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1.
Geoff Isaacs 《International Journal for Academic Development》2013,18(2):6-12
Abstract Universities in Australia, like those in many Western countries, currently are being pushed to find for themselves an increasing share of their own budgets and to consider themselves as service providers to students, their ‘customers’. These students, having paid fees, may well expect to get what they have paid for and, in current labour market conditions, that may amount to a degree rather than an education. That is, universities are now under‐funded and, frequently, far from being seen as educational institutions, are seen as businesses whose role is to provide adequate service at optimum price. By and large, educational development staff do not teach students so they do not contribute directly to the income of the enterprise. The position of such staff and the units in which they are located is thus increasingly coming under threat as ‘economies’ are sought by academic ‘managers’. One poignantly pointed issue, then, is the extent to which educational developers might appropriately change the style and substance of their activities to assist in the evolution of universities to embrace and perhaps to thrive in the new environment. Would this amount to collusion or to co‐operation? Developers have, in the past, often attempted to develop themselves by embracing the model of reflective practice and implementing it both while carrying out their work (a kind of action learning) and at conferences and in journals and books of various kinds. However developers, and their clients (actual and potential), are under increasing pressure and for many survival, not thriving, may be the main issue. The issue for developers may well be the identity of their clients ‐ the university; its management; its teaching staff; its students (the university's supposed ‘customers'). In this paper I focus on the ethical dilemmas which may arise when educational developers try to develop themselves to serve various possible clients. 相似文献
2.
ABSTRACT Perceived service quality in higher education and its antecedents have been one of the significant issues worldwide. Despite being studied over decades, service quality (SQ) remains a crucial area of research due to its dynamic and contextual nature, among other reasons. The main research objective is to uncover the dimensions constituting SQ from the perspectives of postgraduate students and university staff to provide a better understanding of key elements of the SQ. The current research incorporated relevant theories and concepts from both marketing and higher education literature and employed in-depth interviews with students and staff for data collection. Interviewees’ insights were analyzed using content analysis. A conceptual model is developed to explain the suggested relationship among study variables. Based on qualitative data analysis, four dimensions of SQ emerged, namely academic services, academic facilities, administrative services, and students’ service role. Additionally, performance and employee orientation are found to affect SQ. Research findings can guide education managers and academicians to consider students’ service role as an integral dimension of SQ and find new ways to improve it. 相似文献
3.
Joan‐Lluis Capelleras 《Tertiary Education and Management》2013,19(2):147-166
Abstract 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
4.
《Journal of Further & Higher Education》2012,36(1):47-52
The UHI Millennium Institute (UHI) comprises an academic partnership of 13 further education colleges and research institutes in northern Scotland. In order to sustain accessible learning provision at Higher Education level across the Highlands and Islands, the UHI academic partners have to develop ways of collaboratively developing and facilitating courses using electronic communication. A key factor for the successful develop ment of new ways of working and teaching is the implementation of effective staff support. Current research often focuses on issues surrounding staff development programmes on a small scale and neglects problems associated with scaling up these programmes. This study aims to address these issues by examining the creation of a peer support scheme, its evaluation and subsequent expansion. It will be of interest to staff developers and managers wishing to implement strategic institutional policy. 相似文献
5.
ABSTRACT Questions such as ‘what is value in the student experience?’ and ‘how do we measure or assess value in higher education?’ remain an under-researched area. However, in the context of marketisation and competitive forces in higher education, there is a need to unpack what is value in the student experience. In this article, a conceptualisation of value that can be applied in higher education (known as value-in-use) is introduced and applied to a specific and increasingly important aspect of the student experience – student–staff partnerships. Qualitative survey data (n?=?97) and interviews (n?=?35) from ten cases of various manifestations of student–staff partnerships in the Australasian context is presented and assessed in relation to value. The findings highlight that student–staff partnerships may enhance value in the student experience and that value-in-use may be an appropriate lens through which to continue to explore how value is created and measured in the student experience. 相似文献
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7.
《Journal of Further & Higher Education》2012,36(3):343-351
Abstract This article examines the potential impact of the recent changes to the Teachers Superannuation Scheme (TSS) and the resulting wave of early retirements, on the nature of academic work and cultures in the ‘new’ universities. In doing so it considers the potential for one externally driven initiative, implemented outside of the control of organisational managers, to have a quite extraordinary effect on workers across a whole occupational sector. It assesses the force of an early retirement programme as a catalyst for increased managerialism, relative to other recent pressures, drawing upon the literatures of organisation culture, strategy and labour process; and utilising new empirical research concerning academic careers, culture, change and security. Findings indicate that academic staff in new universities may be insulated from the effects of managerialism, albeit that this may vary between and within institutions. It speculates on whether the effects of large‐scale early retirement will have an impact on academic cultures through the ‘releasing’ of staff with old values and the ‘buying’ of replacements who have new values. Further, it argues that because the TSS changes affect only the new universities, the resultant changes may differentiate them from the pre‐1992 universities, making at least some of them more similar to the managerially focused further education sector, and reinforcing the binary divide within a supposedly unified university sector. 相似文献
8.
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
9.
《Africa Education Review》2013,10(3):434-449
Abstract This article explicates the viewpoints of school managers from various dysfunctional, historically black African schools. The 56 school managers from four Eastern Cape districts addressed several questions pertaining to what is really causing the lapse of management and leadership in various “failing schools”. Both these aspects apparently have a bearing on the performance of learners and educators. This was an explorative, qualitative study. Data was collected through focus group sessions with eight participants per session. All the schools represented are, by admission of the participants, “beset with varying managerial and academic problems” and are also labelled ineffective by the immediate communities. The participants highlighted a number of challenges that plagued their schools. The majority also attributed their schools’ under-performance to a number of aspects, including the lack of vision, absence of emphasis on teacher development, poverty in communities and apparent invisibility of district officials. 相似文献
10.
The effect of technology-enhanced learning (TEL) strategies in higher education has arguably been transformative despite the not-insignificant barriers existing in this context. Throughout the discourse very little attention has been paid to those primarily responsible for this implementation—academic teaching staff. This paper aims to highlight the impact of academic workload allocations, an often silent barrier to the uptake of TEL strategies in higher education. We will discuss the effects of academic identity and culture, preferential time allocation to associative activities, academic technological capacity, university policies and workload and funding models on the uptake, and implementation on TEL in higher education. Our aim is to highlight the risks to staff, students and institutions should these concerns not be addressed and to propose a model for utilisation by all staff responsible for implementing flexible workload models supportive of further implementation of TEL strategies across the sector. 相似文献
11.
This article reviews the investment that UK higher education institutions have made in technology-enhanced learning (TEL) services in recent years, and considers the impact this has had on academic practice. Drawing on UCISA survey and case study research, our analysis shows that whilst the range of centrally supported TEL tools and services in support of teaching and learning has increased across the sector, evidence of transformational change in pedagogic practice through their use has been harder to discern. We observe an increasing number of TEL systems that instructors are being encouraged to engage with as part of their academic practice; however, there have been limited changes in the mode of course delivery, with content-focused and supplementary uses of the web still very much in vogue. The evidence suggests a gap between the institutional rhetoric on TEL developments and the reality of academic practice across the sector. Using Barnett’s “conditions of flexibility” as a frame of reference [Barnett, R. (2014). Conditions of flexibility: Securing a more responsive higher education system. York: The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/system/files/conditions_of_flexibility_securing_a_more_responsive_higher_education_system.pdf], the article discusses the factors behind this mismatch, exploring how a balanced institutional focus on service development and academic support may be needed to foster transformative and sustainable changes in the way that TEL tools are employed in course design and delivery. 相似文献
12.
The term technology-enhanced learning (TEL) is used to describe the application of information and communication technologies to teaching and learning. Explicit statements about what the term is understood to mean are rare and it is not evident that a shared understanding has been developed in higher education of what constitutes an enhancement of the student learning experience. This article presents a critical review and assessment of how TEL is interpreted in recent literature. It examines the purpose of technology interventions, the approaches adopted to demonstrate the role of technology in enhancing the learning experience, differing ways in which enhancement is conceived and the use of various forms evidence to substantiate claims about TEL. Thematic analysis enabled categories to be developed and relationships explored between the aims of TEL interventions, the evidence presented, and the ways in which enhancement is conceived. 相似文献
13.
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
14.
Carole Kayrooz Margot Pearson Kathleen M. Quinlan 《International Journal for Academic Development》2013,18(2):64-71
Abstract In the current turbulent environment as we face pressures for efficiency and commercialization, good intentions will not be sufficient. Reflection on what the future holds for us is timely. In this article two case examples of academic development, drawn from the experience of staff at The Australian National University's Centre for Educational Development and Academic Methods, are presented and analysed. A key issue for the field of academic development emerging from this critical examination of the cases is how units and those working in them are positioned in relation to academic colleagues, academic practitioners, and senior officers who are university leaders and managers. Through the case studies and discussion the article explores issues of our location; it concludes that reflection on our models and theories, and critical rethinking of our practice, are essential first steps in deciding on our own professional development. 相似文献
15.
Clive Neville 《Educational Media International》2013,50(3):181-185
Abstract This paper is designed to encourage discussion on two particular approaches to solving two problems concerning the training of staff in small businesses. It describes ‘The Business Analyst’, a ‘do‐it‐yourself training needs analysis tool intended to be used by managers of small businesses. It has also proved to be a powerful negotiating tool between training providers and managers, and a management aid for training institutions. Secondly, the paper describes the present state of development of a hi‐tech approach to the provision of information about training opportunities. 相似文献
16.
Carmel M. Diezmann 《Journal of Higher Education Policy & Management》2018,40(2):154-174
ABSTRACTMany Australian universities have prioritised improving discipline performance on the national research assessment – Excellence for Research in Australia. However, a culture of secrecy pervades Excellence in Research for Australia (ERA). There are no specified criteria for the assignment of ratings on a 5-point scale ranging from ‘well above world standard’ (5) to ‘well below world standard’ (1). No rationale is provided to institutions for their discipline ratings and university staff on the ERA panels sign confidentiality agreements. However, what is available to universities are the research strategies that each university documents to improve its ERA performance in its Mission-based Compact, a government funding agreement. Thus, the purpose of this paper is to investigate the similarities and differences in the research strategies that universities with different performance profiles employ. Following an analysis of the strategies, substantial commonality was identified in strategy use. However, what was different was how universities employed these strategies and the associated contexts. 相似文献
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18.
Jerold S. Touger Robert J. Dufresne William J. Gerace Pamela T. Hardiman Jose P. Mestre 《International Journal of Science Education》2013,35(2):255-269
An extensive study was conducted of students’ explanations written in response to ‘what if...?’ questions in elementary mechanics. The study showed that the structure of students’ explanations yields roughly the same ranking of students as do problem‐solving tests, but in addition provides a wealth of insights into (1) context dependence and categorization in students’ use of concepts, (2) the effect of misconceptions on context dependence, and (3) the types of explanations that students tend to produce. A follow‐up study, in which students were presented with pairs of pre‐written explanations to ‘what if...?’ questions and asked to indicate a preference, showed that students do not necessarily prefer the types of explanations they write, and have greater difficulty assessing the correctness of explanations that are counter to preference type. Evidence is presented that, for many students, the links between physics thinking and real‐world thinking are all too tenuous. 相似文献
19.
Shutao Wang 《Assessment & Evaluation in Higher Education》2020,45(7):973-987
AbstractThe aim of this study was to determine the mediating effect of learning engagement on the relationship between perceived teacher feedback and college students’ academic performance, and the moderating effect of assessment characteristics on the relationship between perceived teacher feedback and learning engagement. A sample of 2,458 students in a university in mainland China was studied. Results indicated that perceived teacher feedback had a positive impact on students’ academic performance; learning engagement had a mediating effect on the relationship between perceived teacher feedback and students’ academic performance; and assessment frequency, difficulty and diversity had moderating effects between perceived teacher feedback and learning engagement. With the three factors of high frequency, difficulty and diversity assessment, perceived teacher feedback was more likely to improve students’ learning engagement. In contrast, feedback without these three factors could decrease or have no impact on students’ learning engagement. This indicates that teacher feedback indirectly affects college students’ academic performance by promoting their learning engagement, and is more effective when the frequency, difficulty or diversity of assessments is high. 相似文献
20.
John A. Clark 《Educational Philosophy and Theory》2015,47(9):863-869
AbstractThe apparently simple question, ‘Does philosophy of education have a future?’, is without a simple answer. Like so many other questions, it all depends on what we mean, and in this case, what we mean by the expression ‘philosophy of education’. I shall look at it in all of three ways: as a social institution, as an academic activity and as an intellectual pursuit. By doing so, it will become evident that consideration of each of them in turn will give somewhat different answers, which not only adds to the complexity of the question, but also adds to the richness of the answer. From this we, as individuals and as members of a particular community, can begin to reflect on the sort of future philosophy of education might have and what, if anything, we ought to do about it. 相似文献