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Relevant bibliographies by topics / Lecturer empowerment

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Academic literature on the topic 'Lecturer empowerment'

Author: Grafiati

Published: 5 June 2025

Last updated: 24 June 2025

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Journal articles on the topic "Lecturer empowerment"

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Hr, Sumardi. "The Effect of Compensation, Empowerment and Competency Toward Performance of Lecture in Wiralodra University of Indramayu." International Journal for Educational and Vocational Studies 1, no. 8 (2020): 838. http://dx.doi.org/10.29103/ijevs.v1i8.2270.

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The performance of Wiralodra University (UNWIR) lecturers has not been fully in line with the expectations. Achievement of lecturer performance at UNWIR is quite good category. This study aims to determine the effects resulting from compensation, empowerment and competence on the performance and compensation and empowerment on competence of UNWIR lecturers. The method used in this study is quantitative associative that 104 respondents of UNWIR lecturers are assigned. The data was collected by using performance appraisal instrument by chairman of UNWIR and lecturer response instrument relating to the compensation, empowerment and competence of UNWIR lecturer. Data processing were analyzed using path analysis by LISREL 9.30 software. The result showed that performance appraisal of lecturers of UNWIR by chairman of UNWIR is quite less / low category, response of lecturer on compensation received is sufficient, the empowerment done by UNWIR to the lecturer is enough and the competency assessment of each lecturer are respectively in the good category and overall there is a significant there is a relationship between compensation, empowerment and competence on performance and relationship between compensation and empowerment on competence.

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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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Agustini, Fauzia, Dita Amanah, and Dedy Ansari Harahap. "DESAIN MODEL PEMBERDAYAAN DOSEN DI KOTA MEDAN." Jurnal MANAJERIAL 17, no. 2 (2018): 167. http://dx.doi.org/10.17509/manajerial.v17i2.11660.

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Human resource management in universities especially for lecturers needs to be directed to lecturers empowerment which is an activity aimed to maintain and improve the ability, performance and productivity of lecturer's work in their role as academic staff. One of the factors that can encourage the improvement of work productivity is the empowerment of human resources, as one of the organizational resources.In terms of ensuring the success of the learning process in universities, it is necessary to have a model of human resource empowerment that describes a series of processes performed gradually in order to achieve optimal results so that it will succeed in improving the productivity of lecturer work on an ongoing basis.This model is only tailored to the needs of the college and lecturers who work at the college. This research has designed the lecturer empowerment model which is the development of the human resource empowerment model that has been applied for company employees. This research relates to the needs of lecturers and adapted to the tasks of lecturers at a university, especially in Medan.

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ARIFIN, BUSTANI, SUKISNO S RIADI, and ARIESTA HEKSARINI. "The Effect of Competence and Empowerment and Motivation on Organizational Citizenship Behavior and Lecturer Performance." International Journal of Business and Management Invention 13, no. 11 (2024): 170–89. http://dx.doi.org/10.35629/8028-1311170189.

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The purpose of this study is to determine the effect of competence on organizational citizenship behavior; determine the effect of empowerment on organizational citizenship behavior; determine the effect of motivation on organizational citizenship behavior; determine the effect of organizational citizenship behavior on Lecturer performance; determine the effect of competence on Lecturer performance; determine the effect of empowerment on Lecturer performance; determine the effect of motivation on Lecturer performance. The population in this study were all Civil Servant Lecturers at the Sultan Aji Muhammad Idris State Islamic University in Samarinda with a sample of 105 respondents. The data analysis used was PLS-SEM or Path SEM Modeling based on variants with the help of the SmartPLS 4 program in data processing. The findings indicate that competence has a significant effect on organizational citizenship behavior; empowerment has a significant effect on organizational citizenship behavior; motivation has a significant effect on organizational citizenship behavior; organizational citizenship behavior does not have a significant effect on lecturer performance; competence has a significant effect on lecturer performance; empowerment has no significant effect on lecturer performance; and motivation has no significant effect on lecturer performance.

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Lehrer-Knafo, Orit. "How to improve the quality of teaching in higher education? The application of the feedback conversation for the effectiveness of interpersonal communication." EDUKACJA 2019, no. 2 (2019): 31–41. http://dx.doi.org/10.24131/3724.190203.

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This paper presents a process of instruction to improve the teaching quality of lecturers in higher education through the development of communication skills. One of the main instruments in the process of the personal instruction of lecturers is the filming of lessons. The lesson is observed both by the lecturer and the observer. Then a conversation that includes feedback and reflection constitutes the tool for changing behaviors and improving the quality of the interpersonal communication. The instrument is aimed at the empowerment and personal growth of the lecturer and is not focused on assessment. The observation tool using lesson filming and personal conversation can contribute to reducing fears of feedback and to improving the lecturer’s reflective ability and interpersonal communication.

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Kartika, Dita Cucu, Maruf Akbar, and Rugaiyah Rugaiyah. "Pengaruh Kepemimpinan dan Kepuasan Kerja Terhadap Kinerja Dosen di Universitas Majalengka, Jawa Barat." MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran 4, no. 1 (2018): 11–18. http://dx.doi.org/10.30653/003.201841.37.

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EFFECT OF EMPOWERMENT AND JOB SATISFACTION TOWARD JOB PERFORMANCE OF LECTURER IN MAJALENGKA UNIVERSITY, WEST JAVA. The objective of this research is to understand comprehensively the effect of empowerment and job satisfaction toward job performance of lecturer in Majalengka University, West Java. A survey method with path analysis techniques was used by applying a questioner as a research instrument. 80 responders were involved by sending their feedback within the questioner. Those responders were decided using simple random sampling among all lecturers that working at the Majalengka University. The data result, analysis and interpretation reveal that (1) empowerment has a direct positive effect toward job performance, (2) job satisfaction has a direct positive effect toward job performance, (3) empowerment has a direct positive effect toward job satisfaction.

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Kartilah, Tetet, Peni Cahyati, and Nita Kanya. "Happiness Model and Educator Performance in The Teaching and Learning Process." International Journal of Advanced Multidisciplinary 2, no. 2 (2023): 504–15. http://dx.doi.org/10.38035/ijam.v2i2.330.

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The performance of Vocational Program lecturers at Private Polytechnics in West Java shows signs of being below par. This study aims to investigate the impact of organizational culture, lecturer morale, and empowerment on lecturer happiness, and how these factors ultimately affect the performance of lecturers at private polytechnic universities in West Java. The primary framework utilized in this research is a combination of Management Science and Organizational Theory. By employing a Middle Range Theory approach, the study also incorporates elements of Human Resource Management and Organizational Behavior. Additionally, the study draws upon the applied theories of Organizational Culture, Morale, Empowerment, Happiness, and Performance. A comprehensive review of the literature has led to the formulation of the following hypotheses: Organizational culture and work enthusiasm have a simultaneous influence on happiness, organizational culture directly impacts happiness, work enthusiasm significantly affects happiness, and happiness directly influences lecturer performance.

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Asmawi, Muhammad Rosul. "LECTURER QUALITY EMPOWERMENT STRATEGY IN REALIZING NATIONAL EDUCATION OBJECTIVES." Perspektif : Jurnal Ilmu Administrasi 1, no. 2 (2019): 122–33. http://dx.doi.org/10.33592/perspektif.v1i2.540.

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This study aims to find out the position and role of lecturers in carrying out the task of implementing the national education system and realizing the goals of national education. Lecturers are one of the determinants of the quality of education. The success of the implementation of higher education is largely determined by the readiness of the lecturer in preparing their students through teaching and learning activities or the learning process. The strategic position of lecturers to improve the quality of educational outcomes is strongly influenced by professional abilities in teaching and their level of welfare. To realize this; then the strategy of empowering lecturers is needed in order to realize professionalism that can be accounted for. The empowerment strategy implemented will be able to raise the dignity and level, improve the quality of learning, improve the quality of national education and provide quality services. Empowerment of lecturers is intended to create a work atmosphere or climate that leads to the development of potential, empowerment, and protection.

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Blackey, Robert. "New Wine In Old Bottles." Teaching History: A Journal of Methods 22, no. 1 (1997): 3–25. http://dx.doi.org/10.33043/th.22.1.3-25.

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Active learning. … student-centered learning …. interactive learning …. collaborative education …. student-directed learning.… empowerment in the classroom. The jargon of cognitive psychology and education makes many historians cringe. While there doubtless are good educational techniques and substance lurking behind these terms, an underlying premise is that the traditional lecture1 does not work, that by its very nature lecturing renders students passive learners, induces apathy, and runs a greater risk of boring them into not learning at all (e.g., much of the content presented via lecture "is not attended to by students and what is attended to may be distorted on its path from the lecturer's notes to the students"2). Although it is certainly possible that lecturing can contribute to a student's failure to learn, the contention here is that such results are not inevitable, that lecturing, especially history lecturing, can be made to promote learning in a way comparable to any other technique. I myself learned a great deal-certainly more than just historical facts and dead-weight information-from several outstanding lecturers. And I have gotten enough feedback over more than a quarter century of teaching to believe that I have had at least some success as a lecturer and, as well, a positive influence on many of my students who have become teachers (but not all of whom lecture).

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Mahmud, Hilal, and Muhammad Abduh. "Empowerment-Based Lecturer Professional Development at State Islamic Religious Universities." AL-TANZIM: Jurnal Manajemen Pendidikan Islam 6, no. 1 (2022): 366–80. http://dx.doi.org/10.33650/al-tanzim.v6i2.3204.

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This study aims to find, analyze, and describe internal and external factors that contribute to the professional development of lecturers; alternative strategies and priorities for empowerment-based lecturer professional development strategies at State Islamic Religious Universities. This research is field research using the descriptive analytical method. Data was obtained from observations, literature studies, key informants, and experts. The results of this study indicate that; First, the ability of IAIN Palopo's internal factors is powerful and able to overcome its weaknesses in the professional development of lecturers. In addition, IAIN Palopo has a reasonably high opportunity and is very responsive in overcoming challenges in the professional development of lecturers. Second, several alternative strategies were formulated, leading to the implementation of an integration strategy through market penetration and product development (research, community service, and article writing) through collaboration with universities and other institutions both domestically and abroad, by empowering scientific consortiums lecturers and international center.

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Books on the topic "Lecturer empowerment"

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Kalu, Kalu Uke. 5th annual lecture, economic empowerment as a tool for sustainable development in Ohafia. MBEN Group, 2006.

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Diyo, Sheidu Aminu. 2004 annual lecture: Harnessing Nigeria's resources for the successful implementation of the national economic empowerment and development strategy (NEEDS). Chartered Institute of Bankers of Nigeria, 2004.

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Stern, Nicholas, Jean-Jacques Dethier, and F. Halsey Rogers. Growth and Empowerment: Making Development Happen (Munich Lectures). The MIT Press, 2006.

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Stern, Nicholas, Jean-Jacques Dethier, and F. Halsey Rogers. Growth and Empowerment: Making Development Happen (Munich Lectures). The MIT Press, 2005.

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Early literacy: The empowerment of technology. Libraries Unlimited, Teacher Ideas Press, 1997.

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Early literacy: The empowerment of technology. Libraries Unlimited, 2000.

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Book chapters on the topic "Lecturer empowerment"

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Suherman, Enjang, Suroso, Budi Rismayadi, and Sihabudin. "Mediating Effect of Psychology Empowerment on the Influence of Knowledge Sharing to Lecturer Performance: An Empirical Study in UBP Karawang." In Proceedings of the 19th International Symposium on Management (INSYMA 2022). Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_56.

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AbstractLecturers’ academic positions, university accreditation ratings, and lecturers’ education levels that are not yet optimal indicate that lecturers’ performance is still not optimal. The government’s efforts by providing scholarships, training, and grants are a form of empowering lecturers. In addition, there are research inconsistencies, which assume that knowledge sharing can improve lecturer performance is a concern, so the authors develop psychological empowerment variables as a form of renewal. The study aims to analyze the effect of psychological empowerment on relationship knowledge sharing on lecturer performance. This research method used descriptive verification with scale range analysis and path analysis. The population of this research was all lecturers at the University of Buana Perjuangan Karawang, with a sample of 119 respondents. The results of this study reveal that the Knowledge sharing variable is in the high category, the two psychological empowerment variables are in a good category, and the performance of lecturers is in a good category. While the verification analysis shows that there is a positive and significant influence of the knowledge sharing variable on psychological empowerment. The effect of the psychological empowerment variable on the performance of lecturers shows a positive and significant impact. The influence of the knowledge sharing variable on the performance of lecturers through psychological empowerment shows a positive and significant impact.

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Cappelen, Birgitta, and Anders-Petter Andersson. "Musicking Tangibles for Empowerment." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31522-0_38.

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Gal, Iddo. "Critical Understanding of Civic Statistics: Engaging with Important Contexts, Texts, and Opinion Questions." In Statistics for Empowerment and Social Engagement. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20748-8_13.

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AbstractThis chapter aims to support teachers and lecturers interested in developing students’ statistical literacy in general and critical understanding of Civic Statistics in particular. The chapter provides practical advice regarding task design and development of activities that encourage critical analysis of statistical texts (such as in the news media or publications of official statistics agencies). Key topics include: analysis of the nature of ‘context knowledge’ and what are ‘meaningful and important’ contexts that are worthy of attention when teaching for understanding of Civic Statistics; ways to bring ‘meaningful and important’ contexts and texts about them (e.g., from newspapers or digital media) into the classroom and to make sure students understand them; ideas about question-posing and designing suitable tasks about these meaningful and important contexts, in particular how to shape ‘opinion questions’ that can elicit students’ critical reading, reflective thinking, and communication of thoughtful opinions; and ideas about the dispositions and habits of mind (e.g., critical stance, ability to ask ‘worry questions’) and skills (e.g., reading comprehension, critical interpretation) we want students to internalized and be able to activate when engaging statistical messages. Based on the guidelines and examples regarding these topics, the chapter discusses implications and recommendations for curriculum design and for teaching and teachers working both at the high-school, college, and adult education contexts, in mathematics education, statistics and data science education, and related STEM disciplines.

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Al-Sadoon, Nidhal, Raimar J. Scherer, and Karsten Menzel. "Multimodel Framework for Digital Twin Empowerment." In Lecture Notes in Civil Engineering. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-35399-4_38.

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Ying, Hu, and Pan Jingwen. "Digital Empowerment Education System: Comprehensive Education." In Lecture Notes in Educational Technology. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-8148-5_65.

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Xue, Mengru, Cheng Yao, Jun Hu, Yuqi Hu, Hui Lyu, and Yuan Feng. "Aesthetics and Empowerment: Exploring AI-Driven Creativity." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-74353-5_26.

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Ying, Hu, Pan Jingwen, and Zhang Zhuo. "Digital Empowerment Education System: AI + Smart Education." In Lecture Notes in Educational Technology. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-8148-5_66.

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Bühler, Christian, and Bastian Pelka. "Empowerment by Digital Media of People with Disabilities." In Lecture Notes in Computer Science. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08596-8_4.

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Moudgalya, Kannan M. "ICT for Education, Employment and Empowerment in India." In Lecture Notes in Educational Technology. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6157-3_4.

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de Simone, Flavia, Martina Casillo, and Simona Collina. "AI and Inclusivity: Co-designing for Disability Empowerment." In Lecture Notes in Networks and Systems. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-66431-1_12.

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Conference papers on the topic "Lecturer empowerment"

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Agustina, G., S. E. Nurhayati, L. A. Wibowo, Nandang Djunaedi, and Feby Febrian. "Effect of Employee Empowerment on Lecturer Performance." In 5th Global Conference on Business, Management and Entrepreneurship (GCBME 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210831.036.

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"Impact of Organization Culture and Organizational Commitment to Lecturer Performance in Riau Province Islands with Job Satisfaction as Intervening Variable." In International Seminar of Research Month Science and Technology for People Empowerment. Galaxy Science, 2019. http://dx.doi.org/10.11594/nstp.2019.0250.

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"E-Learning Implementation as a Support Teaching Learning Processes for Lecturers and Students in Universitas Pembangunan Nasional “ Veteran” Jawa Timur." In International Seminar of Research Month Science and Technology for People Empowerment. Galaxy Science, 2019. http://dx.doi.org/10.11594/nstp.2019.0252.

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Cohen Zilka, Gila. "Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4776.

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Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the productive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching practice during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online and, in addition, engaged in online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020-2021. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many preservice teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers’ descriptions show that in lessons taught in the format of lectures and communication of content there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students’ difficulties. Recommendations for Practitioners: The findings suggest that it is recommended to combine synchronous lectures and meetings with asynchronous learning that integrates 21st century skills. It is advisable to use collaborative tools, such as forums, shared files, and open content repositories, and to encourage meaningful dialogue between learners, and between learners and their teachers, to better deal with the physical distance. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers’ ability to deploy 21st century skills in an online environment depends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. The issue should also be studied from the perspective of lecturers in academia, teachers in schools, and school students. Future studies should examine whether the change that took place during the COVID-19 period in relation to the deployment of 21st century skills, as experienced by all parties, led to the continued use of these skills in the post-corona period. Continued use depends largely on past experiences, knowledge, skills, and attitudes toward these skills. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 141-159.] Click DOWNLOAD PDF to download the published paper. ***

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Perry, Jo, and Sarah Probine. "Reconceptualising the Assessment Practices Within Early Childhood Field Placements: Using Collaborative Reflective Conversations to Mentor Student Teachers on Practicum." In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206004.

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The practicum components in early childhood field-based programmes form a core part of achieving praxis, or the balance between theory and practice, which is interwoven with values, beliefs and experiences that form a teacher identity. The practicum assessment involves achieving competency against a set of discipline-based criteria during a period of observation by an external, registered teacher. This paper reports on responses to the national Covid-19 lockdown restrictions, under which the requirements of the traditional practicum could not be met and an alternative version of the assessment had to be developed. The methodology for this project was constructivist grounded theory coupled with a socio-constructivist ethos. The method of data collection was an anonymous survey of students, lecturers and centre-based teachers. The findings indicate an unexpected growth in student empowerment in discussing their own practice.

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Susanto, Putu Chris, Putu Chrisma Dewi, Ni Luh Christine Prawita Sari Suyasa, and Peter Wayan Minheere. "Applying Root Cause Analysis in Developing an Empowerment Program for an Emerging Hospitality SME in Bali." In 3rd International Conference on Community Engagement and Education for Sustainable Development. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.151.39.

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Warung Pantai Seseh is an emerging SME in the food and beverage service industry on the shore of Seseh Beach in Cemagi, Badung, Bali. Started by a young entrepreneur in 2020, this family-owned business has experienced rapid growth amid the Covid-19 pandemic due to its ‘hidden gem’ status and easy-going nostalgic ambiance. As the business proliferated, Warung Pantai Seseh partnered with a team of lecturers and students from Universitas Dhyana Pura for an empowerment project centered around business development and capacity building. This article explores the authors’ efforts in applying the principles of Lean Six Sigma (LSS) principles with particular attention given to Root Cause Analysis (RCA)—to clearly define, measure, analyze, improve, and control the areas of improvement for the hospitality-based SME. Three priority areas were defined: (1) capacity building for the service staff, (2) adherence to hospitality standards, and (3) business and marketing strategy, with an overarching problem to be addressed, i.e., stagnancy in the average spending per person (ASP) at the F&B establishment. Using RCA, the authors were able to identify and address five specific areas of improvement: (1) material, i.e., the F&B menu, (2) method, i.e., SOP related to the sequence of service, (3) human resources (workforce), i.e., staff knowledge and skills, (4) machine/equipment that are compliant to hospitality and CHSE standards, and (5) marketing, including branding elements, marketing strategy, and digital marketing implementation. The steps and specific actions taken using the DMAIC framework are discussed in the article. Results and lessons learned from applying LSS and RCA in this SME empowerment project are also discussed.

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Chien, Yu-Hung. "Heuristic Evaluation of Interactive Flat Panel for Interactive Teaching." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005422.

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It is vital to give teachers interactive flat panels (IFPs) with well-designed applications for creating technology-mediated interactive instruction while making learning more attractive to students. We collaborated with BenQ to evaluate and identify potential usability issues of IFPs and suggested possible solutions that could best enhance current IFP-based interactive teaching. We recruited two college lecturers and 15 K 12 teachers as teaching experts to participate in a 54-h hands-on empowerment course to examine the usability of IFPs. We used the applications (Uni UI, EZWrite 6, and InstaShare 2) built in the BenQ 86' IFP to develop the interactive learning content for the course. Observation, user testing, and questionnaires were used in this study, and further analysis found 35 usability issues and solved them sequentially. The questionnaire data identified in-service technology teachers' perceptions of IFP-based interactive teaching, its impact on students, and the challenges experienced during implementation. The results showed that various improvements were required to promote IFP-based interactive education and prepare interactive teaching lessons. These findings will assist educational institutions worldwide in planning future educational technology policies and understanding teachers' needs to improve IFP-based interactive teaching.

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Stupar, Aleksandra, and Jelena Ivanovic Vojvodic. "(Re)presenting the Women in Serbian Architecture: The Trajectories of Creativity, Recognition and Memory." In ICAG 2023 - VI INTERNATIONAL CONFERENCE ON ARCHITECTURE AND GENDER. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/icag2023.2023.16762.

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The paper considers the role and the position of women architects in the contemporary Serbian research and practice, focusing on the activities of the Belgrade International Architectural Week (BINA), a unique architectural event established in 2006 by the Association of Belgrade Architects (ABA) and the Belgrade Cultural Centre. Due to a prominent position among the public and the professionals, BINA’s interest in the work of women architects opened some new horizons of perception, enabling the (re)reading of urban space and architectural legacy while highlighting the actual contribution of women in architecture. The visibility of their work in practice and research has especially increased since 2014, through BINA’s workshops, architectural walks, book promotions, exhibitions, interactive round tables, lectures and the presentations of young architectural offices. While preparing these events and studying the available sources, BINA, as well as the participating scholars and practitioners, also identified certain problems related to the poor or almost nonexistent recognition of actual contributions of female architects, especially in project teams. Within the scope of contextual specificities, the conducted activities will be evaluated, while the detected problems and limitations will be considered as the potential triggers of/for professional empowerment of female architects.

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Forbrig, Christian, Edward Rullmann, and Juri Rappsilber. "From student to expert in a week." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1240.

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It can be challenging to effectively impart higher education content to students. We experienced such difficulty in a lecture series with invited senior scientists presenting their area of Biotech research. Instead of a vivid exchange with the expert, we observed limited and restrained student contributions. In qualitative interviews with these students we learned that they perceive their knowledge disparity as too big and the fear of being embarrassed by asking “stupid” questions obstructed their participation. This let us to radically rethink the course design resulting in our own interpretation of flipped classroom, peer learning and student empowerment. We designed an engineering course that focuses on providing master students with the best possible environment to gain theoretical knowledge in a new field within a limited time period (currently: six weeks - six topics) aiming to empower them in these topics by acquiring new knowledge on their own. Based on seed questions and tag words, students conduct background research and create a team presentation for an invited field expert, thereby getting prepared for a subsequent indepth discussion with the expert. The current layout is the product of an iterative process over the course of five years, and several rounds of fine-tuning within each year, based on extensive student and instructor feedback. Students particularly appreciate the positive in-course atmosphere with a focus on growth-mindset, the strong experience in teamwork, being taken seriously, and making contact with field experts and frontiers of current knowledge.

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Syarfi, Ira Wahyuni, Melinda Noer, and Ami Suma Utami. "Empowerment of the Smallholders' Cooperative for Palm Oil Plantation Replanting of Pir-Trans Scheme in Dharmasraya District West Sumatera Province, Lectures of Socioeconomic Departement, Faculty of Agriculture." In Proceedings of the International Conference on Innovation in Research (ICIIR 2018) – Section: Economics and Management Science. Atlantis Press, 2019. http://dx.doi.org/10.2991/iciir-18.2019.23.

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