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1.
While outcomes assessment has become a focus for institutions of higher education, assessment in academic support units remain sparse. Traditionally, assessment has been comprised of one-time student satisfaction surveys and/or supervisor evaluations tied specifically to job criteria. Although informative, these methods fail to account for or measure specific student learning outcomes completed by students via their interaction with faculty and staff. This article presents the development and implementation of a program of outcomes assessment at a 4-year public university in the northeast. Results indicate that students come to college with varying expectations of the role of academic advisors and range on a continuum of academic and social preparation to meet the demands of higher education. A majority of students are meeting the stated learning outcomes. Feedback from this assessment model is being used to improve the quality of services provided to successive cohorts of students at this institution. 相似文献
2.
ABSTRACTThis article addresses how technology-enhanced learning (TEL) is implemented in higher education institutions. The study is based on data collected from a nationwide survey and semi-structured interviews with academic managers. The findings suggest that: (1) members of the academic management staff have limited knowledge of institutional strategies; (2) there is a gap between what academic managers believe they do to support and implement TEL and what other academic staff perceive them to actually do; and (3) TEL is seldom discussed during performance assessment reviews. In addition, the study reveals that academic managers have different understandings of the use of educational technology. Those differences appear to be closely related to the individual managers’ assessment of TEL’s role in supporting teaching. 相似文献
3.
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
4.
Melissa L. Bessaha Carmen L. Solis Cheryl L. Franks Heejin Yoon Delmar Dualeh Hugo Monroy-Caceres 《Journal of Teaching in Social Work》2018,38(4):417-430
ABSTRACTField education is essential to the development of professional social workers. Despite the significant overlap in social work’s and higher education’s missions and values, there is a scarcity of social work internships specifically in higher education settings. The placement of social work interns in institutions of higher education provides a setting where they can develop new knowledge and skills and increase their capacity to support college students toward academic success. This conceptual article discusses the role of social work in higher education and provides a model social work internship in an opportunity program, including its creation, development, challenges, outcomes, and future direction. 相似文献
5.
Dirk Schneckenberg 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):411-424
Background: Academic staff have a key role to play in the innovation efforts of universities aiming to exploit the potential of web-based learning technologies. Although learning technologies are an important building block of educational innovation, the eLearning adoption rate of European academic staff appears disappointing. The majority of curricula in European universities are stalled in the traditional pedagogical model of knowledge transmission, which continues to dominate teaching and learning. Purpose: This conceptual paper explores underlying structural and cultural barriers to technology-enhanced innovation in higher education. Sources of evidence: Starting from the underdeveloped state of eLearning in European universities, the paper challenges arguments that visible barriers such as technical issues, budget constraints or lack of interest in technology amongst academic staff represent the actual reasons for the slow advancement of learning technologies in university curricula. Main argument: The paper argues that the lack of faculty interest and engagement for eLearning are visible symptoms for deeply rooted causes, which hinder current innovation efforts of universities. It explores theoretical viewpoints for structural peculiarities of universities, motivational and habitual traits of academic staff, and long-standing cultural values in the academic community in an attempt to understand their impact on technology-enhanced innovation in higher education. Conclusions: The real dilemma for eLearning innovation is caused by macro-level influence factors that even committed universities can hardly overcome at institutional level. University leaders have to take the underlying innovation barriers into account when they try to engage academic staff for the use of learning technologies. With a realistic view on existing limitations, institutional eLearning adoption efforts have to be tailored to serve real learning needs and motivations of academic staff; and they have to consider specific goals and contexts within different universities. 相似文献
6.
AbstractConsistent with quality enhancement, we report on how we used a continuous improvement cycle to formalise and embed an academic development and support programme for our School’s sessional staff. Key factors in establishing and maintaining the programme included: local change agents supported initially by institutional project funding; School support for key academic and administrative roles; timely access to reports and tools from nationally-funded projects and sessional staff input. Reviewing our approach against national standards highlighted ongoing actions while collaboration with academic developers is critical for advancing our understanding and reviewing our approaches in our continuously changing context. 相似文献
7.
Cormac McGrath 《International Journal for Academic Development》2020,25(2):94-106
ABSTRACT This paper presents the findings of a four-year research project studying change practice and agency in higher education. The main findings of five empirical studies are presented. These findings lay bare how academic staff perceive opportunities to change their practice, identify leaders’ strategies when trying to bring about change, illustrate the different and at times incompatible ways of understanding change initiatives, acknowledge the importance of moral dimensions in change, and demonstrate how leaders mobilise theory when engaging in change practice. The article synthesizes the results of the project and draws conclusions with a view to how academic developers may best engage with critical stakeholders in higher education institutions. The paper concludes by presenting some thoughts on how a new model for academic development may take form. The paper aims to provide insights, inspiration, and critical dialogue to researchers in academic development. 相似文献
8.
ABSTRACT This article focuses on ‘transition’ and how it is understood within higher education. Drawing on data from concept map-mediated interviews at two institutions, we examine the conceptions of transition held by academic and professional staff, who work to support students’ learning into and through higher education. We suggest that normative understandings of transition often draw upon a grand-narrative that orchestrates and reiterates a stereotypic understanding of students’ experiences. Often this narrative involves students’ interpellation into a field of discourse where the subject is constructed as both homogeneous and in deficit: ill-prepared, lacking in independence, as vulnerable and in need of support. However, this study suggests that beneath this discourse lies a more nuanced picture: one where students’ experiences can be conceptualised as diverse and fluid. Moreover, we employ the concept of pedagogic ‘frailty’ to expose the significance of the environments and wider contexts in which students ‘transition’, and to explore the impact of systemic tensions upon students’ experiences. This article further argues that future research should shift discussions away from the deficits of students, and examine how we can make underlying environmental and systemic challenges more explicit, in order to widen our understanding and discussions of these constraints. 相似文献
9.
Linda Conrad 《International Journal for Academic Development》2013,18(2):114-123
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
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11.
Doris R. Corbett 《Quest (Human Kinetics)》2016,68(3):316-323
ABSTRACTThe loss of significant faculty members comes at a time when public and community expectations for institutions of higher learning have expanded. Public skepticism and the demands for accountability have resulted in greater attention being given to learning outcomes, subject matter, knowledge, proficiency, and capability. This article adds to our understanding of how graduate school operates as a socialization process for individuals who seek an academic career in higher education. Moreover, this article will focus specifically on the challenge of preparing and socializing doctoral students of color to the academy. New expectations require that substantive changes take place in the socialization process of graduate doctoral students in kinesiology if new faculty are to experience an academic environment that is rewarding. 相似文献
12.
Neal Dreamson Gary Thomas Anita Lee Hong Soyoung Kim 《Technology, Pedagogy and Education》2013,22(4):431-444
ABSTRACTLearning management systems (LMS) have been utilised for enhancing the quality of learning and teaching in higher education, yet the cultural needs of Indigenous students are rarely considered. The study reimagines culturally inclusive learning in an LMS by critically reviewing theories of culturally inclusive learning and Indigenous pedagogical values. It explores perceptual gaps between Indigenous cultural needs and the current use of an LMS through analysis of data collected from Indigenous students and academic staff via an online questionnaire (n = 100) and face-to-face interviews (n = 20) at one Australian university. As a result, it articulates and unpacks mythical perceptions of using an LMS. Consequently, there is clear evidence that Indigenous students expect to experience more human-to-human interactions and develop a sense of community through the use of available communication tools, whereas academic staff tend to rely on a binary opposition between pedagogy and culture in which culture is regarded as a subordinate concept to pedagogy. 相似文献
13.
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
14.
Jane White Graham Connelly Lucy Thompson Phil Wilson 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):87-98
Emotional and behavioural disorders in early childhood are related to poorer academic attainment and school engagement, and difficulties already evident at the point of starting school can affect a child’s later social and academic development. Successful transfer from pre-school settings to primary education is helped by communication between pre-school staff and primary school teachers. Typically, in Scotland, pre-school establishments prepare individual profiles of children before they start school around the age of five years, highlighting their strengths and development needs, for transfer to primary schools. There is, however, no consistent approach to the identification of potential social, emotional and behavioural problems. In 2010, in one local authority area in Scotland, the Strengths and Difficulties Questionnaire (SDQ) was introduced for children about to start school as a routine, structured, component of the transition process to help teachers plan support arrangements for classes and individual children. The SDQ assesses emotional, conduct, hyperactivity/ inattention and peer-relationship problems as well as pro-social behaviour. In order to be an effective means of communicating social and emotional functioning, the use of instruments such as the SDQ needs to be practicable. Finding out the views of pre-school education staff with experience of assessing children using the SDQ was, therefore, essential to establish its future utility. Aim The purpose of this study was to explore the views of pre-school education staff about assessing social and emotional wellbeing of children at school entry using the SDQ. The objectives were to examine the opinions of pre-school workers about completing the SDQ and to elicit their thoughts on the value of doing this and their perceptions of the usefulness of the information collected. Method Pre-school establishments were approached using a purposive sampling strategy in order to achieve a mix of local authority (n=14) and ‘partnership’ establishments (n=8) as well as different socio-economic areas. Semi-structured interviews (n=25) were conducted with pre-school head teachers (n=14) and child development officers (n=11) in order to explore the process of completing the SDQ along with perceptions of its value. The interviews were transcribed verbatim and analysed thematically. Results In general, staff in pre-school establishments viewed the use of the SDQ positively. It was seen as a chance to highlight the social and emotional development of children rather than just their academic or educational ability. Most felt that the SDQ had not identified anything they did not already know about a child. A minority, nevertheless, suggested that a previously unrecognised potential difficulty was brought to light, most commonly emotional problems. Completing the SDQ was felt to be relatively straightforward even though the staff felt under pressure from competing priorities. Concerns were, however, raised about the potential of labelling a child at an early stage of formal education. Conclusion The findings from this small scale study suggest that, from the point of view of pre-school education staff, it is feasible to assess children systematically for social and behavioural problems as part of the routine transition process at school entry. 相似文献
15.
This article reports on an interview-based study of the academic practices of staff members in a New Zealand university in response to international students in their classes and under their supervision. International students enter academic cultures which are inevitably different from those which have provided their academic preparation. Participant academics often revealed a tension between trying to support students adjusting to new demands and meeting their own expectations of tertiary teaching. Most had implemented some changes to their practices which they identified as enhancing international students’ ability to study successfully, but recognised the need for balance between support and an expectation of student autonomy. For some, however, adjustment of practice to reflect these students’ different expectations and skills violated their understanding of what higher education should be. Using the lens of different orientations that Fanghanel 2012. Being an Academic. London: Routledge] identified among academic staff the article considers possible responses to the current situation. 相似文献
16.
Knowledge Rajohane Matshedisho 《Assessment & Evaluation in Higher Education》2020,45(2):169-179
AbstractAssessment rubrics intend to make criteria explicit to students. However, an understanding of assessment criteria requires tacit knowledge about which students may not be aware. The lack of such knowledge is notable in undergraduate health science students taking a compulsory course in the social sciences. This study performed a content analysis of how 1st year health sciences students interpret a SOLO assessment rubric for a sociology ‘reflection piece’ essay. The findings suggest that empiricism, standardisation and lack of tacit knowledge limit students’ ways of reasoning about the rubric. These limitations manifest in a methodical difference between students’ expectations and lecturers’ intentions of using a rubric. This difference is illustrated by the students’ need for procedural knowledge and the lecturer’s expectation of conceptual knowledge. These differences have implications for teaching, learning and assessment in health sciences undergraduate education. The findings also justify a dialogical approach to assessments through facilitating students’ epistemological development. 相似文献
17.
Shawn Michael Bullock 《Studying Teacher Education》2017,13(2):179-192
AbstractThis self-study frames the influences of cooperating (or mentor) teachers on teacher candidates in my teacher education classroom as an action-at-a-distance on my pedagogy of teacher education; that is, a tacit set of influences and expectations that teacher candidates develop about my course before it even begins. Interviews with teacher candidates enabled me to develop two conceptual metaphors to think about the relationships candidates develop with cooperating teachers on practicum. The first, freedom with foundation, reflects the fact that teacher candidates hope to have considerable autonomy in their practicum placements while simultaneously having the support from their cooperating teacher to receive meaningful, regular, feedback. The second, power and performance, names the tensions teacher candidates feel in experiencing the practicum as a site of performance rather than as a site of learning. I offer some specific pedagogical ways in which I have responded to these issues before making a turn to self. I examined journal entries from my own experiences as a teacher candidate 20 years ago with a view to understanding the ways in which the two metaphors may have played a role in my own development as a teacher. This research compels me to attend explicitly to action-at-at-distance forces in my teacher education classroom, such as candidates’ relationship with cooperating teachers and my relationships with my former cooperating teachers. 相似文献
18.
ABSTRACTResearch Findings: Home-based child care accounts for a significant proportion of nonparental child care arrangements for young children in the United States. Yet the early care and education field lacks clear models or pathways for how to improve quality in these settings. The conceptual model presented here articulates the components of high-quality support to child care providers; related factors; and hypothesized provider, family, and child outcomes. The model is based on a literature review of research on home-based child care, home visiting, early childhood mental health consultation, coaching, and family services. We hypothesize that high-quality support to home-based child care that offers relationship-based services focused on quality caregiving (individual home visiting and group supports such as training and networking) and sustainability (materials, equipment, referrals) is most likely to positively impact quality caregiving for children and families. Practice or Policy: Current federal efforts and policy initiatives to increase the supply and quality of infant–toddler child care focus on the development of systems that support home-based providers. The conceptual model of high-quality support described here will inform future program development and research on how to improve quality in home-based child care for the millions of low-income children in these settings. 相似文献
19.
Peggy P. Chen Sarah M. Bonner 《Assessment in Education: Principles, Policy & Practice》2020,27(4):373-393
ABSTRACT We present a conceptual framework that leverages synergies between classroom assessment (CA) practices and self-regulated learning (SRL) theory to support academic growth and instruction. We articulate the processes shared by CA and SRL, drawing on a model of SRL with three phases: forethought, performance, and self-reflection. We blend this SRL model with CA to create the CA:SRL framework in four stages: (1) pre-assessment, (2) the cycle of learning, doing, and assessing, (3) formal assessment, and (4) summarizing assessment evidence. We elucidate how SRL processes are involved at each stage and can be drawn on to support learning development and teacher understanding and co-regulation of learning. This framework is important in that it depicts how assessment and learning processes interact dynamically for both teachers and students in classrooms, and demonstrates that such interactions encompass the full breadth of purposes in CA, from planning through summation of evidence. 相似文献