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1.

The move from further education (FE) to higher education (HE) presents FE lecturers with challenges and opportunities. One of the most testing is the expectation that, while carrying a heavy teaching load, perhaps participating in a course on teaching and learning in HE and possibly studying for a higher degree, FE lecturers will begin to do research and write for scholarly journals. It seems logical and sensible that they should receive development and support for this key professional role, particularly in writing for publication, since, for some, this is a new task. Development and support in scholarly writing are offered in some institutions. One example combined formal and informal development for FE lecturers over the short and long term. An Academic Writing course provided practical and theoretical development, while a writers' group gave support over the long term. Tracking one FE lecturer who participated in both the course and the group revealed 'highlights and lowlights' of the FE-HE transition. Analysis of 40 e-mails, written during one year, reveals the impact of this support and development on the lecturer: understanding of the HE sector, resolutions of teaching/research tensions and development as a writer. This paper describes the forms of development and support for scholarly writing, and represents a lecturer's experience of them. The lecturer's reflections on his documented experience are included: the e-mails understate the difficulties faced. Analysis of the e-mails reveals a development process: a framework is derived for enabling FE staff to become HE writers.  相似文献   

2.

This paper is an attempt to construct, rather than reveal or discover, a link between research and teaching. The constructed link is offered as one that is pragmatically useful to those in higher education who wish to bring teaching and research more into balance. However, before constructing what I call a really useful link between teaching and research based on the process of inquiry, I look at several ways in which a relationship between the two is currently perceived. These I have called 'a marital relationship', 'an impending divorce' and 'a scholarly relationship'. I also examine Barnett's view of the relationship which he entitles 'a holy alliance'.  相似文献   

3.
Editorial comment and summaries

English

Drs Kjöllerström and Lybeck present here a brief report of their European survey of master's and doctoral dissertations in science education, undertaken subsequently to a workshop on Research in Science Education in Europe held at Malente, FR Germany in 1976. The full report of their survey has recently been published by the Institute for Science Education (IPN), Kiel, FR Germany.

The article published here reports on the distribution, size and organization of science education research groups, their areas of research interest and higher degree programmes. It also surveys the main areas of science education research at master's and doctoral level undertaken during the period 1971‐1976, and the employment taken up by master's and doctoral students upon completion of their studies.  相似文献   

4.
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5.
ABSTRACT

As part of an ongoing market research function, the administration at a private university's business school implemented a project to better understand the composition of its master's students. This research was an extension of a similar study conducted for the school's doctoral programs. Like the earlier study on doctoral students, a behavioral approach that employed a theoretical model of the decision process leading to enrollment was applied to master's students. This enrollment process model was utilized to guide the implementation of a survey that sampled the school's current students. Application of this model to questionnaire development procedures is also presented. Based on the information collected, the decision process leading to enrollment in the master's business programs was characterized. Quadrant analysis was applied to selected data derived from the enrollment process model in order to develop a two dimensional profile of students. In practice, this depiction provided insight to student perception of ideal versus actual program characteristics. The usefulness and applicability of the enrollment process model in achieving enrollment management objectives is also discussed.  相似文献   

6.
Abstract

In the past few years, research has been an increasingly important focus of academic staff development, but there is little documentation of this new area of development. The purpose of this paper is to describe the evolution over four years of a programme to develop research skills. The experience of planning and implementing this programme illustrates how changes in higher education and university priorities (such as amalgamations of institutions, increased pressures on staff, increased competition between institutions for funding, and universities’ growing corporatization) have interacted with staff development objectives to shape changes in the programme's purpose, format, mode of participation, and planning approach. A collaborative approach to planning is seen to be appropriate in the current climate, maximizing sensitivity to the distinctive needs of the various faculties, departments or schools. Current scholarly discussion is recognized as providing support for a move toward collaboration and context‐sensitivity.  相似文献   

7.
Abstract

This paper reports the findings of a study that examined the relationship between distance teaching and the faculty reward system. Using a qualitative approach, the study sought to understand how distance teaching is valued, rewarded, and accommodated within the institutional reward structure. Based on interviews with faculty members, distance education program administrators, and the chief academic officers at four research universities, the study describes a reward culture that is not accommodating to and rewarding of faculty work in distance education. The study finds that: 1) distance education occupies a marginal status, 2) distance teaching is neither highly valued nor well‐rewarded as scholarly activity, 3) distance teaching is not highly related to promotion and tenure decisions, and 4) rewards for distance teaching are dependent on the academic unit's commitment to distance education.  相似文献   

8.
Abstract

This exploratory research study utilized qualitative and quantitative research methods to determine how midlevel student affairs professionals perceive online education for preparation in the field. The participants noted that they do not perceive online education as equivalent to master's degree preparation programs for student affairs professionals that take place in traditional face-to-face classrooms. Professionals place a high value on experience and personal contact with faculty, peers, and administrators throughout the educational experience and the participants do not perceive this as available through online education.  相似文献   

9.
Abstract

The authors used the National Survey of Teacher Education Program Graduates, developed by Freeman, Loadman, and Kennedy (1991), to evaluate the baccalaureate and master's of education (M.Ed.) teacher education programs at a major Carnegie I research university. The instrument's 4 measures—acting as proxies for teacher education graduate careers, quality of program, teaching skills, and teaching knowledge satisfaction—were compared with national norms from other teacher education programs across the country. The survey data from the class of 1996, consisting of 263 baccalaureate graduates and 171 M.Ed, graduates, suggested that they were generally very positive about their programs and careers. In general, the baccalaureate and M.Ed. graduate responses on all 4 measures were more alike than different. Both groups of 1996 graduates rated the measures more positively than the national norms.  相似文献   

10.

It is a common assumption that disciplinary differences in the organisation of research and knowledge structure have implications for graduate students' learning processes. The present study indicates, however, that even though the inclusion of master's degree students in faculty member's research projects are much more common in the natural sciences than in the humanities and the social sciences, such projects improve quality and effectiveness of graduate education in all fields of learning. Disciplinary differences imply, nevertheless, that projects should be organised differently. Graduate education in the humanities and the social sciences should be organised as research seminars and umbrella projects of individual student theses to a greater extent, rather than trying to apply a research organisation model developed in laboratory fields.  相似文献   

11.
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12.
Abstract

Teaching modalities and in-service training activities that show promise of increasing student learning and teaching effectiveness are identified. The subjects were 25 community/junior college instructors with an average of 5.08 yr of college teaching experience and at least a master's degree, who participated in a 6-wk institute. Modern educational technology facilities, including fully equipped microteaching labs, were used to train the participants in Flanders Interaction Analysis and questioning strategies. The Delphi process, surveys involving the Likert scale, and follow-up visits to campuses were used to collect data. The participants identified several modalities and training techniques as effective.  相似文献   

13.

Classical rhetoric's ability to inform and empower the teaching of technical writing has been for the most part ignored in technical writing textbooks. This absence is curious, given the enormous body of scholarly material affirming classical rhetoric's usefulness for that purpose. While teachers wait for textbooks with explicitly classical roots, three key concepts can provide the basic framework for incorporating classical rhetorical theory into contemporary technical writing studies.  相似文献   

14.

One of the most demanding tasks for the professor is to develop the research and writing skills of students. This article describes the use of a teaching method that was originally developed to improve the research and writing skills of graduate students and subsequently adapted for use in a police executive development program. The method, as well as other programmatic and curricular changes, improved the scholarly quality of the applied research conducted by the participants, enabled police administrators to be better consumers of research, and simultaneously increased the number of individuals completing the research requirement.  相似文献   

15.
ABSTRACT

An essay's motive or research problem consists of the rhetorical moves illuminating why that essay matters—what puzzling elements of a primary source it resolves, which contradictions in the data it explains, or what gaps in the literature it fills. This article invites college instructors to dedicate some of their classroom time to teaching students how to construct original, motive-driven arguments. More specifically, the article describes the conceptual triangle technique that uses a simple three-point concept map as the first step in active argument building. This technique is simple and flexible enough to be adapted across subject areas, data, and disciplines. The focus on scholarly motive in general and the use of the conceptual triangle in particular can be effective ways to help academic writers at all levels to develop original arguments that matter.  相似文献   

16.
Many institutions require candidates for faculty positions to present a teaching demonstration as part of the interview process. To help job candidates prepare for this and to assist departments in planning how to structure this portion of the interview, we surveyed biology faculty from community and liberal arts colleges and master''s- and PhD-granting institutions concerning how their departments assess teaching potential. We also asked survey respondents to share advice on how candidates can prepare for teaching demonstrations. Here we report on the survey results and offer suggestions based on comments from respondents.  相似文献   

17.

In this conceptual article three points are made. First, reasons are offered for why experiential learning approaches are often implemented incompletely in higher education teaching. Secondly, it is argued that the case studies approach to teaching in higher education, if properly facilitated, is an effective way to provide students with the opportunity to become involved in all four phases of Kolb's experiential learning cycle. Thirdly, drawing on previous studies, it is proposed that experiential learning is likely to foster students' learning on a higher-order level, such as their critical thinking ability and propensity for self-direction in learning. The article concludes with suggestions for research to be done by those who teach in institutions of higher education to corroborate the arguments presented.  相似文献   

18.
《Africa Education Review》2013,10(2):224-237
Abstract

This paper documents the development and manifestation of academic identity among seven master's and six PhD students as they read towards their respective qualifications at the Central University of Technology, Free State. According to these students, this development occurred in the context of their carrying out research couched in the theoretical framework of critical emancipatory research (CER). The reported transformations seem to be characterised by newly acquired abilities to talk back, to stand up for one's chosen position and to thoroughly interrogate sources of information, including what is presented as self-evident. Using Fairclough's (2004) textually oriented discourse analysis (TODA) and Ineke Meulenberg-Buskens’ free attitude interview technique, the thirteen students produce narratives confirming how doing CER research has created opportunities for them to be passionate about what they do. This study reports on these reflections by the students and no claim of any causal relationship between CER and the formation of academic identity is made.  相似文献   

19.
Abstract

This study undertook to determine the desired preparation of community college English teachers as perceived by those persons most involved in employing those teachers. A survey of 100 community college administrators in 11 southeastern states revealed that the most preferred preparation should include the equivalent of at least a master's degree in English plus additional course work in education. Preparation programs should include courses that familiarize the student with the community college, its curriculum, and its students, and courses that develop competencies in instructional technology and audiovisual methods. English courses should be selected with emphasis on composition and language rather than literature. Respondents indicated preference for persons with teaching experience, especially in secondary schools or community colleges, but also placed value on business and industrial experience.  相似文献   

20.
ABSTRACT

There has been an increase in the aging population in developed countries. This has led to a need for trained people in the gerontological field. The most common academic way of specializing in this field in Spain is via a master's program. It is well known that investing in human capital increases knowledge, productivity, and the probability of getting a job. The question is if these kinds of educational programs are useful to provide real preparation for students and if the programs are useful for getting into the job market. We asked graduates to supply the answers. A survey was completed by 144 graduates from the Universities of Salamanca and Seville. Most graduates selected these master's programs to increase their probability of getting a job. A total of 64.6% reported that they had got a job, 38.8% of which got one in the first 2 years after graduating. A total of 55.6% felt that they had got a job thanks to having done the master's program. The usefulness of the acquired knowledge (47.9%) and social networks (28.8%) was seemingly high when getting a job. A high percentage of students (67%) found a job in this field after completing the master's program, and they got their first experience in a relatively short period after graduating. Investment in human capital is considered useful by graduates. The labor market is interested in highly qualified specialists. To have a postgraduate degree is still an advantage in getting a job, even after the 2008 economic crisis.  相似文献   

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