共查询到20条相似文献，搜索用时 31 毫秒
1.
Monica A. van Winkel Roeland M. van der Rijst Rob F. Poell Jan H. van Driel 《Journal of Further & Higher Education》2018,42(4):539-555
This study explores how academics who expanded their teaching-only positions to include research view their (re)constructed academic identity. Participants worked in a higher professional education institution of applied research and teaching, comparable with so-called new universities. The aim is to increase our understanding of variations in academic identity and to be better able to support academics’ ‘role making’ within and across different worlds of practice. Data from semi-structured interviews with 18 academics at a Dutch new university were analysed using a grounded theory approach. This revealed six well-rounded academic identities reflecting participants’ personal scholarly objectives: the ‘continuous learner’, ‘disciplinary expert’, ‘skilled researcher’, ‘evidence-based teacher’, ‘guardian of the research work process’ and ‘liaison officer’. The researcher role served to promote the overall development of participants’ identities. The ‘disciplinary expert’ matured through participation in the academic world and research activities. Participants discovered what ‘being’ and ‘becoming’ a researcher in the new university might entail, and contributed to the professions’ knowledge base. Participants learned to apply various research-based teaching approaches. As brokers, they linked research projects to practices in meaningful ways. The six identities embodied an emergent power in creating and preserving a complete academic profession. Participants’ accounts showed tensions inherent in an extended role portfolio and constraints in ‘role making’ given inconsistencies between the university’s espoused research mission and the one in use. These imply challenges for university managers in aligning policies and practices, and scaffolding academics’ attempts to integrate their academic roles in different worlds of practice. 相似文献
2.
This paper first briefly reviews the worldwide development of the size of the university sector, its research merits and authorities’ use of incentive systems for its academic staff. Then, the paper develops a static model of a researcher’s behaviour, aiming to discuss how different salary reward schemes and teaching obligations influence his or her research merits. Moreover, special focus is placed on discussing the importance of the researcher’s skills and of working in solid academic environments for quality research. The main findings are as follows: First, research achievements will improve irrespective of the relative impact quantity and quality of research have on researchers’ salaries. Second, small changes in fixed salary and teaching duties will not influence the amount of time academics spend on research and, as such, their research merits. Third, because research productivity, i.e. the number of pages written and research quality increase with the researcher’s skills and effort, both these figures signal a researcher’s potential when adjusting for his or her age and the kind of research carried out. Finally, because researchers’ utility depends on factors beyond salary and leisure time, employers have a number of instruments to use in order to attract skilled researchers in a globalised market. 相似文献
3.
Cheryl Cockburn-wootten Alison Henderson Caroline Rix 《Action Learning: Research and Practice》2005,2(1):71-78
An action research project, managed by a graduate student, resulted in the development of an academic website as an effective internal and external communication tool. The main focus of the investigation was to uncover the tacit knowledge held by staff in the Department of Management Communication through a series of in-depth interviews, a focus group, and informal conversations to facilitate the development of a website which effectively captured this knowledge. The cyclical nature of the action research methodology provided the flexibility to ensure that issues could be addressed as they arose; although the relative unfamiliarity of staff with action research methodologies created other barriers to be overcome. The key outcome for the staff was that they became aware of the extent of the tacit knowledge and resources available in the department; they valued these, and they utilised them effectively. The research highlights the different learning outcomes experienced by the student researcher, supervisors and departmental colleagues. 相似文献
4.
Growing and developing as a university researcher 总被引：1，自引：0，他引：1
Gerlese S. Åkerlind 《Higher Education》2008,55(2):241-254
While there is a substantial body of literature on academics’ development as teachers, investigation of their development
as researchers post-PhD is rare. This study undertook an investigation of academics’ ways of understanding their own growth
and development as a university researcher. Four qualitatively different ways of understanding research development emerged:
(1) Becoming confident as a researcher; (2) Becoming recognised as a researcher; (3) Becoming more productive as a researcher;
and (4) Becoming more sophisticated as a researcher. The first category of development was seen as most relevant to the early
stages of an academic career, when doing a PhD or during one’s first academic appointment, but may also re-occur at later
stages of a career during changes in research direction, etc. The last three categories are seen as relevant to all career
stages, including more advanced stages as well as the early stages of a research career. Comparisons between academics’ ways
of understanding their growth and development as a university researcher and as a university teacher are also presented. 相似文献
5.
A case is made for a form of narrative reporting (the Creative Process Journal) as a methodology for practice‐integrated research in the arts. It is argued that this stage of research creativity, which applies in all domains of academic study but is often not reported, is fundamental to the kind of arts research which allocates practice a central role. The practical and technological character of making a CPJ, and its consequent benefits to the maker‐researcher are outlined. 相似文献
6.
In changing times for higher education that are dominated by a neoliberal ideology, we set out to uncover how Heads of Departments (HoDs) perceive their role with respect to supporting their staff and their academic freedom. Freedom to pursue academic research is seen as key to the generation of new knowledge yet it is potentially constrained by funding regimes and university accountability systems. As HoDs operate at the interface between university systems and individual academic projects, how they perceive their role can have a profound influence on the working environment of their departmental staff. The research study is located in two successful departments in a research intensive university in England. The study shows that the HoDs were not captured by the neoliberal discourse and aimed to protect their staff so they could ‘get on with their work’. In so doing they interpreted university demands to the best advantage of their departments but were not active in challenging university driven changes, thus raising questions about the effects of accommodating to change, so risking incremental change, and of how less successful departments might be able to protect their staff and their academic freedom. 相似文献
7.
Jennifer Roberts 《Distance Education》2018,39(1):37-53
AbstractThe roles of distance education teaching staff are changing, necessitating role clarity and the development of appropriate competency frameworks. This article investigates the perceptions of the teaching and research staff at the University of South Africa, regarding the current and future roles of distance educators, their own competencies in each role and training that they require in order to address competencies required in these future roles. This research forms part of a larger project that focuses on capacity and continuous professional development processes that are necessary to train staff to be prepared for these changing roles. A quantitative web-based survey was sent to all academic (teaching and research) staff at the University of South Africa. Key results indicate that competencies in the roles of technology and instructional design have emerged as crucial for distance educators, and that future training programmes need to be developed to support these areas. 相似文献
8.
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
9.
Lila Kossyvaki Glenys Jones Karen Guldberg 《Journal of Research in Special Educational Needs》2016,16(3):156-168
Previous research has demonstrated that the way adults interact with children with autism can have a great impact on their spontaneous communication. However, to date, few studies have focused on modifying adults' behaviour and even fewer have been conducted in school settings which actively involve teaching staff in designing the intervention. The aims of this study were twofold: (1) to explore the extent to which staff were able to build on their good practice and alter their interactive style and (2) to then assess the effects of this change on children's communication. The study used an action research methodology and involved three members of staff and six children with autism. The staff and the researcher developed an Adult Interactive Style Intervention (AISI) in partnership. This was based on two theoretical models of child development and disability. Data were collected pre‐ and post‐intervention and at follow‐up (12 months after the end of the main study) to measure change. The results showed that staff considerably increased the number of times they used AISI principles post‐intervention and that this change had a significant impact on the children's spontaneous communication. All three staff took an active participatory role in the study which was considered a very positive and empowering experience. 相似文献
10.
通过对学术不端行为内涵的分析,认为学术不端行为应从学术研究主体的行为表现、学术研究成果的客体呈现和学术评价的行为表征等三个维度来进行考察。针对当前的学术不端行为,学术期刊要重视各级行政管理部门和学术期刊协会组织的＂他律＂制约,要强化自身的＂自律＂意识,充分发挥学术期刊对学术不端行为的警示作用,同时还要积极参与到高校的学风建设中来,以便更好的防范和抵制学术不端行为。 相似文献
11.
《高等教育研究与发展》2012,31(3):381-391
Academic literacies research has been identified as an emerging but significant field in higher education. This article extends the discussions around methodology in academic literacies research by drawing on the current text and context debates in sociolinguistics and linguistic ethnography. It uses illustrations from a recent academic literacies research project to reflect on methodology and to emphasise the importance of a prolonged engagement with participants’ writing practices and experiences as well as the collection and analysis of a range of types of data to allow the researcher to become more familiar with the context. Methods such as allowing students to interpret their own writing, classroom observation and students’ written literacy histories gave the researcher real insights into the way students made connections to their own familiar contexts in order to learn. The research also highlighted the manner in which communication between students and teaching staff can break down because teachers misinterpret student utterances when they do not understand or know the contexts that the students are drawing on. At the same time, however, the researcher sounds some caution about the use of dialogue in ethnographic methodologies because communication is a two-way process and allocation of linguistic resources has been unequal. Therefore, where students’ resources do not match the context, they may struggle to communicate with the interviewer and to interpret their written texts. In these cases, interviewees who are first language speakers from privileged schooling backgrounds may be able to contextualise and interpret their writing more fully than interviewees who are speakers of English as a second or foreign language and who come from poorer rural schools. 相似文献
12.
Nicole Matthews 《Learning, Media and Technology》2008,33(1):35-44
This article discusses the processes and outcomes of an attempt to encourage academic staff to use a web‐supported learning package in a UK post‐1992 university. The researcher adopts an ‘insider’ approach to research, drawing on participant observation, an analysis of policy documents and a small number of semi‐structured interviews. The view of organisations as forming unitary ‘cultures’ that can be easily transformed, evident in some literatures on managing change, is critiqued. Instead, the existence of diverse cultures within universities is acknowledged, and conflict between groups is viewed as a useful method of problem solving. While no dramatic increase in the numbers of staff using the new technology was observed in the first year of implementation, the research suggests this is viewed not as a failure but indicative of the incremental and complex process of change within higher education institutions. 相似文献
13.
ABSTRACTAction research is a methodology that has been increasing in educational studies in recent years. Previous studies have revealed that action research affects practitioners more than traditional methods, since the practitioners are not only participants but also researchers themselves. One branch of action research is collaborative action research (CAR), whereby practitioners and the researcher collaborate through the action research process. This study builds on material from CAR in one Icelandic preschool that lasted over 24 months. The focus of this article is on the role of the researcher in the action research project and how it was constructed through the process. The research material consists of the researcher’s self-narratives, practitioners’ diaries, interviews, and recordings from meetings. The findings show that the researcher’s role was constructed in a so-called third space where the researcher and practitioners collaborated. The researcher went through an emotional landscape while constructing her role and her position was something in between an insider and an outsider. Finally, she faced different kinds of tension concerning her role as a researcher in the CAR. The study contributes to the limited number of studies on the researcher’s role in CAR and how it is constructed during the process. 相似文献
14.
《教育心理学家》2013,48(3):155-167
Byrne (1984) established guidelines for evaluating the causal ordering of academic self-concept and achievement, applying these in her pioneering 1986 study. With the hindsight of 15 years' experience, we now recognize issues in her original study that precluded any completely satisfactory conclusions. In this reanalysis of Byrne (1986), we offer commentary on potential problems and how they can be avoided in future research; develop and demonstrate new, more defensible models of these data; emphasize more generally the role of researcher as substantive data detective; and update Byrne's (1984) standards of an "ideal" study and directions for future research. 相似文献
15.
Svetlana Zhuchkova Evgeniy Terentev Aray Saniyazova Saule Bekova 《Higher Education Quarterly》2023,77(2):215-231
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
16.
Gisela Cebrián 《Environmental Education Research》2018,24(2):153-171
This paper presents an evidence-based model (the I3E model) for embedding education for sustainability (EfS) within a higher education institution. This model emerged from a doctoral research that examined organisational learning and change processes at the University of Southampton to build EfS into the university curriculum. The researcher aimed to learn from real practice through acting as a facilitator for curriculum development in EfS within an interdisciplinary group of academic staff members. A critical friend position was also acquired within a community of practice to implement a programme which attempted to embed sustainability within the student experience. The I3E model identifies four overarching components that can support universities in their aim to embed EfS within the undergraduate curriculum. These integrated components are: Inform the university community about sustainability; Engage the different university stakeholders in the change process towards sustainability; Empower individuals and groups to make change happen within their sphere of influence and action; and Embed sustainability within existing university structures. 相似文献
17.
Anette Olin Gunilla Karlberg-Granlund Eli Moksnes Furu 《Educational Action Research》2016,24(3):424-441
AbstractThis article focuses on the double role of the academic action researcher working as facilitator and researcher in democratic professional development projects. The inquiry is based on three partnership projects: ‘research circles’ in Sweden, ‘dialogue conferences’ in Norway and ‘tailored professional development’ in Finland. In a self-study and through the lens of practice architectures, we, as action researchers, explore how our practices are enabled and constrained in, as well as are enabling and constraining, professional development partnerships with teachers and educational leaders. A critical perspective is provided on how and what democratic practices evolve. The inquiry opens up understandings about how the academic action researcher’s practices entails multi-faceted ways of working to be able to accomplish different and somehow contradictory objectives, yet at the same time enacting democratic working methods. Furthermore, the act of recognition as a connecting aspect between prefiguring arrangements and evolving practices will be elaborated on to supplement perspectives offered by the theory of practice architectures. 相似文献
18.
Maria Elena González Alfaya Maria Ángeles Olivares García Rosario Mérida Serrano 《Educational Action Research》2017,25(5):770-789
This article describes a collaborative action research project developed over the course of the 2011/12 academic year in the Faculty of Education at Cordoba University (Spain). The RIECU school–continuing professional development centre for teachers–university learning network is part of this research process. The aim is to create and consolidate a community of practice made up of continuing professional development advisers to teachers, infant education teachers, university students who are training to become infant education teachers and university teaching staff. The most relevant findings, which respond to the questions raised, are: the action research conducted indicates that teamwork between teacher, adviser, researcher and university student is an effective strategy to facilitate the acquisition of professional competences among student teachers; and student-teachers involved in the case study have evolved in their conception and approach to childhood and have had the opportunity to learn by modelling the professional conduct of their mentor teachers. 相似文献
19.
Given the growing emphasis on academic research output and the challenges encountered in expediting completion of doctoral studies especially, mentorship is increasingly being utilised as a capacity development strategy for supporting scholars to complete post-graduate studies. This article reports on a mentorship project aimed at academic staff enrolled for doctoral studies in a health sciences faculty at a South African university, based on reflections drawn from annual feedback from the mentees and the annual report of the mentor, as well as a focus group conducted with mentees by an independent researcher. Participants found the mentorship, with its combination of individual and group meetings, as well as regular residential writing retreats, to be extremely helpful. A number of key features that enable the mentorship process emerged, and issues relating to supervision and mentorship were highlighted, especially regarding power dynamics. 相似文献
20.
Paul Fox 《Emotional and Behavioural Difficulties》2013,18(4):267-283
Abstract A case study examined the value of outdoor education for two groups of pupils from Year 9 and 10 with severe behavioural difficulties placed in an independent residential school. The methods included systematic observations of their behaviour and recording of their academic performance over the duration of the programme; participant observation field notes kept by the researcher; and interviewing of all participating pupils and staff to elicit their perceptions of the utility of the programme. The analysis suggested that the programme was successful in promoting positive behaviour and academic gains for most pupils, and that by the end both pupils and staff held a positive perception of outdoor education. Although outdoor education may not form a solution to dealing with 'problematic' behaviour, it represents a powerful, albeit underused, tool for reducing disaffection, promoting inclusive practice and decreasing the risk of permanent exclusion for this vulnerable group of pupils. 相似文献