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1.
The relationships and differences in how academic staff perceive their work and organisation are of great importance for human resource strategies in the higher education sector. The present study examines work-related attitudes of academic staff, namely job satisfaction, self-efficacy and organisational commitment. The purpose is to analyse how these attitudes differ among groups of individuals. Results show that there is an alternative way of classifying academic staff into distinct groups based on work-related attitudes apart from the conventional classification based on position alone. Findings suggest that university managers should be careful in balancing between different systems of control or incentive. 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.
Alan Jenkins 《International Journal for Academic Development》2013,18(1):50-62
Abstract This paper grows out of my academic journey from a long period teaching and researching geography to recently taking on the role of an educational developer. For most staff, their primary allegiance is to their discipline. In my experience, educational developers often fail to recognize and value staff's focus on their discipline ‐ or see it as an obstacle to improving the quality of their teaching. My central argument is that, to have a significant impact on the broad mass of staff, educational developers should work with these discipline‐based concerns. I detail how this can be achieved, drawing on much good practice from the UK, Australia and North America. Approaches include recognizing particular curricular and pedagogic concerns of the disciplines; helping staff to develop as scholars in the teaching of their discipline; for some staff to develop careers in the teaching of their discipline; and for educational developers to work with disciplinary organizations to promote discipline‐based teaching initiatives. 相似文献
4.
Lee Andresen 《International Journal for Academic Development》2013,18(1):38-49
Abstract The paper addresses the questions of identity, ethics and organization for academic developers ('AD’ is used as an umbrella for academic staff development plus a number of other academic‐related professional university roles). It inquires into the degree of role differentiation between this occupational cluster and others that resemble it, outside as well as inside the universities. It argues, following Clark and Boyer, that ‘AD’ is both a scholarly and an academic pursuit, and adds that it is characterized uniquely by its focus on change and development, and that the nature of its ‘discipline’ is somewhat problematic. The paper examines the occupational freedoms of AD people and their special knowledge‐base, and argues for a ‘temptations‐based’ rather than a ‘virtues‐based’ approach to creating an ethical schema. It concludes with observations about how to achieve a firm professional identity for AD and recommends new organizational machinery to both politicize and defend the distinctive AD role in academia. 相似文献
5.
Abstract This paper describes a discipline‐based academic development project based upon a tripartite relationship between departmental staff, work‐based practitioners and the central academic development unit which took place over one academic year within the Department of Physiotherapy, Queen Margaret College, Edinburgh. The purpose of the project was to discuss and debate the concept of the ‘reflective practitioner’, to develop strategies for enabling undergraduate students to be reflective, and to devise a framework for assessment of reflective practice in clinical work‐based learning. The outcomes of the project, most important of which was a change in the learning experience for students, demonstrate that academic development can be valuable and productive when undertaken as a partnership and placed in a disciplinary context. The authors identify key elements important to the success of the academic development process which should be applicable in similar situations and which could serve as guidelines for the planning and delivery of staff development through similar kinds of partnerships. 相似文献
6.
Sue Johnston 《Teachers and Teaching》2013,19(2):257-272
Abstract Recent studies of academic work have identified increasing pressures on universities and academics throughout the world. These pressures relate to such factors as diminishing resources available to the higher education sector, widening diversity of the student clientele, moves for increased accountability and tensions between the research and teaching goals of academic work. Among the pressures being placed on the teaching component of academic work are the need for increased accountability of teaching performance and the need to update professional competence related to teaching. This paper reports a study of a selected group of academics — relatively junior staff who have participated in significant professional development activities related to their teaching. The data provided by the interviews with these academics allow a glimpse at their academic lives and how they fit teaching and professional development related to teaching into their working lives. The study highlights how these academics structure their work around their teaching commitments and how, although they make time available for professional development related to their teaching, this is done in response to the activities offered rather than as a proactive component of their career planning. 相似文献
7.
ABSTRACTThis article addresses how technology-enhanced learning (TEL) is implemented in higher education institutions. The study is based on data collected from a nationwide survey and semi-structured interviews with academic managers. The findings suggest that: (1) members of the academic management staff have limited knowledge of institutional strategies; (2) there is a gap between what academic managers believe they do to support and implement TEL and what other academic staff perceive them to actually do; and (3) TEL is seldom discussed during performance assessment reviews. In addition, the study reveals that academic managers have different understandings of the use of educational technology. Those differences appear to be closely related to the individual managers’ assessment of TEL’s role in supporting teaching. 相似文献
8.
《Journal of Further & Higher Education》2012,36(7):942-958
AbstractAmidst opportunities for universities to consider international academic staff in supporting internationalisation and innovation in academic practice, there is very little research to provide insights into their attitudes towards institutional approaches and frameworks in place to enable this. This article focuses on this research gap, suggesting that this academic community might enhance the development of internationally-informed and innovative pedagogic practice. The research reported within the article constitutes a preliminary study, set within a UK higher education case study setting. Methods included focus groups and themed in-depth interviews with a sample of 34 international academic staff from over 15 countries. The findings and discussion provide insights into the perspectives and experiences of international academic staff in relation to the Postgraduate Certificate in Teaching and Learning and other institutional practice. Innovative pedagogic practice as enabled by international academic staff is discussed, as are approaches to the internationalisation of the curricula. The findings are relevant to the UK higher education context but also to the global context: academic institutions need to consider whether curriculum and processes are limited and limiting in favour of a narrow cultural lens. 相似文献
9.
Michelle McLean 《Teaching in Higher Education》2013,18(3):399-413
The conceptions of learning that students hold and how these change are dependent on several factors, including their schooling, personal traits of students and the academic environment of the tertiary institute (e.g. departmental policies, attitudes and behaviour of staff). This document discusses whether the conceptions of learning students (in this case, second year medical students) hold can be related to their academic ability. From a phenomenographic perspective (Marton et al., 1993), it would appear that students who were selected in the present study for their good academic record expressed more transformative conceptions of learning than did their less academically achieving peers, who appeared to rely on memorisation and recall. Based on the results of this study, 'academic ability' might then be a reflection of the conceptions of learning students hold. It would be interesting to extend this study to include students in other disciplines, experiencing other curricula and at different year levels. 相似文献
10.
《Journal of Further & Higher Education》2012,36(2):173-181
abstract The IMPEL2 Project is a JISC‐funded eLib Project based at the University of Northumbria at Newcastle. It has been engaged in a 2‐year (1996‐98) investigation of organisational and cultural change in the increasingly electronic environment in UK Higher Education HE. The selection of Case Study sites was purposive; some had participated in the previous IMPEL1 study. A qualitative methodology, using analysis of documentation, semi‐structured interviews and questionnaires, has been used to examine complex and sometimes sensitive issues. Through Case Studies at 24 Universities and HE Colleges and over 300 interviews, with a range of academic staff, library and information services staff and computer services staff, the Project team has gained insights into the impacts of electronic information provision on academic and student users, the impacts of resource based learning and training, and considered the implications for the training and development of library staff. This article gives some of the findings of the IMPEL2 Project on supporting students in resource based learning. It considers why it is beneficial to support students and highlights the recent changes in HE which make academic support of students vital to their success. The article outlines the evidence of the IMPEL2 Project which suggests that certain kinds of support are needed including the provision of appropriate resources, access to these resources, the teaching of skills to students and the provision of on‐going advice, guidance and support. Finally the implications for academic staff are considered. 相似文献
11.
AbstractThe use of flipped classrooms, blended learning environments and the application of technology has been extensively studied and reported in the literature, but the impact of learning activity design on cultivating better learning attitudes has rarely been explored. A rapid adoption of ‘e-schoolbag’ in basic education in China has been observed in recent years. Its impact on academic performance varies from different ways of e-schoolbag adoption. We conducted a two-year longitudinal study to review the relationship between learning behaviours and academic performance in a primary school with a blended learning environment, and investigated how interventions through learning activity redesign could improve the academic performance by cultivating better learning attitudes. The results show that learning attitudes are positively related to academic performance with proper learning activity design. It is therefore suggested that teachers’ interventions through learning activity redesign can cultivate better learning attitudes and thus improve academic performance for learners. 相似文献
12.
《Journal of Further & Higher Education》2012,36(3):84-87
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
13.
Victoria B. Costa 《International Journal of Science Education》2013,35(9):1005-1023
This study focuses on the relationships between meanings of science constructed in classrooms and sociocultural precepts of the wider society. Research presented is part of a larger study of the negotiation of knowledge and roles in high school science classrooms. The data presented document that what goes on in classrooms reflects and recreates societal attitudes towards work, in general, and teachers’ work, in particular. The teacher in this study reduces his demands for academic work in return for students’ cooperation and as a means of coping with negative aspects of teaching. Students, in turn, are not concerned about the specific subject matter of chemistry. What matters to them are the academic credentials that lead to success in the college and employment arenas. As a result, teacher and students construct school chemistry to be what you‐get‐through‐as‐you‐get‐along. The interdependence of the roles and actions of teachers and students suggests changes in policy and practice. 相似文献
14.
ABSTRACTDigital education, now common in higher education, is particularly evident in the expansion of blended and fully online offerings at universities. Central to this expansion are educational developers, staff who support teaching and learning improvement in courses they do not themselves teach. Working closely with staff, students, and the curriculum, educational developers see first-hand how the digital learning agenda is both implemented and experienced. This article reports on findings from a national study of three educational development groups: academic developers, academic language and learning developers, and online educational designers, from 14 Australian universities. Although their institutional settings, roles, and work practices varied considerably, a central theme was the tension arising from a perceived shift in institutional priorities from ‘people development’ to ‘product development’: that is, from building human (educator) capacity towards curriculum resource development, particularly for the online environment. Participants reported a decline in autonomy, with institutional strategy and targeted projects increasingly directing both the work that gets done, and the skill sets required to do it. Their observations have implications for how universities conceptualise the development and support of the educational process. 相似文献
15.
Donna Y. Ford 《Roeper Review》2013,35(3):130-136
This study examined determinants of underachievement as perceived by 148 Black fifth‐and sixth‐grade students in an urban school district. Explored were the respective influences of social, psychological, and cultural determinants of underachievement as perceived by Black students in three different academic programs (gifted, above‐average, and average). Students were placed into groups based on profiles of achievement behavior (Types I through V) and compared relative to their perceptions and attitudes. Findings from the statistical analyses (frequency analyses, t‐tests, analyses of variance, and multiple regression) suggest that psychological factors played the greatest role in underachievement or poor achievement motivation, and that underachievement behaviors were noted among all students, irrespective of their academic program. Implications and recommendations are suggested for educators working with gifted, above‐average, and average Black students in urban areas. 相似文献
16.
The purpose of this study was to ascertain the attitudes of academic staff towards their own work as well as towards external evaluations. The study was based on (1) an analysis of assessment reports of institutional accreditations conducted by the Estonian Quality Agency for Higher and Vocational Education and (2) self-determination theory on intrinsic and extrinsic motivation. The satisfaction of academic staff with their own teaching and research competencies was measured and links among the following attitudes were analysed: sense of competence, intrinsic motivation for research, attitudes towards assessment of students and towards external evaluations. The results indicate that a correlation between attitudes towards work and towards external evaluation exists and that the attitudes of academic staff at universities and professional higher education institutions differ. The study involved 252 academic staff members and showed that competent and intrinsically motivated people perceive external evaluation more positively, thus supporting self-determination theory. 相似文献
17.
Seán MacCorraidh 《Irish Educational Studies》2013,32(1):17-34
Abstract This paper is based on a small‐scale study carried out to evaluate the change situation that arose in a Belfast third level institution with the introduction of an Irish‐medium option in initial teacher training within the BEd degree in 1996. Data were collected from stakeholders by way of questionnaire and semi‐structured interviews with a focus on four aspects. The first of those aspects was the change's impact on the institution. Stakeholders’ perceptions of the change was the second aspect and included academic staff, management, students taking the Irish‐medium option and head‐teachers in Irish‐medium schools. The third aspect was the way in which the academic staff coped with the change situation and the fourth was the likely future of the provision. The paper reports on recommendations around both the use of a second language as a teaching medium in teacher training and striking a balance between subject‐content and language teaching in teacher training for Irish‐medium education. 相似文献
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19.
《Journal of Further & Higher Education》2012,36(2):251-260
Abstract A strongly held belief in the importance of individual merit makes it difficult for universities to move beyond a limited liberal interpretation of equal opportunities, which emphasizes equality of opportunity focusing on the absence of overtly discriminatory practice. Using the findings of a faculty equal opportunities’ audit, this paper demonstrates the conflict at ground level between traditional notions of academic excellence and the more radical aspirations of equality of outcome. It also reveals that an exclusive focus on conventional generic areas of discrimination such as gender, ethnicity and disability can obscure more contextually specific issues such as the perceived devaluing of ‘non‐academic’ staff by their academic colleagues. The faculty audited was sited in a new university and comprised four departments with an overall total of 1115 students and 153 staff. Data was gathered in four stages namely (a) compilation of a demographic data base, (b) semi‐structured interviews with heads of departments, (c) two course audits including questionnaires to staff and students, and (d) semi‐structured interviews with administrative and technical staff. Findings were also related to those being generated by simultaneous audit activity in other parts of the university. 相似文献
20.
《Journal of moral education》2012,41(1):38-47
Abstract This study focuses on the relation between moral arguments and political attitudes such as concern about nuclear war, sexism, attitudes toward minority groups, and authoritarianism. Forty‐six high school students were involved in a quantitative study based upon tests and questionnaires, and 19 of them participated in a qualitative study based on interviews. The measures were: the ‘Sociomoral Reflection Objective Measure’, the ‘Inventory of Nuclear War Attitudes’, the Slade and Jenner sexism scale, an ethnocentrism scale, and a Dutch version of the F‐scale. Using a multivariate analysis it was shown that concern about nuclear war and ethnocentrism are particularly related to moral judgement level. The qualitative study illustrates the context of these relationships. 相似文献