Relevant bibliographies by topics / A university lecturer

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'A university lecturer'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "A university lecturer"

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Sujana Eka Putra, I. Gede, Anthony Lee, I. Made Tirta Mahayana, and I. Gede Agung Wicaksono Dharmayasa. "Design and Development Of Lecturer Attendance System Using Radio Frequency Identification (RFID)." International Journal of Computer Science Engineering 10, no. 1 (2021): 15–27. http://dx.doi.org/10.21817/ijcsenet/2021/v10i1/211001010.

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Lecturer attendance record is required by the university to know the presence of lecturers in teaching in class. In general condition, lecturer attendance is recorded on the attendance sheet, or input to web application accessed on a class computer. However, there are some problems in its implementation so that at the end, lecturer presence is carried out using a manual form where the academic staff needs to re-enter the lecturer attendance data into the applications. Based on the above, the authors designed and developed a lecturer attendance information system to record lecturers' attendance using radio frequency identification technology by implementing a near field communication card (NFC Card). The device used to record and read presence data during lectures, by tapping an Mi-fare NFC card to an NFC reader / writer device. The flow of this research method begins with a literature study of NFC card, observe the flow of lecture attendance process and data recorded into lecturer attendance sheet, analyzing the database design, the system design which has compatible with NFC reader and writer devices, designed system interface and continue to develop system. The result is system consists of master data, system attendance, verification and reporting module. The results show that NFC card implementation is more practical for lecturers in conducting lecture attendance and NFC card could be tapped out into an NFC device at a maximum distance up to 7 cm with the reading angle relative to NFC reader/writer with range 00 until 300 can read NFC Card.
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Alexandri, Mohammad Benny, Nenden Kostini, and Erna Maulina. "Employee Empowerment, Psycological Contract, Employee Engagement di Universitas di Indonesia." Responsive 1, no. 2 (2019): 81. http://dx.doi.org/10.24198/responsive.v1i2.20678.

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Some of the problems faced by lecturers in higher education are the lack of time for research because of teaching. Another problem is: a career as a lecturer is an endpoint or basis for a career elsewhere? The question is that the position of lecturer or being a Professor is still something interesting, prestigious, or not? Padjadjaran University is the number 6 Best University in Indonesia in QS World version in 2018. The number of lectuJrers is 1780 Lecturers. The purpose of this research is to find out Employee Empowerment, Psychological Contract and Employee Engagement at Padjadjaran University. The unit of analysis is 65 Permanent Lecturers at Padjadjaran University. The results of this study found that the effect of Employee Empowerment, Psycological Contract on Employee Engagement was only 15%. This indicates that the Padjadjaran University Lecturer does not yet have a strong Empowerment and Psychological Contract to produce a strong attachment to the University.
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Jubaidah, Siti, and Rusfandi Rusfandi. "AN ANALYSIS OF LECTURER TALK DURING TEACHING AND LEARNING PROCESS OF ENGLISH AS A FOREIGN LANGUAGE." JURNAL ILMIAH BAHASA DAN SASTRA 6, no. 2 (2020): 51–62. http://dx.doi.org/10.21067/jibs.v6i2.3784.

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Researching teacher talk during teaching and learning process of English is essential because it offers practical implications for the improvement of teaching and learning process. However, there are still few studies which try to compare types of talk used by lecturers who teach content and skill subjects. This research investigates the types and the dominant types of lecturer talk during the teaching and learning process at an English Education Department. The participants were two English lecturers at a private University in Malang who taught Vocabulary (skill subject) and Poetry (content subject) classes. The researchers used an audio recorder to record the utterances by the lecturers. The data were analyzed qualitatively by using FIAC (Flanders Interaction Analysis Category). The types of lecturer talk produced by the lecturer who taught Vocabulary were Ask question, Give direction, Give lecture, Accept or use students’ idea, Praise or encourage, and Criticize or justify authority. The types of lecturer talk produced by the lecturer who taught Poetry were Give lecture, Ask question, Accept or use students’ idea, Give direction, Praise or encourage, and Criticize or justify authority. The most dominant types of talk produced by the lecturer who taught Vocabulary were Ask question and Give direction but Give lecture was the most dominant types of talk produced by the lecturer who taught Poetry. This finding indicates that types of course taught by lecturers affect the kinds of talk produced by the lecturers.
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., Lina, Agustinus Riyanto, and Theresia Widyastuti. "Pengaruh Kepemimpinan Terhadap Kinerja Dosen Tetap Di Universitas Katolik Musi Charitas." Jurnal Keuangan dan Bisnis 16, no. 2 (2018): 62. http://dx.doi.org/10.32524/jkb.v16i2.407.

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Improving the quality of higher education relates to the performance of lecturers in the field of education, research and publications, and community service. Improving the performance of lecturers requires the competence and commitment of the university leaders. This study aims to determine the effect of leadership on the performance of lecturers. The study was conducted at the Musi Charitas Catholic University. The location of this research was conducted at two campuses of Musi Charitas Catholic University namely: Bangau Campus and Burlian Campus. The study was conducted for 8 months (September 2017 s.d April 2018). This study used a combination of exploratory research and explanatory research. Exploratory research aims to explore the phenomena of leadership factors that can improve the performance of tridarma for permanent lecturers at the Musi Charitas Catholic University Palembang. Explanatory research is to explain the relationship between research variables that are the influence of leadership variables on the performance of permanent lecturer of the Catholic University of Musi Palembang. Regression analysis was used to examine the influence of leadership on lecturer performance. The result of this research showed that the influence of leadership on lecturer performance was 52,5% while 47,5% of lecturer's performance variable was influenced by other variables outside of this research, including government policy variable, motivation, and lecturer personality.
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Jufrizen, Jufrizen, Maya Sari, Muslih Muslih, and Nadia Ika Purnama. "The role of moderation of organizational support on social capital effects on performance of lecturers." Independent Journal of Management & Production 12, no. 2 (2021): 450–69. http://dx.doi.org/10.14807/ijmp.v12i2.1304.

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This study aims to determine how the Model of Improvement of Lecturer Performance Based on Social Capital and Organizational Support at Private Islamic Universities in Medan City. This research is basic research. The study population was all permanent lecturers of Islamic Private Universities in Medan i.e. University of Muhammadiyah Sumatera Utara, Islamic University of North Sumatra, University of Muslim Nusantara Al Washliyah, Al-Washliyah University and Al-Azhar University. However, this study only limited to Islamic universities owned by Islamic Foundation or Islamic Organization i.e. University of Muhammadiyah Sumatera Utara and University of Muslim Nusantara which amounted to 425 permanent lecturers who have functional positions as expert assistants, senior lectures and associate professors. The sampling technique in this study is the proportional random sampling with 129 samples used. The data analysis method used in this study is moderating regression analysis (MRA). The results showed that social capital had a positive and significant effect on lecturer performance and organizational support was a moderating relationship between social capital and lecturer performance.
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Ranggadara, Indra, Wahyu Pratama, and Dita Baitu Rahmawati. "Analisa dan Pengembangan Modul Berbasis RFID pada Aplikasi UMB Mobile." Jurnal Ilmiah FIFO 11, no. 2 (2019): 119. http://dx.doi.org/10.22441/fifo.2019.v11i2.002.

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Presence is significant for every lecture, office or other organizational activities, currently recording the attendance of student lectures at Mercu Buana University by calling one student at a time to be present by the lecturer, then the lecturer giving a sign of attendance on the particular lecturer application form that has provided. The purpose of this study is to analyze and develop RFID-based mobile UMB, which has the benefit of students being able to attend their presence without having to wait for lecturers to attend the attendance process and students can find out the level of time delay so that it can become learning so as not to delay in the future. The method used in this study uses a SWOT analysis and then designed with a system using UML, the construction of this application using the Waterfall method, and testing using a BlackBox. The results of this study are the development of modules in the UMB Mobile application successfully implemented with RFID devices.
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Mason, Sir Anthony. "The Role of a Constitutional Court in a Federation a Comparison of the Australian and the United States Experience." Federal Law Review 16, no. 1 (1986): 1–28. http://dx.doi.org/10.1177/0067205x8601600101.

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The Australian National University, the Sir Robert Menzies Memorial Trust and the University of Virginia Law School have established an annual Menzies Lecture Series. The Lectures are held in honour of Sir Robert Menzies and mark his contribution to the law and public life. The Lectures are given in alternate years at the Law Schools of the University of Virginia and the Australian National University. The Lectures will be published in the “Federal Law Review”. The first Menzies Lecturer was The Honourable Sir Anthony Mason of the High Court of Australia who visited the University of Virginia in October 1985. The following article is based on Sir Anthony's lecture.
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Supriatna, Encep. "Penggajian Berbasis Mobile di Universitas Ma’soem." INTERNAL (Information System Journal) 3, no. 1 (2020): 51–64. http://dx.doi.org/10.32627/internal.v3i1.95.

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Design a Mobile Based Lecturer Payroll Information System at Ma’soem University to provide solutions to several lecturers who have limited time so they do not have time to fill in lecturer attendance after completing lectures so that it affects the work of the finance and curriculum sections,The approach method used is an object-oriented approach (object oriented) which consists of object-oriented analysis (OOA), and object-oriented design (OOD). The system development method used is prototype. While the author's modeling system uses Unified Modeling Language (UML).With the design of the lecturer payroll information system, it is expected to facilitate lecturers in completing attendance and seeing details of their income, the finance department does not have to work overtime to make lecturer salary reports, and the curriculum section is more facilitated in controlling lecturer performance.
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Siegel, Joseph. "Comprehension in English Medium Instruction (EMI) lectures: On the impact of lecturer L2 English use." Language Learning in Higher Education 10, no. 1 (2020): 73–91. http://dx.doi.org/10.1515/cercles-2020-2005.

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AbstractThe importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students’ self-reported levels of comprehension related to lecture content and their lecturer’s L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.
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Syekh, Saiyid, and Ali Akbar. "IMPROVING LECTURER PERFORMANCE THROUGH LEADERSHIP STYLE, ORGANIZATIONAL CLIMATE AND WORK MOTIVATION AT BATANGHARI UNIVERSITY, JAMBI." Dinasti International Journal of Management Science 2, no. 4 (2021): 581–95. http://dx.doi.org/10.31933/dijms.v2i4.788.

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This research aims to determine Influance of leadership style, organizational climate and motivation on the performance of lecturers at Batanghari University, Jambi. The research to porpose (1) to know leadership stile, organizational climate, motivation and performance of lecturer at Batanghari University (2) to anlysis influance of leadership stile to performance of lecturer in Batanghari University (3) to analysis influance of organizational climate to performance of lecturer in Batanghari University (4) to analysis influance of motivation to performance of lecturer in Batanghari University (5) to influance of leadership style, organizational climate and motivation on the performance of lecturers at Batanghari University, Jambi. This research used survey methode with porposive sampling in 5 fakulty, with sample amounth 40 respondent. the relationship of each independent variable with the dependent variable, either individually or collectively, and makes predictions for the dependent variable on each independent variable. From the equation, it can be seen that if the leadership style can be more effective by one unit, the lecturer performance will inprove by 0.453; Likewise with the organizational climate, if the organizational climate is better by one unit, the lecturer's performance will inprove by 0.494, something that is not much different from motivation, namely if the motivation is inprove by one unit, the performance will inprovee by 0.010. This means that leadership style, organizational climate and motivation have a positive influance to lecturer performance. Therefore, it is expected that these three components (X1, X2 and X3) can be optimally priority to improved. The results of simultaneous hypothesis testing show that the value of F count is bigger than , F table. (Fcount > F table ) or sig F <0.05, this means that simultaneously, leadership style, organizational climate and motivation have significant effect on lecturer performance at University of Batanghari Jambi.
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Dissertations / Theses on the topic "A university lecturer"

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Hong, Ye Yoon, Suzanne Kerr, Sergiy Klymchuk, et al. "Modelling the Transition from Secondary to Tertiary Mathematics Education: Teacher and Lecturer Perspectives." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80200.

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The transition from school to tertiary study of mathematics is rightly coming under increasing scrutiny in research. This paper employs Tall’s model of the three worlds of mathematical thinking to examine key variables in teaching and learning as they relate to this transition. One key variable in the transition is clearly the teacher/lecturer and we consider the perspectives of both teachers and lecturers on teaching related matters relevant to upper secondary and first year tertiary calculus students. While this paper deals with a small part of the data from the project, which aims to model the transition, the results provide evidence of similarities and differences in the thinking of teachers and lecturers about the transition process. They also show that each group lacks a clear understanding of the issues involved in the transition from the other’s perspective, and there is a great need for improved communication between the two sectors.
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Russell, Carol Faculty of Engineering UNSW. "E-learning adoption in a campus university as a complex adaptive system: mapping lecturer strategies." Awarded by:University of Leicester, 2008. http://handle.unsw.edu.au/1959.4/39597.

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The adoption of e-learning technologies in campus universities has not realised its potential for meeting the learning needs and expectations of 21st century students. By modelling university learning and teaching as a complex adaptive system, this thesis develops a new way of understanding and managing the adoption of new learning technologies in campus universities. The literature on learning and teaching in higher education indicates that lecturers??? ability to innovate in their teaching is constrained by tacit and discipline-specific educational knowledge. Introducing new methods and technologies into mainstream university teaching requires explicit review of educational knowledge, and requires support from departmental and institutional organizational systems. Research on organizational change in other contexts, such as manufacturing industry, has used complex adaptive systems modelling to understand the systemic interdependence of individual strategies, organizations and technologies. These models suggest that the integration of new e-learning technologies into mainstream campus university teaching will involve corresponding change processes. Part of this change requires the linking up of diverse disciplinary perspectives on learning and teaching. The thesis develops a conceptual framework for researching university learning and teaching as a complex adaptive system that includes learning technologies, people, and their organization within a university. Complex adaptive systems theory suggests that the capacity of a campus university to adapt to new e-learning technologies will be reflected in patterns in the strategies of those lecturers who are early adopters of those technologies. A context-specific study in the University of New South Wales used cognitive mapping to represent and analyse the strategies of a group of 19 early adopters of e-learning technology. These early adopters were participants in a cross-discipline Fellowship programme intended to develop their ability to act as change agents within the university. Analysis of the maps gathered before and after the Fellowship, triangulated with data on the Fellows??? participation in organizational change, leads to a new way of modelling how university learning and teaching systems, including their technologies, adapt within a complex and changing higher education context.
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Russell, Carol. "E-learning adoption in a campus university as a complex adaptive system : mapping lecturer strategies." Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/4373.

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The adoption of e-learning technologies in campus universities has not realised its potential for meeting the learning needs and expectations of 21st century students. By modelling university learning and teaching as a complex adaptive system, this thesis develops a new way of understanding and managing the adoption of new learning technologies in campus universities. The literature on learning and teaching in higher education indicates that lecturers’ ability to innovate in their teaching is constrained by tacit and discipline-specific educational knowledge. Introducing new methods and technologies into mainstream university teaching requires explicit review of educational knowledge, and requires support from departmental and institutional organizational systems. Research on organizational change in other contexts, such as manufacturing industry, has used complex adaptive systems modelling to understand the systemic interdependence of individual strategies, organizations and technologies. These models suggest that the integration of new e-learning technologies into mainstream campus university teaching will involve corresponding change processes. Part of this change requires the linking up of diverse disciplinary perspectives on learning and teaching. The thesis develops a conceptual framework for researching university learning and teaching as a complex adaptive system that includes learning technologies, people, and their organization within a university. Complex adaptive systems theory suggests that the capacity of a campus university to adapt to new e-learning technologies will be reflected in patterns in the strategies of those lecturers who are early adopters of those technologies. A context-specific study in the University of New South Wales used cognitive mapping to represent and analyse the strategies of a group of 19 early adopters of e-learning technology. These early adopters were participants in a cross-discipline Fellowship programme intended to develop their ability to act as change agents within the university. Analysis of the maps gathered before and after the Fellowship, triangulated with data on the Fellows’ participation in organizational change, leads to a new way of modelling how university learning and teaching systems, including their technologies, adapt within a complex and changing higher education context.
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Barnes, Stephen James. "What does it mean to be a lecturer at a new university? : an ethnographic study of organizational change in a University Business School." Thesis, University of East Anglia, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520440.

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Abdul, Majeed Mohamed Navaz. "Lecturer-student interaction in English-medium science lectures : an investigation of perceptions and practice at a Sri Lankan university where English is a second language." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12995/.

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This study arises from two contextualised problems faced by the students at the Faculty of Applied Sciences (FAS) of a small university in Sri Lanka. These problems are: students’ lecture comprehension difficulties and limited oral language proficiency in their second language (i.e. English). The ideas developed in this study are based on the argument that dialogic lecturer-student interaction, which enables students to take a more active role in discussions compared to the use of recitation scripts (questions-answers-evaluations) developed in non-dialogic interactions, is likely to be beneficial for students’ content and language development. Although there have been studies at primary level, there has so far been little research into dialogic interaction in tertiary-level L1 Science classes, and none yet carried out in the L2 context. Therefore, this study investigates the extent of dialogic interaction practised at FAS, in conjunction with a thorough consideration of the factors that influence interaction between lecturers and students. This study, involving 30 students and 4 lecturers, was undertaken as a pioneer study in this context in Asia by analysing L2 lectures given at FAS. Data were collected from lecturer and student questionnaires, lecturer interviews, student group interviews, observations of 24 lectures and audio recordings. Of the observed lectures, a total of 12 from Biotechnology, Animal Physiology, Physics and Statistics were transcribed verbatim and analysed using an analytical framework, which was especially designed to analyse the FAS lecture discourse. This framework was also used to locate these lectures on a scale from monologic to dialogic. The study revealed the complexity of the perception-practice dynamic, and the multi-faceted sub-set of factors which influenced students' and lecturers’ behaviour in class, and their perception of that behaviour. Students’ lecture comprehension problems and classroom interaction were influenced by their language proficiency, though the students considered the lecturers’ lecture delivery style to be more important than their own language proficiency. In this study it was revealed that a culturally embedded behaviour perpetuated by senior students, known as ragging (a kind of bullying), restricted the classroom interaction of the students. In terms of lecture delivery style, of all the observed lectures only two contained some interactional episodes in addition to monologic segments, while the others were found to be highly or mostly monologic. Students were also found not to be cooperating with lecturers in classroom interaction, despite stating a preference for learning through interaction. The students asked only very few questions in all the observed lectures, and answered in a limited number of lectures. The lecturers asked more knowledge testing questions than any other kind, while there were only a few concept development questions – the type which can help develop dialogic interaction. Overall, this investigation, which demonstrates the importance of combining studies of perception with detailed analysis of the discourse itself, indicates limited lecturer-student interaction as well as a clear lack of dialogic interaction in English-medium Science lectures at this particular university. In addition, it is argued that the innovative analytical framework designed to analyse the lectures delivered in the English Medium Instruction (EMI) context of the present study can be useful for other lectures which are commonly delivered as monologic in both L1 and L2 contexts. Finally, it also stresses the importance of investigating the influence of cultural and behavioural factors, such as ragging, on classroom learning.
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Galegane, Golebamang. "A study of student-lecturer interaction in communication and study skills classes at the University of Botswana." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/11096/.

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This thesis examines classroom talk amongst students and lecturers at the University of Botswana (UB). It aims to find out whether or not classroom interaction can help to develop students’ oral skills in Communication and Study Skills (CSS) classes at UB. The mixed methods approach was used and three research instruments were explained as follows; twenty-seven classroom observations and systematic observations were used amongst nine lecturers who offered CSS to first year students. In addition, there were two phases of lecturer interviews and one phase of students’ interviews. All three research instruments were used to analyse the classroom discourse quantitatively and qualitatively. Using the Initiation, Response, Feedback (IRF) analytical tool and the Sociocultural Theory (SCT), it was found out that generally, a combination of the lecturers’ initiation and their feedback of the interaction were high as illustrated by 62%, indicating that the lecturers dominated classroom talk. Nine (9) CSS lesson extracts were used to analyse the classroom discourse qualitatively. From the nine lecturers observed, nine lesson extracts were analysed using one of the teaching transactions. The findings revealed that the lecturers teaching style contributed to the quality of classroom interaction. Secondly, the length of the teaching strands indicated the quality of classroom talk. All students and lecturers’ interviewed had mixed views about the quality of classroom interaction. They all felt that there was need for effective spoken interaction and that students were passive during classroom interaction. The findings from this thesis act as an eye-opener regarding how interaction takes place in the CSS classrooms. Furthermore, since this is a pioneering study on classroom interaction at UB, it will act as a referral point for future studies within the institution and other institutions of higher learning in Botswana.
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Ntlabathi, Siyanda. "Exploring lecturer experiences of the use of ICT in blended learning : a case study at a South African university." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017355.

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ICTs have had a tremendous impact on our educational environment. There have been a huge number of developments and support in implementation of ICT in Higher Education teaching and learning, also referred to as e-learning. Similarly there appears to be quite a number of research conducted on the use of ICTs in blended learning settings worldwide and as well as in South Africa. Very little research however, has focussed on the experiences of lecturers with e-learning, specifically as it relates to Learning Management Systems (LMS). In trying to meet the requirements of its academic programmes and be in line with new developments worldwide, the University which is the focus of this study pilot projected the use of an LMS in a blended learning approach which integrates face-to-face classes with Blackboard, an ICT-based system or tool. Following the implementation of the pilot project, this study explores the experiences of lecturers in their blended learning environments at this university in the Eastern Cape province of South Africa. The research design was that of an interpretative paradigm within a qualitative research approach in a case study methodology. Purposive sampling of six lecturers from departments within faculties across two campuses was done. The data was gathered through interviews, a follow-up questionnaire and document analysis was employed. Using Critical and Social Realism as meta-theories the study employed aspects of Activity Theory as substantive theory to understand particular experiences of blended learning environments and identify conditions which enable and constrain engagement in these environments so as to explore potential lessons to inform the kind of educational support which could be offered to facilitate uptake of the LMS.
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Delgaty, Laura. "How can I improve my practice as a university lecturer in the development and delivery of a distance learning module in a post graduate diploma in clinical education?" Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1698.

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How can I improve as a practitioner of distance learning? With the uptake of distance learning (DL), which has been marginal for most academics, teaching contexts, traditional power structures and relationships have changed, leaving lecturers potentially disenfranchised. Proliferate literature was found addressing DL in medical education, although the practical application for academics was scarce. Unsurprisingly, the most cited article in Medical Teacher in 2010 was: ‘The Failure of e-Learning Research to Inform Educational Practice, and What We Can Do About It’ (Personal communication, Medical Teacher, October 24, ). My experience suggested DL was a disruptive technology to individuals and the organisational culture of higher education. The related research question and aim of this study were: Research Question How can I improve my practice as a University Lecturer in the development and delivery of a distance learning module in a post graduate diploma in clinical education? Research Aim To critically and systematically examine, and make informed changes to, the design and delivery of a post-graduate distance clinical education module. I hoped to inform educational practice: primarily, my own, by improving my practice as a university DL practitioner. Based on the literature of organisations and DL, I examined and evaluated the complex process of developing and then delivering an asynchronous fully online module. Maintaining an action research methodology, this study underwent two cycles. The first cycle focused on planning of the module, the second on delivery. These cycles informed my own practice, guided further development and resulted in subsequent change. Data collection consisted of documentary analysis of meetings, interviews with staff and students, formal student evaluations, web analytics and personal reflection. Data analysis incorporated both quantitative and qualitative methods to triangulate the research findings and ensure the research aim was addressed. Within this inquiry, new competencies for academics including leadership and management were exposed. Barriers to staff progress included changes and ambiguity in roles, lack of leadership and unpreparedness for responsibilities, time, and workload. Student barriers included time, fear, relevance of learning, isolation and increased autonomy. Explicit planning, organisational support and working within communities were requisite to create a ‘sustaining’ technology representing an improvement on current practices for both groups. Avoiding traditional workload assumptions that are erroneous and inaccurate, this study provides new models of organisational roles and responsibilities. Time, workload, and changing expectations of staff and students are addressed whilst uncompromisingly focusing on informing and improving practice.
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Van, Heerden Thomas. "A cultural-historical activity theory based analysis of lecturer and student understanding of learning in the Department of Mathematics and Applied Mathematics at the University of Cape Town." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30135.

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Cultural-historical activity theory (CHAT) provides a framework for analysing activity systems. I use that framework to investigate teaching and learning in two first-year university mathematics courses at the University of Cape Town. The focus of this investigation is whether the different subjects of this activity system (i.e. the students and the lecturers) have different conceptions of learning, and what those possible differences mean for teaching and learning. The CHAT framework is well-suited to this type of work. CHAT’s theoretical roots are in Hegel’s dialectics and Vygotsky’s mediation. Teaching and learning are higher-order mental phenomena. Dialectics allow us to aggregate our data to draw conclusions about this type of higher-order phenomenon, and the notion of mediation (extended from Vygotsky’s initial work by Leont’ev and others) provides a means to understand how learning happens. Data are collected both through face-to-face interviews with a small group of subjects (n = 6) and more broadly through an online questionnaire (n = 55). The face-to-face interviews and the questionnaires make it clear that students and lecturers do have different conceptions of learning; in the language of CHAT, there are tensions in the system. These tensions can be categorised into two major themes: what students do and how they do it. These tensions will not be easily resolved; I suggest teaching some meta-cognitive skills rather than only mathematics as a first step.
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Carreño, Leidne Sylse S. de Mello. "Professor do ensino superior : discutindo as necessidades de formação pedagógica." Universidade Federal de Pelotas, 2011. http://repositorio.ufpel.edu.br/handle/ri/1609.

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Made available in DSpace on 2014-08-20T13:47:41Z (GMT). No. of bitstreams: 1 Leidne_Sylse_Mello_Carreno_Dissertacao.pdf: 619231 bytes, checksum: 5cd1975d8e98df8f174712c29c431442 (MD5) Previous issue date: 2011-10-11<br>This study aims to consider and discuss the need for pedagogical training for university teachers based on the expressions of a group of teachers who work at the Federal University of Pelotas. The line of though used looks upon the perceptions of the interviewees about their education and the challenges they face in teaching. Considering that there is reasonable consensus that to be a university professor is suffices to dominate the knowledge of their area and little appreciation is given to the nature of pedagogical knowledge. The data were collected through semi-structured interviews applied to a sample of six teachers from the courses of Architecture and Urbanism and from Dentistry. The results were analyzed in the light of the theoretical Zabalza (2004), Marcelo Garcia (1999), Cunha (2000, 2004 ), Masetto, (1998, 2009), , Pimenta and Anastasiou (2002), among others. The results helped us to understand that even if the professionals working in higher education are trained in Master and/or PhD, they are still unprepared to face the complexity of teaching. We also realize that these professionals become teachers and still need some time before identifying themselves as a "teacher"<br>O presente estudo teve como objetivo refletir e discutir a necessidade de formação pedagógica de docentes universitários a partir das expressões de um grupo de professores que atuam na Universidade Federal de Pelotas. Percorreu-se o caminho da pesquisa lançando-se um olhar sobre as expressões dos entrevistados a respeito de sua formação e os desafios que enfrentam para ensinar. Partimos do pressuposto que há razoável consenso de que para ser professor universitário é suficiente o domínio dos conhecimentos de sua área específica e pouca valorização é dada aos conhecimentos de cunho pedagógico. Os dados foram obtidos através de entrevistas semi estruturadas aplicadas a uma amostra de seis (6) professores dos cursos de Arquitetura e Urbanismo e de Odontologia. As respostas foram analisadas à luz do referencial teórico de Zabalza (2004); Marcelo Garcia (1999); Cunha (2000, 2004); Masetto, (1998, 2009); Pimenta e Anastasiou (2002), dentre outros. Os resultados nos ajudaram a entender que mesmo que os profissionais atuantes no ensino superior tenham formação em Cursos de Mestrado e/ou Doutorado, eles estão pouco preparados para enfrentarem a complexidade da docência. Percebemos também que esses profissionais tornam-se professores e precisam de um tempo de docência para identificarem-se como professor
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Books on the topic "A university lecturer"

1

Mazzoni, Stefania, ed. Studi di Archeologia del Vicino Oriente. Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-145-4.

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The book presents recent studies and research by the students of Paolo Emilio Pecorella, a lecturer in Archaeology and Art History of the Ancient Near East at the University of Florence. The contributions reflect the numerous interests and activities in the field promoted by Pecorella and continued now by his school: in Syria and Mesopotamia (J.S. Baldi, S. Nannucci, V. Orsi, C. Coppini and G. Baccelli), in Anatolia (F. Manuelli, A. D'Agostino, G. Guarducci and S. Valentini), in Cyprus (L. Bombardieri), and in Iran (S. Anastasio).
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Rossinskiy, Boris. Administrative law and administrative responsibility. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1083101.

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The lecture course corresponds to the programmes of administrative law for students enrolled in the direction of preparation of bachelors in "Law", as well as the field of "Legal guarantees for national security" and "law Enforcement".&#x0D; This course summarizes the experience of reading the author of the lectures on administrative law and administrative responsibility at the Russian state University of justice (RPA of the Ministry of justice of Russia),&#x0D; Moscow University of MIA of Russia, Academy of the Investigative Committee of the Russian Federation, a number of other universities.&#x0D; For students, cadets, graduate students, adjuncts and professors of law schools and faculties, science officers, employees of state and municipal bodies, individuals, raising the qualification.
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Dei, Luigi, ed. Voci dal mondo per Primo Levi. Firenze University Press, 2007. http://dx.doi.org/10.36253/978-88-8453-660-0.

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Twenty years ago a unique figure in the history of our country returned dramatically to the world of the "drowned", one of the spectral "saved" who had found the strength to testify the dramas of the twentieth century: Primo Levi. On the twentieth anniversary of his death, Firenze University Press has decided to revive his lesson with a tribute that is not intended as a celebration, but rather as a pause for refection in which we can listen again to the words of this great writer, dissected and scrutinised the world over, generating germs of memory hopefully as universal as the mathematical and geometrical signs and the chemical formulas he so loved. Voci dal mondo per Primo Levi. In memoria, per la memoria edited by Luigi Dei, a lecturer in physical chemistry at the University of Florence, consists of fifteen short essays contributed by a polyhedric group of writers from various parts of the world and of different educational and professional backgrounds. Review: La Rassegna Mensile di Israel Interview with Ustation.it
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Course design for university lecturers. Kogan Page, 1987.

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Thompson, Lloyd A. Rome and race: The university lectures, 1981, University of Ibadan. L.A. Thompson], 1987.

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Postphenomenology and technoscience: The Peking University lectures. State University of New York Press, 2009.

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Itō, Kiyosi. Stochastic processes: Lectures given at Aarhus University. Springer, 2004.

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University for Development Studies (Ghana). Centre for Continuing Education and Inter-disciplinary Research. University for Development Studies inter-faculty lectures. Centre for Continuing Education and Inter-Disciplinary Research, University for Development Studies, 2008.

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Research, University for Development Studies (Ghana) Centre for Continuing Education and Inter-disciplinary. University for Development Studies inter-faculty lectures. Centre for Continuing Education and Inter-Disciplinary Research, University for Development Studies, 2008.

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Makarova, Elena. University Over the Abyss: The story behind 520 lecturers and 2,430 lectures in KZ Theresienstadt 1942-1944. 2nd ed. Verba, 2004.

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Book chapters on the topic "A university lecturer"

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Monastyrsky, Michael. "Riemann—Lecturer at Göttingen University." In Riemann, Topology, and Physics. Birkhäuser Boston, 1987. http://dx.doi.org/10.1007/978-1-4899-3514-4_3.

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Maga, Dusan, and Boris Simak. "21st Century Lecturer – from University to Secondary and Primary Schools." In Advanced Mechatronics Solutions. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23923-1_35.

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Yusoff, Marina, and Nurhikmah Roslan. "Evaluation of Genetic Algorithm and Hybrid Genetic Algorithm-Hill Climbing with Elitist for Lecturer University Timetabling Problem." In Lecture Notes in Computer Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26369-0_34.

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Pacek, Dorota. "‘Personality Not Nationality’: Foreign Students’ Perceptions of a Non-Native Speaker Lecturer of English at a British University." In Educational Linguistics. Springer US, 2005. http://dx.doi.org/10.1007/0-387-24565-0_13.

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Morgan, John, and Frederick Fong. "Lecture 1." In University Lecture Series. American Mathematical Society, 2010. http://dx.doi.org/10.1090/ulect/053/01.

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Morgan, John, and Frederick Fong. "Lecture 2." In University Lecture Series. American Mathematical Society, 2010. http://dx.doi.org/10.1090/ulect/053/02.

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Morgan, John, and Frederick Fong. "Lecture 3." In University Lecture Series. American Mathematical Society, 2010. http://dx.doi.org/10.1090/ulect/053/03.

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Morgan, John, and Frederick Fong. "Lecture 4." In University Lecture Series. American Mathematical Society, 2010. http://dx.doi.org/10.1090/ulect/053/04.

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Morgan, John, and Frederick Fong. "Lecture 5." In University Lecture Series. American Mathematical Society, 2010. http://dx.doi.org/10.1090/ulect/053/05.

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Morgan, John, and Frederick Fong. "Lecture 6." In University Lecture Series. American Mathematical Society, 2010. http://dx.doi.org/10.1090/ulect/053/07.

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Conference papers on the topic "A university lecturer"

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Dobozy, Eva. "University Lecturer Views on Pedagogic Lurking." In 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2017. http://dx.doi.org/10.1109/icalt.2017.26.

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Sharko, Genci, Anni Dasho Sharko, and Kadri Manaj. "Web Application for Students and Lecturer of Electrical Engineering Faculty." In University for Business and Technology International Conference. University for Business and Technology, 2015. http://dx.doi.org/10.33107/ubt-ic.2015.92.

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Ndum, Etim, and Margaret Essien. "LECTURER- MANAGEMENT CONFLICT: IMPLICATION FOR JOB PERFORMANCE EFFECTIVENESS AMONG UNIVERSITY LECTURERS IN CROSS RIVER STATE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1258.

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Sopian, Sopian, and Faisal Santiago. "The Position of Private University Lecturer on Work Termination." In Proceedings of the 1st International Conference on Law, Social Science, Economics, and Education, ICLSSEE 2021, March 6th 2021, Jakarta, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.6-3-2021.2306308.

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Russell, Douglas. "TED-Ed web-based blended learning to support teaching: An action research project." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2698.

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The use of video material to support the pedagogical shift to blended learning has begun being utilised in traditional campus based universities. This student centred approach has supported higher education practitioners in adapting their practice to better meet the diverse student populations entering university. An action research project utilizing TED-Ed to introduce out of class, student centred learning was conducted by a Dubai based lecturer. A class of 65 students enrolled in a second year Psychology module completed between one to three online activities and answered a qualitative survey sharing their opinions towards completing the tasks. The results showed that blended learning could be effectively used as a teaching tool to support practice in a ‘traditional’ university with a focus on the lecture/seminar approach. Lecturers seeking to extend their students’ learning into out of class environments should consider the use of TED-Ed as a suitable tool for not only achieving this but also supporting the needs of 21st century tertiary students.
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Johnson, Jane Helen, and Mariangela Picciuolo. "Interaction in spoken academic discourse in an EMI context: the use of questions." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11018.

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Studies on metadiscourse (Hyland 2005) have focussed on engagement as interaction. An example of engagement is asking questions (Hyland 2009: 112) and indeed the importance of questioning for content learning has been researched extensively in pedagogical studies as fundamental in co-constructing meaning (Dafouz Milne &amp;amp; Sanchez Garcia 2013: 130). Research in an English Mediated Instruction (EMI) context found that teachers’ usage of questions in the classroom was affected by low levels of language competence and in these cases, strategies such as questioning could easily be underused or even misused, thus affecting the teaching and learning of content (Drljaca Margic &amp;amp; Vodopija-Krstanovic 2018: 32). Our study examines lecturer questioning at an Italian University by triangulating face-to-face surveys of lecturers, student questionnaires, and transcribed lecture recordings. Findings have practical applications for providing targeted coaching for non-native EMI lecturers with regard to appropriate linguistic strategies to encourage interaction, and also have implications for research into linguistic strategies used within EMI.
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Tuerah, Erwin Alex, Adensi Timomor, Ronny Palilingan, and Audy A. Kenap. "DESIGN OF LECTURER BADGE ACADEMIC UNIVERSITY IN DYNAMICS INFORMATION SYSTEM." In 10th CONTECSI International Conference on Information Systems and Technology Management. TECSI, 2013. http://dx.doi.org/10.5748/9788599693094-10contecsi/ps-256.

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Nawawi, Effendi, Hartono, Andi Suharman, and Sri Mulyani. "Research Based Learning Design: Teacher and Lecturer Perception Analysis." In 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.087.

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Handayani, Sri, DYP Sugiharto, Joko Sutarto, and Kardoyo. "Power Influence of Leadership on Lecturer Performance for University Quality Management." In Proceedings of the 1st Vocational Education International Conference (VEIC 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.009.

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Bourina, Helena, and Larisa Dunaeva. "JOB DESCRIPTION OF A FOREIGN LANGUAGE LECTURER IN THE MODERN UNIVERSITY." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0013.

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Reports on the topic "A university lecturer"

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Santos, Cristina. A Young Lecturer in a Distance Learning University. The Economics Network, 2007. http://dx.doi.org/10.53593/n181a.

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Kaygorodtseva, N. V., and V. B. Luzgina. A course of lectures "Teaching skills in information and educational environment of the University". Science and Innovation Center Publishing House, 2017. http://dx.doi.org/10.12731/ofernio.2017.23135.

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Language and communication problems, and their relation to non-language difficulties' In Conversation with Dr. Hannah Hobson. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.16841.

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In this podcast we talk to Dr. Hannah Hobson, Lecturer in Psychology and Researcher at York University, and heads up the Emerald Lab (Emotional and Mental Health Research in Autism and Language Disorders).
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‘Understanding developmental cognitive science from different cultural perspectives’ – In Conversation with Tochukwu Nweze. ACAMH, 2020. http://dx.doi.org/10.13056/acamh.13666.

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Tochukwu Nweze, lecturer in the Department of Psychology, University of Nigeria, Nsukka and, PhD student in MRC Cognition and Brain Sciences Unit, University of Cambridge talks about his recent paper on parentally deprived Nigerian children having enhanced working memory ability, how important is it to study cultural differences in cognitive adaption during and following periods of adversity, and how can mental health professionals translate this understanding of difference into their work.
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How digital technologies affect adolescent psychological well-being and mental health – Dr. Amy Orben. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.15469.

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Sleep, and the Relationship with Anxiety and Depression in Adolescence - Dr. Faith Orchard. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.16983.

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‘Social Media Use and Cyberbullying: an international analysis’ – Professor William Pickett. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.14503.

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This talk by Professor William Pickett, Queen’s University in Canada, is on 'Social Media Use and Cyberbullying: an international analysis'. ACAMH members can now receive a CPD certificate for watching this recorded lecture.
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'ADHD assessment and brief intervention service for teenagers in CAMHS to provide a multi-disciplinary perspective' Professor Kapil Sayal, Dr Kate Arron, and Joe Kilgariff. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.16279.

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Professor Kapil Sayal, Professor of Child and Adolescent Psychiatry, University of Nottingham, spoke with Dr. Kate Arron, Clinical Psychologist, and Joe Kilgariff, Advanced Nurse, on 'ADHD assessment and brief intervention service for teenagers in CAMHS to provide a multi-disciplinary perspective'. Recorded on 10 March 2017 at the Emanuel Miller memorial lecture and conference on 'Controversies in ADHD'.&#x0D; ACAMH members can now receive a CPD certificate for watching this recorded lecture.
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