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1.
This study considered outcomes when 27 academics explicitly developed and assessed student research skills in 28 regular (non-research methods) semester-length courses. These courses ranged from small (n?=?17) to medium-large (n = 222) and included those from first year to masters in business, engineering, health science, humanities and science, across five universities in three Australian cities. The two-year study used three data sets to determine the outcomes of development and assessment initiatives: student pre- (n?=?779) and post-questionnaires (n?=?601), interviews with students (n?=?46) one year after completing a course that developed research skills and interviews with academics (n?=?17) involved in developing and assessing student research skills. These multiple sources provided evidence that students developed a variety of discipline-specific research skills and that these skills were useful for subsequent studies and especially for employment. Academics indicated that the process of making explicit the development of student research skills led to enhancement of their teaching, helping the academics to clarify major course purposes as well as enabling them to provide more substantial feedback to students than in the past. Academics also indicated that this teaching process changed their understanding of disciplinary research and, for some, even suggested new directions in their research.  相似文献   

2.
Abstract

Recent studies of academic work have identified increasing pressures on universities and academics throughout the world. These pressures relate to such factors as diminishing resources available to the higher education sector, widening diversity of the student clientele, moves for increased accountability and tensions between the research and teaching goals of academic work. Among the pressures being placed on the teaching component of academic work are the need for increased accountability of teaching performance and the need to update professional competence related to teaching. This paper reports a study of a selected group of academics — relatively junior staff who have participated in significant professional development activities related to their teaching. The data provided by the interviews with these academics allow a glimpse at their academic lives and how they fit teaching and professional development related to teaching into their working lives. The study highlights how these academics structure their work around their teaching commitments and how, although they make time available for professional development related to their teaching, this is done in response to the activities offered rather than as a proactive component of their career planning.  相似文献   

3.
This paper presents findings from an empirical study of key aspects of the teaching and research priorities, beliefs and behaviours of 72 professorial and associate professorial academics in Science, Information Technology and Engineering across four faculties in three Australian universities. The academics ranked 16 research activities and 16 matched learning and teaching (L&T) activities from three perspectives: job satisfaction, role model behaviour and perceptions of professional importance. The findings were unequivocally in favour of research in all three areas and remarkably consistent across the universities. The only L&T activity that was ranked consistently well was ‘improving student satisfaction ratings for teaching’, an area in which academics are increasingly held accountable. Respondents also indicated that their seniors encourage research efforts more than L&T efforts. Recommendations include that higher education rewards for quality L&T are maintained or improved and that recognition of L&T research domains is further strengthened.  相似文献   

4.
In this article, we utilise recent theorising on praxis and educational development to explore how academics in universities can foster public, institutional and more personal development, even as they are challenged by what are sometimes described as more ‘managerial’ and ‘neoliberal’ conditions. The research draws upon a variety of sources of data, including publicly available correspondence on the university sector in Australia, interviews with colleagues, and personal reflective journals. These data reflect three instances of educational praxis development in the Australian university context, and at three scales/levels: nationally; unit-wide (university/faculty/institute); and sub-unit/individually. The findings reveal such development in the form of: academics using mainstream media to inform the general public about the nature of university industrial relations and funding at a national level; junior and senior academics collaborating and engaging in mentoring practices to build institutional research capacity at a university/institutional level; and, individual academics meeting to develop individual teaching practice. Through explicating the characteristics and value of educational development for and as praxis, we provide resources for hope for better understanding how the work of universities, including their broader mission to inform the public, might be enacted more educationally.  相似文献   

5.
As universities transform into enterprises, academics are facing new challenges, especially in their teaching. This is because of the demands for student‐centred programmes that offer more flexibility, the use of Course Management Systems such as Blackboard, and the expectation that instructors will perform (more) efficiently and effectively. In this research, the focus is on teaching‐related activities to support instructors to stay in control, given these increasing pressures. A Personal Performance Model that shows key aspects of academics’ performance relating to teaching tasks was developed. A series of studies relating to gaps between expected and actual performance was carried out using the Human Performance Technology methodology. As an intervention based on these gaps, a Personal Performance Support Tool was developed to support instructors with their time and task management in relation to teaching, as well as to develop an elaborated insight on how to support instructors as they respond to changing expectations for their teaching performance. Key steps to guide universities in implementing such a support tool have been identified as a result of the research.  相似文献   

6.
ABSTRACT

There have been widespread changes to working arrangements and employment relationships, including significant decreases in continuing/full-time employment contracts. This trend is particularly notable in academia, with more universities relying on the expertise of sessional, teaching-focused academics. This qualitative study extends understanding of this important group of professionals, identifying sessional work as a ‘double-edged sword’ and suggesting a typology of sessional academic careers to be tested in future research. It reports on the diversity among sessional academics, some enjoying the autonomy and flexibility of this working arrangement, others seeking more job security and greater alignment with continuing employment. It also identifies synergies and contradictions between sessional academic careers and key themes in the contemporary careers literature.  相似文献   

7.
ABSTRACT

There is a dearth of studies on academics’ perceptions of good teaching in transitional economies such as Uganda and the degree of parity between academics’ conceptions of good teaching and the items in the student evaluation of teaching (SET) questionnaires. Against this backdrop, the article reports on a study that explored how academics at Makerere University, Uganda, perceive good teaching and compared the resultant perceptions with the items in the SET questionnaires. The study employed a qualitative approach and data was collected by using semi-structured interviews and reviewing documents. Thematic analysis was employed to analyse the data from the interviews while the data from the documents was analysed using content analysis. The findings showed that academics perceive good teaching as: being knowledgeable; being student-centred; demonstrating good communication skills; undertaking research-based teaching; demonstrating professionalism; being approachable; and being organised. Finally, the findings demonstrated a convergence between academics’ perceptions of good teaching and most of the items in the SET questionnaires.  相似文献   

8.
This paper presents a contingency theory of approaches to teaching in Higher Education adopted by university academics who teach heterogeneous student cohorts within a changing university context. The study is located within the substantive context of academics within Australian universities who teach within the broad field of management studies. Orthodox grounded theory is employed to generate a contingency typology comprised of four separate teaching approaches: Distancing, Adapting, Clarifying, and Relating. The model demonstrates how academics utilise a variety of teaching approaches to address their ‘main concern’, namely maintaining their professional competence within the context of a rapidly changing university landscape and significantly heterogeneous groups of students. We have labelled this process ‘Maintaining Competence’. This model stresses the importance of the twin forces of structure and individual agency in determining teaching approaches. It emphasises the value of analysing what academics actually do in the classroom situation, rather than concentrating on normative assumptions of what they should do in terms of best practice.  相似文献   

9.
Abstract

This qualitative interview study investigates how mentoring is used to develop knowledge and skills for early career academics across the academic roles of research, teaching, and service. Results indicate similar amounts of mentoring in research for men and women, more mentoring in teaching for women, and a lack of mentoring in service across gender. Methodological, theoretical, and practical implications for institutions of higher education are discussed, particularly those aimed at addressing inequality for women.  相似文献   

10.
Abstract

It has been suggested that curriculum coherence is crucial in successful educational reform. However, empirical research on the topic is still scarce. This study explores how the stakeholders involved in curriculum development at the district level perceived curriculum coherence. Survey data (n?=?550) were analysed using structural equation modelling. A confirmatory factor analysis showed that curriculum coherence consists of three complementary components: consistency of the intended direction; an integrative approach to teaching and learning; and alignment between objectives, content and assessments. Moreover, the results showed that curriculum coherence contributes to the expected impact of the reform on the school level development. The study adds to the research on curriculum reform by showing that curriculum coherence is a central determinant of the reform taking root at the school level, and by introducing a scale for measuring perceptions of curriculum coherence within the context of large-scale national curriculum reform.  相似文献   

11.
Abstract

This paper stems from conversations between the authors who recently came to work together in staff and educational development. Having pursued different academic careers in Higher Education (HE), we questioned whether we had a common understanding of our academic community. In particular, we discussed two aspects. First, the extent to which our different disciplinary backgrounds influenced our perspectives on academic practice and our attitudes and approaches to staff and educational development. If we held different views on academic practice, how many other variations were we likely to encounter? Second, we felt it important to be sensitive to the needs of our colleagues in terms of their practices. The research that emanated from our discussions began with an empirical study, reported in this paper. We explore tensions between the various work activities performed by academics at the University of Sheffield. Eighty staff maintained a diary over a specified week early in the academic year 1997‐98. They recorded time spent on the activities of research, teaching, administration, external work, and professional development. Biographical data, including staff grade, length of service in HE, and length of service at the University were collected via a questionnaire attached to the diary. It would appear that the majority of academics surveyed support a role in both teaching and research, with a preference to spend more time on research at the expense of administration but not at the expense of teaching. These empirical data help us to understand more about the role of academics in changing times, and how we, as staff and educational developers, might become more effective and efficient.  相似文献   

12.
《Africa Education Review》2013,10(4):599-617
ABSTRACT

Teaching in higher education poses unique sets of challenges, especially for academics in the engineering, built sciences and information science education disciplines. This article focuses on how reflective collaboration can support academics in their quest to find unique solutions to challenges in different academic contexts. A reflective collaboration framework was applied during a three-year interpretive research process at an Engineering, Information Technology and Built Environment Faculty in a residential research intensive university in South Africa. Interdisciplinary reflective collaboration was found to bring richness and depth into investigations of complex teaching challenges. This framework provides a structure to support the transformation of teaching challenges into learning opportunities through the promotion of dialogue, critique and reflection between engineering and education academics.  相似文献   

13.
ABSTRACT

In the context of the Teaching Excellence Framework (TEF), we examine academics’ perspectives on the discourse of ‘teaching excellence’ based on an empirical study with 16 participants from five post-1992 universities. The article reports the findings on academics’ views of the term and concept of ‘teaching excellence’, examples of what ‘teaching excellence’ may look like in practice, whether a distinction between ‘good’, ‘good enough’ and ‘excellent teaching’ can be made, and the measurability of ‘teaching excellence’. The research findings suggest we need a more nuanced inclusive interpretation of ‘teaching excellence’ which recognises the conjoined nature of teaching and research in higher education, and also rebalances a focus on outcome-related measures with understandings of purposes and development of the processes of learning.  相似文献   

14.
This article investigates the implementation of the “förstelärare” or “First teacher” reform in Sweden. We draw upon the insights of a superintendent, union official, principal, three First teachers, and two of their colleagues in one school, and recent literature on career development reform. We employ Michael Fullan’s overview of the “right” and “wrong” drivers of educational reform to analyse the extent to which the First Teacher initiative cultivated productive “professional capital.” The research reveals: how broader national policy aims were in clear tension with municipal-wide school development, and school-level development efforts; the perverse effects of a strong focus upon salary on professional conduct; and how an emphasis upon teachers’ roles per se undermined the espoused policy focus on enhancing teaching. The research cautions against the problematic effects of the initiative on more profession-oriented prerogatives, and how more external, “deleterious,” drivers of reform militate against more productive professional capital.  相似文献   

15.
ABSTRACT

This paper investigates the underexplored area of othering of migrant academics within their teaching context. Nine personal narratives of migrant academics’ teaching were analysed qualitatively for indications of pedagogical othering. Migrant academics indicated the need to align their own pedagogic values and practices with that of their host institutions they work in as they felt their own values and practices were considered less desirable. We argue, from a Gramsci’s hegemonic perspective, that the pedagogic adaptation by migrant academics aimed at improving student learning is not problematic in itself, but more problematic is the inequality of opportunity for migrant academics to contribute to pedagogical decisions which can meaningfully influence the departmental culture. Lack of pedagogic democracy where the ‘home’ academic environment has a monopoly of knowledge and a hegemonic position regarding learning and teaching can compromise the student-learning experience by limiting articulation of alternative pedagogical perspectives by the migrant international academics.  相似文献   

16.
In this paper we focus on the issue of how academic staff experience the understanding of their subject matter and the relationship of this understanding to their experience of teaching. In recent years there has been a substantial amount of research into how academic staff conceive of teaching and learning, how they approach their teaching, and how their approaches to teaching relate to how their students approach their learning. In our present project this research is being extended by looking at the way 31 academics from four broad fields of study experience their understanding of their subject matter and how this relates to the way they experience their teaching. Using a phenomenographic approach we show that academics who experience their subject matter in atomistic and less integrated ways experience their teaching in more information transmission and teacher-focused ways, while those with a more integrated and holistic experience of understanding their subject experience their teaching in more conceptual change and student-focused ways.in final form: 9 September 2004  相似文献   

17.
Universities are built upon the collaborative work of academic staff and students, yet the nature of this work has been undergoing profound and rapid change. Pressures within Australia’s higher education sector have led to a fracturing of traditional academic roles and growing feelings of disconnection. While there have been many narrative, ethnographic and autoethnographic explorations of academic work, few studies have employed visual arts-informed methodologies to interrogate the ways in which academics represent their teaching, research and community engagement work. In this article we outline findings about academics’ views of their teaching work. These findings surfaced from an arts-informed participatory research project, that sought to open up a space for (re)presentations of academic work. With a focus on teaching, three through lines emerged during the analysis: voicing absences and resistances; initiating layers of reflexive moments and expressing complexity through collage. We argue that the academics’ responses allow us to trace the emotional terrain of contemporary academic work. They also open up ways to unpack, express and make visible academics’ complex thoughts, feelings and ideas about teaching practices.  相似文献   

18.
In this paper, we investigate the perception of academics regarding how their experiences from societal interaction (third mission) inform their teaching and vice versa. We report on a phone survey of Swedish academics in three engineering-related disciplines. The findings show that there is a perceived positive and bidirectional relationship between societal interaction and teaching. Industry-related activities were perceived to inform teaching more than other types of societal interaction. While societal interaction is at large more important for the academics in their search for relevant teaching topics and content, teaching was deemed more important for the implementation of societal interaction. We conclude by proposing that academics creatively (re)combine experiences from third mission and education, often mediated by their research activities.  相似文献   

19.
Abstract:

With the significant rise in China’s economic strength, more students and scholars have returned to China recently. But there is limited literature examining academics with foreign degrees and their research productivity. Using the data of the Changing Academic Profession in Asia (APA) survey, which was exercised in 2012, this study expands the understanding of personal characteristics of academics with foreign degrees in Chinese universities and examines their research productivity in comparison to that of those with domestic degrees. Results show that academics with foreign degrees are more productive in coauthored foreign articles and receive more research funding, leading to higher research productivity, than do those with domestic degrees. The author also finds that some international factors might have increased academics’ productivity, especially, in publishing articles in a foreign language. Implications are presented about how to provide more research funding and more opportunities for academics at an international dimension to enhance their research productivity.  相似文献   

20.
This paper reports some data of an ARC funded study of academic staff in a number of disciplines in colleges of advanced education and universities. Generally, more university than college academics scored high on academic motivation, on teaching‐research synergy and promotion of student independence, with college academics scoring higher on good teaching practice. There are disciplinary differences, too.

Slightly more than an average proportion of staff in the Social Sciences report good teaching practices. They are highly committed to promoting student independence, experience a fairly high level of teaching‐research synergy and have high intrinsic academic motivation. There is large‐scale consensus among Arts staff with university Arts academics scoring highest on promoting student independence, academic motivation, and teaching‐research synergy, and academics in CAE Arts departments scoring highest of all on good teaching practices.

Science staff seem to have different academic values and practices. Their academic motivation is about “average”, and fewer science academics report good teaching practices or practices that promote student independence. In their own work they also experience less teaching‐research synergy. Engineering staff show the lowest academic motivation, least commitment to student independence, experience least teaching‐research synergy, and report below average good teaching practices.

Health Science staff are akin to staff in Arts and Social Sciences in areas concerned with students, e.g. good teaching practices and promotion of student independence. In the areas which tap into their values as academics, e.g. academic motivation and teaching‐research synergy, they seem to be more like science and engineering staff.

Commerce/Law staff were on all aspects somewhere in the middle.  相似文献   


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