This paper reports on an analysis of data (relating to academics' perceptions of their work) from surveys conducted in universities from the late 70s and throughout the 80s and 90s. The paper analyses, compares and contextualises academic perceptions across these decades, and draws some conclusions about the perseverence of academic culture under siege.  相似文献   

9.
Departmental academic support plays an important role in a doctoral journey. However, different types of support may be related to different outcomes. This paper aims to provide a categorisation of types of departmental academic support and analyse the relationship between these different categories of support and doctoral students' confidence that they will complete their dissertations. The empirical base for the research is data from a cross-institutional survey of doctoral students at six Russian universities. Based on the results of latent class analysis (LCA), we distinguished six types of departmental academic support depending on the functions performed by supervisors, other faculty members and department heads. Consistent with previous research, we found that departmental academic support plays a crucial role in doctoral students' experiences and outcomes, while lack of support is related to a lower level of confidence about completing a dissertation. At the same time, our results provide evidence that excessive collective engagement in doctoral students' work from departmental staff may be less effective than the strong engagement of a supervisor, assisted by informational support from other staff members.  相似文献   

10.
This paper started with the review of the history of technology acceptance model from TRA to UTAUT. The expected contribution is to bring to lime light the current development stage of the technology acceptance model. Based on this, the paper examined the impact of UTAUT model on ICT acceptance and usage in HEIs. The UTAUT model theory was verified using regressions analysis to understand the behavioral intention of the ADSU academic staffs’ acceptance and use of ICT in their workplace. The research objective is to measure the most influential factors for the acceptance and usage of ICT by ADSU academic staff and to identify the barriers. Two null hypotheses were stated: (1) the academic staff of ADSU rejects acceptance and usage of ICT in their workplace. (2) UTAUT does not predict the successful acceptance of ICT by the academic staff of the Adamawa State University. In summary, our findings shows that the four constructs of UTAUT have significant positive influence and impact on the behavioral intention to accept and use ICT by the ADSU academic staff. This shows that university academic staff will intend to use ICT that they believe will improve their job performance and are easy to use. The facilitating conditions such as appropriate hardware, software, training and support should be in place by the management. In the Adamawa State University, EE and SI are found to be the most influential predictors of academic staff acceptance of ICT and use among the four constructs of UTAUT. The greatest barriers are time and technical support for staff. Knowledge gained from the study is beneficial to both the university academic staff and the Nigerian ICT policy makers.  相似文献   

11.
In this article we discuss some of the factors that influence how faculty members and academic staff at Michigan State University connect their scholarly activities to external audiences. Logistic regression was used to analyze data collected using an institutional-wide survey. Findings reveal that appointment type, discipline, and demographic attributes influence the type of engaged activities—teaching, research, and service—in which faculty members and academic staff are involved. We discuss the implications for practice and research.  相似文献   

12.
South Africa has undergone transformation since the end of apartheid governance in 1994. Legislatively enforced, this transformation has permeated most sectors of society, including higher education. Questions remain, however, about the extent to which transformation has occurred in Higher Education Institutions (HEIs) in general, and across the academic staff body in HEIs in particular. In this study, we examine the transformation of academic staff profiles at HEIs throughout the country. Initially, we graph the racial profile of academics across multiple positions (junior lecturer to professor) from 2005 to 2013. We then use correlational analysis to identify which characteristics of universities in South Africa can be used to explain the racial inequities evident in South African HEIs. Our results indicate that world university ranking; percentage black African staff; percentage black African student body; and whether the university is ‘historically disadvantaged’, all influence the racial profile of the academic staff body to varying degrees. The size of the overall staff and study body does not appear to influence the racial profile of universities’ staff component. We conclude that transformation of the academic staff body of HEIs in South Africa is indeed occurring, albeit slowly. Rather than seeing this as a negative, we argue that the pace of ‘academic’ transformation in the country needs to be interpreted within the framework of academic governance.  相似文献   

13.
The motivations, values and future plans of Australian academics   总被引：1，自引：0，他引：1  
The Australian academic profession is more differentiated than is acknowledged in national and institutional policies and academic roles are more diverse than many academics themselves may recognise. However, the evolution of the nature and purposes of the profession and its implicit diversification have been incremental and largely unplanned. A consequence of this piecemeal approach is the attitudes and pressures on academic staff uncovered by this study, including a widespread intent to leave the Australian higher education sector for other work, or work in overseas universities. The study is based on a large-scale survey of over 5,500 academics across 19 Australian universities, and explores the attitudes, motivators and career plans of the present academic workforce in Australia.  相似文献   

14.
Increasingly, research staff positions rather than lectureships are the reality for social sciences PhD graduates wishing academic work. Within this context, our longitudinal study examined how social science doctoral students and research staff in two UK universities imagined their futures in and out of academia. The variation over time in how they viewed their futures is examined through the lens of identity-trajectory. The results emphasise how individuals balanced their academic intentions with social, personal and physical desires and constraints. The results also enrich understanding of early academic career experience and the conceptualisation of identity-trajectory. Research and policy implications are considered.  相似文献   

15.
University students’ use of time is one of the most relevant inputs to their education process. The aim of this work is therefore to explore the effect that the time spent on different academic and non-academic activities (collected using a diary) has on student performance, in order to determine which of these activities improve students’ marks. Moreover, we investigate the role of quality variables such as study skills. Using a sample of undergraduate business students, we find that academic activities such as doing assignments in teams, attending university lectures and self study have significant positive effects on students’ marks. It is thus concluded that to improve academic performance it is not only the quantity of time that matters but also quality aspects like the ability to schedule.  相似文献   

16.
Academic dishonesty is a fundamental issue for the academic integrity of higher education institutions, and one that has lately been gaining increasing media attention. This study reports on a survey of 1206 students and 190 academic staff across four major Queensland universities in relation to student academic misconduct. The aim of the survey was to determine the prevalence of academic misconduct, and to investigate the extent to which perceptions of dishonesty are shared between students and staff, as preliminary steps toward developing effective strategies to deal with the academic dishonesty/misconduct problem. Results indicate a higher tolerance for academic misconduct by students in comparison to staff, particularly with respect to falsification of research results and plagiarism, as well as considerable underestimation by staff of the prevalence of virtually all forms of student academic misconduct. Overall, the study’s findings confirm the significance of the issue of academic dishonesty within the Australian tertiary sector, indicating considerable divergence between students and staff in terms of perceptions of the seriousness and prevalence of student academic misconduct. We suggest that university administrators need to examine this issue closely in order to develop mechanisms for managing and curtailing the level of academic misconduct, since a failure to do so may lead to a further undermining of the academic integrity of the Australian tertiary sector.  相似文献   

17.
This study aims to identify sources of stress and consequent stress levels in university academic staff, to identify the coping strategies used by staff, and to examine the relationship between stress levels and job satisfaction. The study sample, consisting of 414 (305 males and 109 females) academic staff, was asked two open‐ended questions which invited them to specify the five main causes of stress in their lives in general and at work. The Life Stress Scale (LSS) was used to assess academics’ stress levels. A coping strategies list was used to identify the strategies used by academic staff during stressful periods. Two questions were asked to assess the level of satisfaction felt by academics with their jobs. The results indicated that academic staff rate work as the most significant cause of stress in their lives (74%) and conducting research (40.3%) was the main cause of stress at work. Results showed also that 74.1% and 10.4% of the academic staff fall into the moderate and serious stress categories respectively, and that there were no significant differences between males and females in stress levels. There were significant differences between the four academic rank groups in stress levels, with lecturers as the most stressed group. The results also indicated that academic staff use a wide range of coping strategies. A negative significant correlation between stress and job satisfaction (r= – 0.444) was found, indicating an inverse relationship between stress level and satisfaction.  相似文献   

18.
Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students think the purpose of feedback is, and what they think makes feedback effective. We administered a survey on feedback that was completed by 406 staff and 4514 students from two Australian universities. Inductive thematic analysis was conducted on data from a sample of 323 staff with assessment responsibilities and 400 students. Staff and students largely thought the purpose of feedback was improvement. With respect to what makes feedback effective, staff mostly discussed feedback design matters like timing, modalities and connected tasks. In contrast, students mostly wrote that high-quality feedback comments make feedback effective – especially comments that are usable, detailed, considerate of affect and personalised to the student’s own work. This study may assist researchers, educators and academic developers in refocusing their efforts in improving feedback.  相似文献   

19.
对北京地区19所普通高校1400位专任教师职业发展的需求进行问卷调研发现,高校教师发展的需求因教师的个体特征和社会特征而存在显著性差异。总体而言,当前高校教师的职业认同程度较高,职业发展的多方面需求较为强烈。在影响高校教师职业发展需求的个体因素和社会因素中,学校教师培训和发展的管理状况与领导的态度对高校教师职业发展的满意度影响最为直接。为促进高校教师的全面发展,有必要加快教师发展专门机构的设置,完善教师职业发展管理活动的各个环节。  相似文献   

20.
A survey of those educational development practices which directors of educational (academic) development units in Australia found most effective in their institutions for the improvement of teaching was conducted in late 1983. The responses are presented and discussed.Academic staff are one of the targets of educational development. A series of interviews with 100 academic staff of the University of Queensland at about the same time confirmed that the approaches taken by units for improving teaching are approved of by staff. In particular staff recognised and valued the connection between evaluation and development.The staff development programme at the University of Queensland responded to the expressed needs of staff for specific developmental activities. It is described as one example of a systematic approach to staff development with emphasis on formal workshops/seminar sessions and evaluation of teaching. Practicalities and problems are discussed.This article is derived from an invited paper to the conference, Tertiary Teaching. Techniques for Improvement - The Australian Experience, University of Western Australia, 18 May 1984.  相似文献   

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