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1.
Abstract

This is the second of two papers which together consider a range of theoretical frames for the interpretation of educational and staff development. The first paper (Webb, 1996c) considered origins of the word ‘development’ and some of the problems caused by its association with ideas of growth and evolution. An alternative approach was presented from the tradition of hermeneutics and human understanding. However, the possibilities for human understanding in staff development and teacher‐student relationships are put at risk by power inequalities. In the present paper this point is developed in terms of a critical theory of society, education and staff development and the associated methods of action research. Claims that critical theory and action research offer a progressive path for staff development are discussed. The question of power is then revisited in terms of post‐modernism, and some consequences for educational and staff development when viewed from this standpoint are outlined.  相似文献   

2.
Abstract

While there is a growing body of research on sessional staff experiences, there are few published accounts evaluating their professional development. This paper reflects on an evaluation of a university-wide professional development program for tutors at an Australian university. A combination of complementary approaches were used to inform the development of the evaluation, namely: Participatory Action Research, monitoring, evaluation, research and improvement, and Participatory Evaluation. Findings of the evaluation reveal valuable lessons for the academic development of sessional teaching staff.  相似文献   

3.
Helping those teachers designated as Subject Induction Tutors in secondary schools who support Newly Qualified Teachers to become autonomous, self-reflecting practitioners has been the basis of a participatory action research project based at the University of Leicester. The first part of the paper explores the notion of professional autonomy in terms of staff development, professional communities and the encouragement of critical reflective dialogue. The second part presents some strategies for continuing professional development, with illustration of their impact that appear to provide for greater professional autonomy.  相似文献   

4.

It is argued here that for problem-based learning (PBL) to succeed, a sound programme of staff development is required. This paper highlights, from both the literature and from experience, that there is limited research into the process and management of PBL staff development. The current shift towards PBL within higher education suggests that staff development needs to be a key component in any PBL implementation strategy. This paper focuses on the experience of introducing PBL into Nursing and Midwifery curricula at the University of Dundee. It is argued that the staff development described played a key role in the effectiveness of the subsequent implementation of PBL. The key components of such a programme are described with evaluatory evidence to support its efficacy. Recommendations are made for those considering implementing PBL into the curriculum.  相似文献   

5.
Abstract

Practices such as formal focused professional dialogue groups, coaching conversations, mentoring conversations and professional learning staff meetings have been taken up in schools and pre-schools as part of long-term action research and development activities to improve the learning and teaching practices. The development of relational trust has long been described in the literature as pivotal for the ongoing ‘success’ of such research and development in sites. In this article, we attempt to re-characterise relational trust as it is accounted for by participants in action research. We present data from a cross-nation study of middle leaders from Australian primary schools and Swedish pre-schools. Middle leaders are those teachers who ‘lead across’; they have both an acknowledged position of leadership or responsibility for the practice development of colleagues and a significant teaching role. The larger study examined the practices of middle leaders; and in this article we draw on interview data from one of the case-study sites that illustrate how colleagues in schools recognise the role middle leaders have for facilitating action research and teaching development. This article specifically presents excerpts from semi-structured interviews with 25 teachers, three principals, three executive teachers and three district consultants. Interviewees described how nourishing a culture of relational trust and mutual respect are critical features in the change endeavour. For them, the practices of the middle leader who facilitated the action research were instrumental in developing trust for teacher development. Analysis of participant accounts revealed five dimensions of trust: interpersonal trust, interactional trust, intersubjective trust, intellectual trust, and pragmatic trust.  相似文献   

6.
Abstract

The 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   

7.
Abstract

An increasing number of two-year colleges are drawing on an emerging model of comprehensive staff development. The model includes not only instructional improvement, but organizational and personal development as well. In this model, as staff development becomes an integral part of the college, the planning of such a program becomes an essential part of institutional planning.

The office of institutional research and planning should serve as a major resource in the formulation and implementation of the staff development program. Three major areas where this can occur are discussed: setting goals for the program, assessing staff development needs, and evaluating the impact of the program.  相似文献   

8.
ABSTRACT

The student engagement concept has been revolutionised so that students play an active role alongside staff members in determining their student learning experiences. Although the development of student–staff partnerships enhances student engagement and experience, empirical research on partnerships in Malaysia is scant. This paper contributes to the growing scholarly literature on such partnerships – in particular, exploring postgraduate international students and staff members’ partnership dimensions in extra-curricular activities at a research university in Malaysia. This qualitative study interviewed 33 postgraduate international students, 10 academic staff and 12 professional staff members. Based on the findings, the student–staff partnership model is well integrated into the extra-curricular activities: international students are invited to co-design and implement adjustment programmes for newly arrived international students. This paper also explores the multi-layered benefits of partnerships for postgraduate international students and for staff members. The implications of such partnerships for the university, international students and staff members are discussed.  相似文献   

9.
ABSTRACT

This paper demonstrates how the use of self directed and self initiated research by staff in an International Office in one of Australia's largest universities can be a useful tool in improving the quality performance of service delivery to full fee paying international students as a deliberate means of improving the marketable image of the university, accepting that the university marketing strategy recognises that ‘word of mouth’ or informal marketing forms one part of the overall scheme. This paper describes two action research projects undertaken by staff in the International Office to engender improved quality of service delivery and subsequently an improved image of the university in the process of informal marketing. The results of the action research projects have produced specific outcomes, further planning and changes to management practices in the International Office, all related to improving the quality of services being delivered and the quality of management, a strategy that can be adopted in universities worldwide. Each research project was small, but facilitated changes or improvement to a target, strategically identified and discussed with management. These projects did not occur as strategic parts of an overall marketing plan, but were recognised as making contributions to effective outcomes of the existing marketing process. The paper then discusses the role of management in employee empowerment and the action research process arguing that management's role is to ensure that stimuli such as this are not Stifled.  相似文献   

10.
Abstract

This article investigates the dynamic overall picture concerning the development of local curriculum in Thailand through action research conducted by 27 Thai elementary school teachers in three private schools in Fang District, Chiang Mai Province. This was the teachers' first experience with action research. The article examines the following questions: ‘How do teachers develop local curriculum through action research?’ and ‘What is the impact of action research on the professional learning of teachers?’ The field research methodology was primarily based on participant observation and informal interviews. The findings illustrate the various factors impacting on the development of local curriculum in Thailand through the action research of the teachers. They also shed light on the main role of the researcher in monitoring the progress of the project and acting as facilitator. The article also discusses the positive impact of the action research process on the professional learning of the teachers and reveals the unique cycle form of the action research process of Thai teachers.  相似文献   

11.
ABSTRACT

In this article, the authors, based on a process developed in the context of US higher education, demonstrate a model for undergraduate student research skill development that involves academic staff writing collaborative book reviews with undergraduate students and librarians, especially librarians that are also academic staff with relevant content expertise. This model can and should be modified to fit various disciplinary contexts and academic circumstances, potentially around the world. The authors acknowledge that this model will be more useful for academic staff in the social sciences and humanities as compared to the so-called hard or natural sciences. The authors reimagine book reviews based on the notion of ‘scholarship as conversation’ in library science. As evidence, the authors describe the origins of this unique collaborative process and document the impact of academic staff, librarians, and undergraduate students partnering to increase the academic rigor of book reviews. Contributing to scholarship at the intersection of research skill development, information literacy, and embedded librarianship, this article identifies a strategic opportunity for collaboration that makes writing reviews more engaging and educationally productive for students, academic staff, and librarians.  相似文献   

12.
Abstract

This paper emerged from the findings of a study investigating the efficacy of a staff development programme, called TRAC (Teaching, Reflection and Collaboration), offered through Queensland University of Technology, Brisbane, Australia. Participants in this study indicated an express need for academic staff developers to foster a range of skills when seeking to implement exemplary staff development programmes. One of the most crucial skills stipulated by participants was the ability for staff developers to offer development opportunities which effectively cater to the current hectic, competitive and outcome‐driven climate academics face. Other skills considered by participants to be pivotal for the development and implementation of exemplary staff development programmes included well‐developed human relation and interpersonal skills, facilitative skills and skills in co‐ordinating and networking.

This paper begins by ‘setting the scene’, briefly outlining the TRAC programme and the author's research experience of this programme. Subsequently, it discusses the skills required of the developer instigating such a programme. In doing this, it aims to encourage developers to reflect on the efficacy of their own skills with a view to making appropriate changes. Thus, in attempting to trigger change in developers’ practice, this paper represents a vehicle for ‘development of the developers.’  相似文献   

13.
Abstract

This paper offers some aspects and conclusions which form a part of a more extensive 2‐year case study carried out by a group of 11 teachers participating in an action‐research project at the University of Oviedo, Spain. The purpose is to analyse the professionalizing potential of action‐research in Higher Education. Professional development and growth are understood to be a pedagogical process through which teachers may increase, and enhance their ability for coping with the dilemmas and contradictions they face up to at work. In considering this conception, the objective is to analyse the specific contradictions of action‐research, as well as its possibilities, as a strategy for professional development of University teachers.  相似文献   

14.

This paper discusses the importance of research activity in academic teachers' colleges in Israel and analyses how this activity is organised. It investigates the contribution of research to development of professional staff and the state of research activities at teacher training colleges. Major obstacles impeding research at the colleges are pointed out and conditions affecting research performance are indicated. The character of the actual research activity is analysed and five different models are specified. The paper focuses on the research committees and research units, which are the central organisational tools for research development, by analysing and describing the range of research culture in the colleges: from absent to optimal. The paper contributes a theoretical and an applied framework that may support the further development of research at the colleges.  相似文献   

15.
Abstract

Multipurpose community colleges have a special opportunity for distinction through one of their missions—community development. One southern community college has assessed the similarities and differences of the perceptions of selected community leaders and of the college professional staff concerning the role of the college in community development.

The opinions of both groups were very similar, but the community leaders showed more variation in perceptions. Both groups believed the college should be involved in community development activities, but that the college could meet the needs of individuals better than it could meet community-wide needs. The college professional staff was more opposed to granting academic credit for community development activities such as work experiences of students and continuing education courses than were the community leaders.

As a philosophical approach to community development, both groups preferred the college's approaching community improvement through the organization of a wide spectrum of people concerned with democratic processes, self-help, and educational objectives. This process approach requires professional staff members with organizational, research, survey, and teaching skills to assist the community in working to solve problems.  相似文献   

16.
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17.
Abstract

Purpose: This article assesses a participatory action and innovation research experience, in which project researchers, farmers and staff members of a local water users association (WUA) came together to: (a) jointly test and adapt a social mobilization and institutional strengthening approach according to the local context, and by doing so, to (b) develop a locally embedded approach to the institutional strengthening of WUAs in Uzbekistan.

Design/methodology/approach: The process of interaction and innovation development was one of joint experimentation, which over time and to avoid a disproportionate dependency on external social mobilizers increasingly adopted aspects of a laissez-faire approach, eventually relying fully on members of the local community.

Findings: The findings show that the cooperation style is highly influenced by institutional and structural causes and effects in the specific context of rural Uzbekistan. Participatory approaches to the institutional strengthening of WUAs in Uzbekistan should consequently allow for a high degree of flexibility to adjust key activities and their timeframe.

Practical implications: The research findings are relevant to the lowland irrigated areas of post-Soviet Central Asia where the strengthening of WUAs is still lacking, resulting in limited participation of water users and insufficient operation and maintenance of the slowly eroding infrastructure.

Originality/value: The transdisciplinary innovation and action research experience pays special attention to the change in the style of cooperation, its institutional and structural causes and effects with regard to the ‘localizing’ of the innovation, namely a social mobilization and institutional development (SMID) approach for strengthening water users associations (WUAs) in Uzbekistan.  相似文献   

18.
Abstract

Amidst 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   

19.
ABSTRACT

While a large body of research considers factors enabling or constraining academic development in colleges and universities, comparatively little scholarship has considered the roles students might play in supporting positive change in staff teaching practices. This article explores one potential avenue by which such change might play out, considering the extent to which participation in a student-staff partnership programme supported by a central teaching and learning institute might encourage shifts in staff teaching. Drawing on data gathered via focus groups and online reflective prompts, we find that participating in pedagogical partnership can support a range of developments in staff teaching practices, though these changes might not always be pronounced or uniformly positive. Implications for future research and practice are discussed.  相似文献   

20.

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   

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