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1.
Antonia M. Lamers Wilfried F. Admiraal 《International Journal for Academic Development》2018,23(2):110-122
This paper investigates the development of teaching practice of the multinational staff delivering UK programmes in a higher education institution in Oman hosting these programmes. It presents a tool to evaluate the teaching practice, and points to those elements of an academic development framework that were found to be most useful in supporting staff in moving towards a student-centred, learning-focused teaching approach. The majority of the lecturers made this shift. We therefore conclude by arguing for long-term CPD aimed at enhancing teaching quality to be part and parcel of a partnership. 相似文献
2.
This paper is based on a recently completed three‐year research project undertaken with staff and students at one department of education studies in a university in England. We explored the reasons given by students for enrolling in a degree‐level programme in Educational Studies, reviewed their experiences and perceptions during their studies and made comments about career destinations. Only some of the findings that emerged from the project are reported here. Through a process of data collection undertaken in depth at one institution, and analysis in the context of literature and publicly available reports about similar work in other institutions, we illuminate some issues concerning the nature of degree programmes in Educational Studies. 相似文献
3.
Brigitte Berendt 《Higher Education in Europe》1989,14(2):69-75
In virtually all the countries of the world, the need for staff‐development programmes for university and other higher education teachers has been recognized. Because the developed countries of Europe and of North America have a head start in the domain, specialists from these countries have frequently been called upon to create and to offer staff‐development programmes in the universities of developing countries. This article discusses the appropriateness of European conceptions of staff‐development for African universities. Concluding that Euro‐centric staff‐developers and pre‐packaged European programmes are not appropriate, that they run the risk of becoming a form of cultural neo‐colonialism, the author considers ways in which European specialists can collaborate with their African colleagues in the structuring of staff‐development programmes that are not only African‐centred but are geared to the real needs of African universities as they are perceived by Africans themselves. If the author's suggestions are accepted, African universities will be able to make use of those aspects of European staff‐development concepts and programmes which have universal value without having to accept European cultural tutelage along with them. 相似文献
4.
Cathal de Paor 《Quality in Higher Education》2016,22(3):228-241
This article examines the extent to which the professional accreditation of professional higher education programmes can complement other quality assurance endeavours being carried out. An analysis of a sample of professional accreditation reports for pharmacy education programmes in Ireland provides insight into the priorities of the regulatory professional body with regard to preparation for the profession. The results show that the reports address issues that are of relevance for the higher education institutions’ provision of quality programmes and for their quality assurance. The article also considers the extent to which the reports hold institutions accountable against the professional standards, while also acknowledging the professional responsibility of institution staff. Catering for both of these logics is necessary so that professional accreditation can contribute effectively as a mechanism for quality assurance, including enhancement, in the institution. 相似文献
5.
《Higher Education Policy》2001,14(2):117-140
A model for the estimation of student unit costs and the staffing requirements for university academic programmes is presented. The development of the model starts off with the specification of a staff distribution matrix, which sets out the proportions of the various staff levels in a given staff category that are needed to service at a particular degree level. The categories of staff considered are teaching (academic), senior administrative, technical, clerical, and semi-skilled. Within a given category of staff are considered various staff levels, e.g. Professor, Senior Lecturer and Lecturer in the case of the teaching staff category. The academic programmes are considered to be taken at the Bachelor's, Master's and the Doctorate degree levels. Ratios between numbers of staff in a given level within a category, as well as ratios of staff within the category needed to service at the various degree levels are specified a priori. Academic (teaching) student-staff ratios for the various programmes are also set out a priori. Student-staff ratios for the other categories of staff are then computationally derived from the academic student-staff ratios. For each staff category a staff distribution matrix is then worked out. With the staff distribution matrix thus specified, the student unit cost and staffing requirement for a given academic programme are computed through various manipulations on the matrix. As a test example, the model is used to estimate student unit cost and staffing requirements for the six public universities in Kenya. 相似文献
6.
Keith Legg 《Higher Education》1973,2(4):423-438
Economic student group sizes in universities are analysed from a consideration of student/staff ratios and departmental recurrent cost per student variations. The analysis is largely derived from a departmental total staff analytical model. It shows that there can be considerable diseconomies for small student populations and emphasises the need for economic populations at programmes of study and department level. 相似文献
7.
Milton Fuller 《European Journal of Engineering Education》2002,27(3):241-247
Mathematics departments in many universities, in many countries, are under pressure. The demand for mathematics undergraduate programmes is diminish- ing and service mathematics is under threat. In particular, engineering schools are either reducing the number of mathematics courses in degree programmes or engineering staff are teaching mathematics as part of engineering analysis courses. There is also a strong trend in engineering education to make greater use of computer courseware like Mathcad, Matlab and other software systems for the mathematical and statistical components of engineering programmes. Engineer- ing education is undergoing substantial change. The mathematics of engineering programmes will need to change accordingly. Mathematics learning centres have been established in many universities world-wide. Initially their main role was to provide assistance for those who had insufficient levels of competency in pre- requisite mathematics. However, these centres can also make a very useful contribution to the latest trends in the mathematics education of engineering undergraduates. This paper will describe that contribution. 相似文献
8.
Harry Creaser 《Learning, Media and Technology》1977,3(2):46-48
The report deals with the establishment of an Audio Visual Centre at the University of Ife as a result of collaboration between the Universities of York and Ife. Its interest lies particularly in its suggestion of a collaborative process suitable for a developing country. The report shows up clearly that, difficult though the process is to build the hardware and establish a stock of spares, the greatest problem comes in staff development programmes where lecturers are faced with adjusting to innovation and where the training programmes begin to fail 相似文献
9.
Tony Taylor 《Asia-Pacific Journal of Teacher Education》1996,24(3):281-292
This paper outlines recent developments in Recognition of Prior Learning (RPL) with particular reference to the application of RPL in the education and training of teachers. Furthermore it suggests that RPL will become an increasingly important aspect of professional development programmes and puts forward some ideas for the establishment of successful professional development programmes which, by using predetermined credit, incorporate RPL in a simple and effective fashion. At the same time the paper advises university faculties of education to approach RPL processes cautiously and carefully. 相似文献
10.
Tony Hurst 《Pastoral Care in Education》2001,19(2):10-14
In this paper Tony Hurst highlights that peer support programmes can contribute to the effectiveness of pastoral care by involving the pupils in the helping process and this can contribute to their personal and social development. He notes that there are a number of things that can go wrong with such programmes and that they should not be seen as an alternative to an effective traditional pastoral system. The main body of the paper describes the development and evaluation of a programme in a relatively large urban secondary school. This evaluation identified both the positive feelings of pupils and staff about the programme and the important contribution it made. Some issues and problems were also identified and as a result the conclusion includes a number of recommendations and summarizes the various valuable outcomes. 相似文献
11.
Thomas A. Ward 《European Journal of Engineering Education》2013,38(2):211-218
‘Capstone’ is a metaphor used to describe a final achievement that builds upon previous works and encapsulates them. Capstone projects are included in engineering curricula to integrate multi-disciplinary subjects and teach professional skills that are difficult to impart in a traditional lectured course. Since these projects serve to transition students into professional engineers, they have a direct impact on a university's industry reputation and ranking. Therefore, it is worthwhile to study the capstone programmes implemented at the world's top-ranked engineering universities to discover common elements which characterise them. In this paper, common elements of the capstone programmes implemented in mechanical and aerospace engineering undergraduate programmes in the world's top-ranked engineering universities are identified and analysed to determine established best practices. These practices can be modelled and applied to the pedagogy of engineering programmes at universities around the world to improve the development of professional skills of future graduates. 相似文献
12.
国内外开展高职教育的实践经验证明,开展校企合作教育是保障高职教育质量和特色的关键。安徽工商职业学院旅游管理系成立以来,旅游管理系以科学发展观为指导,全面贯彻学院相关事业规划,依靠示范院校和质量工程的建设,以质量为核心、以特色为重点、以提升内涵为目标,着眼于旅游产业的转型升级,着力建设旅游专业群,加快建设校企合作战略联盟,加强校企合作、深化工学结合,先后实践了多种校企合作模式,推进校企深度融合,形成了完善的校企合作人才培养工作机制。 相似文献
13.
Z. Kamaitis 《European Journal of Engineering Education》1995,20(1):25-26
The paper deals with studies of engineering programmes in foreign languages at Vilnius Technical University (VTU), Lithuania. In order to organize studies in foreign languages, an International Studies Centre was established in 1992. The following aims were pursued: integrating into the systems of university education of European countries and promoting international exchange of students and staff. BSc studies (architecture, civil engineering, mechanical engineering and electronic engineering programmes) are organized in English, French and German. Over 150 undergraduate students from Lithuania and foreign countries are studying at the centre. About 150 students are enrolled for the next academic year. 相似文献
14.
The paper starts by emphasising that final year engineering projects are regarded important in the training and education of professional engineers in Australia and Europe. The sources of projects available to students were also mentioned. Some Australian universities insist on individual projects but some not, each with their own reasons. However, it can be argued that all European universities run individual projects. In most cases, whether it is in Australia or Europe, the total load for final year engineering projects is about 6.25% of the load of engineering programmes. Assessment methods were also described. They were all different whether in Australia or Europe but not very significant. It was discovered that literature reviews, oral presentations and written reports or dissertations were important elements in the assessment schemes. Many university staff, in both continents, encouraged students to publish their work in international conferences and journals if the originality of the projects was high. It can be argued that the individual project is most effective in learning outcome; however, the cost involved is also very high and its sustainability in smaller universities in Australia is in doubt. 相似文献
15.
美国大学评议会制度探析 总被引：1，自引：0，他引：1
美国大学评议会制度的产生伴随着美国大学学术队伍力量的壮大和教师专业化程度的加强,已成为了大学学术管理的主体力量。学术评议会的成立、机构设置、人员构成,以及职能部门的运行都有一系列的法和规章制度作为依据。总体来看,教师评议会制度已经相当成熟,并且成为全体教师有效参与大学治理的制度保障。 相似文献
16.
R J D Rutherford 《British journal of educational technology : journal of the Council for Educational Technology》1983,14(1):4-13
This paper describes four different approaches through which an institution can provide a programme for academic staff training and development. The advantages and disadvantages of each approach are analysed with the help of a recently developed theory which seeks to explain why some innovations are successful while others fail. This analysis may contribute towards the development of institutional strategies to ensure the survival—if not the revival—of staff development in universities in the United Kingdom. 相似文献
17.
This paper uses the concept of teaching and learning regimes (TLRs) to help explore a set of questions about why some academic staff in universities thrive on and benefit from accredited programmes designed to improve HE learning and teaching practices ("educational development programmes") whilst others experience periods of resistance or some drop out altogether. "TLR" is a shorthand term for a constellation of rules, assumptions, practices and relationships related to teaching and learning issues in higher education. These include aspects of the following salient to teaching and learning, each of which we elaborate and illustrate in the paper: identities in interaction, power relations, codes of signification, tacit assumptions, rules of appropriateness, recurrent practices, discursive repertoires, implicit theories of learning and of teaching. The argument presented here is that academic staff on educational development programmes ("participants") bring to programmes sets of assumptions and practices rooted in TLRs. Educational development programmes themselves instantiate TLRs which may be more, or less, compatible with those of individual participants. Where there are incongruities between the two they need not be fatal if participants are able to, or are encouraged to, surface and reflect on previously tacit assumptions embedded in their TLRs. Similarly, there may not be a problem if participants are able to exercise discretion over the application of aspects of different regimes; applying them in different contexts as appropriate. Evidence from participants' writing, participant observation, secondary sources and data from eight interviews inform the paper and form the basis for illustrative vignettes. 相似文献
18.
19.
"MIS系统设计与开发"开放实验教学的探索与实践 总被引：1，自引：0，他引：1
刘雅丽 《北京城市学院学报》2007,(4):39-43
该文结合电子信息工程专业培养目标,以“MIS系统设计与开发“开放实验为例,探讨了开放实验的设立原则,详细阐述了开放实验教学的三个阶段,分析了学生表现的问题及解决办法,并总结了取得的成果。 相似文献
20.
This paper reports on a case study of a supportive learning environment initiative (SLEI) for students on health and social care undergraduate programmes in one English university. It involved the development of small scale support projects that are firmly grounded in the outcomes of prior research as well as the ongoing experience of students and staff at the institution. The paper begins by identifying common themes which point towards principles and strategies for educational change though a brief review of three concepts that are central to the initiative: ‘action research’, the ‘learning environment’ and ‘change management’. The account of the SLEI focuses on some of the processes of change management that were deployed and the subsequent discussion draws on the theoretical review to reflect critically on possible lessons for the promotion and management of localised change in higher education. 相似文献