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Journal articles on the topic 'Lecturer Identity'
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Moncada-Comas, Balbina. "The Role of the L1 in EMI classroom practices." CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education 5, no. 2 (2022): 23–36. http://dx.doi.org/10.5565/rev/clil.84.
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English-medium instruction (EMI) affects lecturers’ classroom practices as they face a new teaching scenario where language(s) can be used to construct lecturers’ identities. Therefore, lecturers can take up different identities because their language-choice acts depend on their communicative and identification purposes. Employing Membership-Categorisation Analysis (MCA) to examine classroom interaction, this paper examines the classroom practices of one EMI lecturer to explore how the orientation towards one language over the others implies a specific function associated with a particular identity. The alternation between languages reveals to what extent EMI lecturers accept or challenge the English-only policy and how lecturers position themselves as English-only or as translanguaging lecturers. This study documents lecturer’s teaching behaviour, particularly how L1-choice acts can be more effective for certain purposes. Studying how lecturers draw from both their EMI-lecturer identity and their L1-lecturer identity, this paper shows how multilingual practices unfold in EMI and highlights the pedagogical value of the L1, hence advocating that the use of languages other than English has, after all, a particular purpose.
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B. Erdős, Márta, Rebeka Jávor, and József Madácsy. "Lecturer Identity." Szociális Szemle 15, no. 1 (2022): 36–38. http://dx.doi.org/10.15170/socrev.2022.15.01.06.
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Qodri, Muhammad. "PERFORMANCE OF ARABIC EDUCATION LECTURERS IN DEVOTION OF LANGUAGE LEARNING." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 6, no. 2 (2019): 272–87. http://dx.doi.org/10.15408/a.v6i2.12310.
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This article aims to find out how the performance of lecturers in designing, implementing and evaluating learning language proficiency courses. This article uses a descriptive qualitative approach. data collection through interviews, observation, and documentation. Data collected using snowball sampling techniques and data collected were analyzed through the steps of data reduction, data presentation, and drawing conclusions. The findings of this article are: performance of Arabic education lecturers faculty of Tarbiyah in devotion of language learning that lecturer has not maximized the potential in giving lectures, coupled with the preparation of SAP courses that are lacking this is seen in 1) the design of learning made by lecturers listening and reading in the form of SAP, only briefly explains about several components, namely the identity of the course, learning outcome indicators, lecture method, assessment, and bibliography, mentions several reading sources used in the listening learning process and reading, 2) the implementation of learning include: preliminary activities, core activities, and closing activities, 3) the evaluation of learning outcomes is an activity of measuring the level of success and ability of students in the learning process.
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Kurniawansyah, Kevin, Noneng Marthiawati. H, and Anita Puspita Sari. "Analysis and Design of Information Systems for Lecturer Performance Reports at Jambi Muhammadiyah University." Jurnal CoreIT: Jurnal Hasil Penelitian Ilmu Komputer dan Teknologi Informasi 8, no. 2 (2022): 69. http://dx.doi.org/10.24014/coreit.v8i2.19874.
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In a tertiary institution, the existence of lecturers is needed to carry out the tridharma activities of higher education and it is the responsibility of the lecturers themselves. Higher Education Tridharma covers Education, Research and Service. There are several problems that researchers see related to the performance of lecturers, especially for the University of Muhammadiyah Jambi Higher Education. So far, the processing of lecturer performance data at the University of Muhammadiyah Jambi is carried out conventionally, namely inputting data into Microsoft Excel by the admin on duty and additional files that have been submitted by each lecturer are simply stored on the computer without a data center or centralized data storage. . The purpose of this study is to analyze and design a lecturer performance report information system that is able to simplify business processes, use lecturer performance reports according to needs and process lecturer performance data which includes identity data, lecturer tridharma data, and other supporting data more effectively and efficiently by system prototyping method that produces a web-based lecturer performance report information system at the Muhammadiyah University of Jambi to overcome existing problems
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Zizanatin Nur Lailia and Ada Marie Mascarinas. "Exploring the Experience of Novice ELT Lecturers to build their Professional Identity Based on Tri Dharma Perguruan Tinggi." Journal of Applied Linguistics and English Education 1, no. 1 (2023): 28–38. http://dx.doi.org/10.36456/jalle.v1i1.7320.
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 Tri Dharma Perguruan Tinggi comprises Education, Teaching, Research, and Community Service. Every institution lecturer must carry out the Tri Dharma Perguruan Tinggi, especially for novice ELT lecturers who are incoming in new cultural education in English Language and don’t have lecturer certification. This research aims to explore the novice ELT lecturers’ experience in fulfilling the three pillars of Tri Dharma Perguruan Tinggi to build their professional identity. Accordingly, the objectives were to find out how the experience of novice ELT lecturers builds their professional identity based on the Tri Dharma Perguruan Tinggi. Qualitative research in the form of a narrative is used as a research approach. The data were analyzed using thematic analysis. Data were collected through an interview with the study participants: the four novices ELT lecturers in English Education Department at PGRI Adi Buana University Surabaya. The findings show that there is a learning system and teaching material from pillar one. In pillar two, there is research and publication, and pillar three finds their experience in a group of community service.
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Safriyani, Rizka, Pratiwi Retnaningdyah, Ahmad Munir, and Mohammad Romadhoni. "Exploring the Professional Identity Development of English Lecturers as Tech-Savvy Educators." IJORER : International Journal of Recent Educational Research 5, no. 6 (2024): 1474–91. https://doi.org/10.46245/ijorer.v5i6.717.
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Objective: The professional identity of lecturers evolved because of the complexity of professional activities and policies. This study aims to discover how English Literature Lecturers cultivate their professional identity as Techno Savvy. Method: This qualitative case study is an endeavor to address how English literature lecturers'' cultivate their professional identity as tech-savvy lecturers. Four English lecturers voluntarily participated in this study. Semi-structured interviews and observations were done to learn how English Literature Lecturers cultivate their identity. Thematic analysis was used, and methodological triangulation was chosen to ensure objectivity. Results: The result indicates that English LLecturers'' cultivated their identity as a technology-savvy lecturer through their learning media and learning activities used in the classroom. Joining technology professional development sessions and the Technology Enhanced Language Learning Association becomes the external motivation that socially constructs their identity. Novelty: The study found that the type of professional activities, university policy, and social identification influenced Professional Identity Development.
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Ernest, John. "The Reconstruction of Whiteness: William Wells Brown's The Escape; or, A Leap for Freedom." PMLA/Publications of the Modern Language Association of America 113, no. 5 (1998): 1108–21. http://dx.doi.org/10.2307/463245.
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Focusing on William Wells Brown's one published play. The Escape; or, A Leap for Freedom (1858), I address Brown's decision to supplement his antislavery lectures with dramatic readings of original plays. In this effort to challenge the terms of a representative identity as a black antislavery lecturer, Brown presented a conception of social life grounded in what I term multiply contingent identity. By this formulation, one's social identity is always contingent and is always in danger of being undermined as one's performance of selfhood awaits verifying responses in the form of reciprocal performances in the field of social relations. In The Escape, Brown turned his own performance of identity on the antislavery lecture circuit into a commentary on performance itself, especially on performances both shaped and veiled by the ideology of race. In this way. Brown attempted to reposition white northern antislavery sentiment, reconstructing whiteness by emphasizing its contingent relation to a reconfigured vision of African American identity.
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Siahaan, Sry Mora Yuni, and Adaninggar Septi Subekti. "Pre-Service English Teachers’ Professional Identity Development: A Case Study." Metathesis: Journal of English Language, Literature, and Teaching 5, no. 2 (2021): 198. http://dx.doi.org/10.31002/metathesis.v5i2.4231.
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<p>The present study was conducted to investigate the development of the professional identity of Indonesian pre-service teachers of English as they served as lecturer assistants through a qualitative case study. The participants of the study were five lecturer assistants and five students taught by the lecturer assistants at an English Education major in the first semester of the 2020/2021 academic year. The method employed was conducting online semi-structured interviews. Through Thematic Analysis, the study found that the lecturer assistant participants trained their communication skills with their students by experiencing teaching firsthand. It was also found that the experience of being lecturer assistants facilitated the assistant participants to realise the importance of building rapport with their students and have more insights into the teaching profession. In a similar vein, the student participants also agreed that their lecturer assistant had successfully, albeit gradually, built rapport with them. The assistant participants were also reported to have better classroom management as the semester progressed. Based on the findings, possible implications and contributions were stated with possible limitations and suggested directions for future studies in the field of teacher professional identity development.</p>
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Sewell, Alexandra Louise. "In search of a personal pedagogy: A Self-Study narrative on the use of Inquiry Based Learning by an early career lecturer." Journal of Perspectives in Applied Academic Practice 8, no. 1 (2020): 85–93. http://dx.doi.org/10.14297/jpaap.v8i1.424.
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This paper presents a Self-Study of my quest for a personal pedagogy as a HE lecturer in my first year of teaching. I experimented with the application of Inquiry Based Learning as a teaching method of active learning pedagogy. The influence of the experiences of choice and implementation of Inquiry Based Learning on the development of my academic identity are explored. The paper is theoretically grounded in accounts of academic identity formation put forth by Jenkins (1996), Danielewicz and Yem (2014) and King et al. (2014). Themes of identity, arising from experiences of pedagogical choice and teaching practice, were a need for conformity versus a desire for individualism, theoretical knowledge and paradigm adherence, pragmatic constraints and student – lecturer relationship and confidence. These themes are discussed in relation to existing Inquiry Based Learning research literature. With the publication of the first Teaching Excellence Framework (TEF) published in 2017, the paper makes a timely addition to the discourse of new lecturer’s experiences and the often-challenging process of initial academic identity formation. It also offers research into the effects of Inquiry Based Learning for the lecturer, whereas the outcomes for students have been mostly examined by previous literature.
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O’Shea, John, and Simon McGrath. "Contemporary factors shaping the professional identity of occupational therapy lecturers." British Journal of Occupational Therapy 82, no. 3 (2018): 186–94. http://dx.doi.org/10.1177/0308022618796777.
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Introduction The contemporary factors of neoliberalism and evidence-based practice have implications for professional autonomy and values, education and training, ways of working and construction of knowledge. Occupational therapy lecturers are at the interface between student education and professional practice and therefore have unique insights into the way in which these factors are shaping their professional identity and that of the profession. Method Nine narrative inquiry focused interviews of occupational therapy lecturers from two universities were carried out. Data was interpreted through a Bourdieusian lens of professional habitus, and analysed thematically. Findings The main factors influencing occupational therapy lecturer identity were noted to be relationships between professional identity and artistry; the professional body of knowledge and language; evidencing practice, neoliberalism and changes to teaching and learning. Conclusion The structural factors of neoliberalism, evidence-based practice and associated policies are influencing the occupational therapy professional habitus and, in turn, occupational therapy lecturers’ professional identity. An effective critique of these structural factors is required to maintain the profession’s values and artistry and the knowledge upon which occupational therapy lecturers’ identity is formed and their approaches to teaching and learning are based.
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Safriyani, Rizka, Pratiwi Retnaningdyah, Ahmad Munir, Zulfikri Malik, and Suhartono Suhartono. "Digital lecturers in the making: Identity construction in Indonesia’s online English language teaching." Edelweiss Applied Science and Technology 9, no. 3 (2025): 189–203. https://doi.org/10.55214/25768484.v9i3.5178.
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The change in Indonesia's educational paradigm has substantially affected the training of aspiring lecturers teaching English as a second language. These lecturers must now instruct using a blended approach, incorporating online teaching sessions where they must produce their instructional strategies. This study examines how English Language Lecturers develop their identity while engaging in online teaching. This qualitative case study research offers a comprehensive examination of the development of professional identities among four lecturers based on interviews conducted with them. The data were gathered via semi-structured interviews and reflective writings. The interview questions were formulated according to Kelchtermans [1] framework of Lecturer Professional Identity. The data analysis utilized thematic analysis. The coding commenced with preliminary data analysis to discern repeating patterns and topics. The results indicate that the shift to online teaching has transformed these lecturers into 'digital lecturers.' Their identities are affected by several elements, including task beliefs, personality traits, job motivation, self-image, and future aspirations. In addition, factors such as teaching experience, feedback, and competency in technology are crucial in shaping this process of identity formation. The study provides guidelines for improving the identity development of English Language Lecturers in digital educational contexts.
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Julqurniati, Nur, Jefri Setiawan, Winny Aisyah, and Sofyan Hadi Surya. "Pengaruh atribut usia dan jenis kelamin dosen terhadap pemberian evaluasi oleh mahasiswa." Jurnal Ilmiah Psikologi Terapan 9, no. 2 (2021): 172–78. http://dx.doi.org/10.22219/jipt.v9i2.15911.
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The practice of giving evaluations from students to lecturers is often the moment when the halo effect occurs. Sex and age as individual attributes contribute to positive or negative evaluations of teaching evaluations. The purpose of this study is whether the attributes of age and sex interact with the halo effect in giving evaluations from students to lecturers. This research uses a one-shot case study with an online between-subjects design. One hundred twenty participants were divided into four groups. Each group evaluates 1 of 4 different photos (young men, older men, young women, and older women) labeled with the identity as a lecturer. The results of multiple linear regression analysis show: (1) The sex of the lecturer has no effect on student evaluation (F=0.730, p=0.395); (2) Lecturer age has no effect on student evaluation (F=0.587, p=0.445); (3) The interaction of sex and age has no effect on student evaluation (F=0.649, p=0.525). The sex and age of the lecturer do not affect the evaluation by students. The halo effect did not occur in the students in this study.
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Harrison, Penny. "Professional identity in the COVID-19 pandemic." Gastrointestinal Nursing 18, no. 10 (2020): 67. http://dx.doi.org/10.12968/gasn.2020.18.10.67.
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Rohali, Rohali, Roswita Lumban Tobing, and Siti Perdi Rahayu. "Linguistics incivility in student: Lecturer communication on WhatsApp." LingTera 11, no. 1 (2024): 56–66. http://dx.doi.org/10.21831/lt.v11i1.71319.
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This research aims to identify (1) strategies of linguistic incivility used in student-lecturer communication, and (2) the aspects of speech acts used that represent linguistic incivility. The research analyzed data from six WhatsApp groups that include students and lecturers. The distributional method was used to analyze linguistic incivility representations and the identity method to analyze linguistic incivility strategies. The results demonstrated that the incivility strategies used include (1) respecting other people's time (34%), (2) asserting oneself (19%), (3) refraining from idle complaints (16%), (4) speaking kindly (9%), (5) listening (6%), (6) respecting even a subtle "no" (6%), (7) respecting others' opinions (6%), and (8) not shifting responsibility and blame (3%). Furthermore, students violated the rules of linguistic civility by these actions: initiating conversations without greetings, using excessive words, expressing personal complaints, conveying opinions impolitely, and shifting blame. Recognizing the importance of linguistic civility in student-lecturer communication is crucial for fostering respectful and productive interactions.
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Moon, Christopher J. "The university of the future and lecturer identity." Szociális Szemle 15, no. 1 (2022): 1–7. http://dx.doi.org/10.15170/socrev.2022.15.01.01.
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This keynote address builds on several papers I have written concerning ‘the university of the future’. An initial blog for the Higher Education Academy (Moon, 2017) entitled, 95 theses for reforming Higher Education. Are HEI’s catalysts for a sustainable society?, set the scene and provided the stimulus for considering how the collective identity of the university has changed since inception and still presents tensions and challenges today. Subsequent papers published by Moon (2019, 2021) build on this foundation to present an argument that societal ‘impact’ can be used to cut through the tensions in a way that galvanises staffs and students around common themes and values such as identified with the United Nations Sustainable Development Goals (SDG’s). In this keynote address I regard lecturer identity as a dynamic process which is influenced by the above tensions and challenges, and further explore how societal Impact can be used to build lecturer identity including examples from my own pedagogic practice.
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Anita Kartika Sari, Tri Wahjoedi, Mochamad Fatchurrohman, and Shobikin. "Unlocking career success: Exploring the role of career management as a moderator in career motivation's impact of private lecturers in Indonesia." World Journal of Advanced Research and Reviews 23, no. 3 (2024): 2442–50. http://dx.doi.org/10.30574/wjarr.2024.23.3.2889.
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It discusses strategies for increasing the career success of private lecturers in Indonesia that can support interest and inclusiveness in organizations and society. The problem with this research is the lack of specific information regarding the relationship between career motivation, career management, and career success of lecturers in Indonesia, especially in the context of the moderating role of career management. This research aims to answer how career management can moderate the influence of career motivation on lecturer career success, as well as provide practical guidance for educational institutions to increase support for lecturer career development. The research used quantitative methods with a Google Form survey of 400 foundation lecturers in Indonesia. The variables studied were career motivation, career management, and career success on a 5-point Likert scale. Analysis was carried out using Structural Equation Modelling (SEM) to test variable relationships. The results of this research are that career motivation and career management have a significant influence on lecturers' career success, but career management cannot act as a moderator between career motivation and career success. Institutions should develop strategies for career motivation and management to enhance lecturer success. Strengthening intrinsic/extrinsic motivators, professional identity, skill development, mentoring programs, career plans, and flexibility is crucial. Future research should explore more variables and the moderating role of career management.
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Anita, Kartika Sari, Wahjoedi Tri, Fatchurrohman Mochamad, and Shobikin. "Unlocking career success: Exploring the role of career management as a moderator in career motivation's impact of private lecturers in Indonesia." World Journal of Advanced Research and Reviews 23, no. 3 (2024): 2442–50. https://doi.org/10.5281/zenodo.14967281.
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It discusses strategies for increasing the career success of private lecturers in Indonesia that can support interest and inclusiveness in organizations and society. The problem with this research is the lack of specific information regarding the relationship between career motivation, career management, and career success of lecturers in Indonesia, especially in the context of the moderating role of career management. This research aims to answer how career management can moderate the influence of career motivation on lecturer career success, as well as provide practical guidance for educational institutions to increase support for lecturer career development. The research used quantitative methods with a Google Form survey of 400 foundation lecturers in Indonesia. The variables studied were career motivation, career management, and career success on a 5-point Likert scale. Analysis was carried out using Structural Equation Modelling (SEM) to test variable relationships. The results of this research are that career motivation and career management have a significant influence on lecturers' career success, but career management cannot act as a moderator between career motivation and career success. Institutions should develop strategies for career motivation and management to enhance lecturer success. Strengthening intrinsic/extrinsic motivators, professional identity, skill development, mentoring programs, career plans, and flexibility is crucial. Future research should explore more variables and the moderating role of career management.
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Kenway, Ashley, Phil Wilkinson, and Kieron Dowden-Smith. "Students as contested: Exploring issues of student identity and identification in educational spaces." International Journal for Students as Partners 3, no. 2 (2019): 11–26. http://dx.doi.org/10.15173/ijsap.v3i2.3770.
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 This article explores issues of student identity and identification through a third-space theory lens. In addition, it positions this use of third-space theory as contributory to Students-as-Partners (SaP) approaches to teaching and learning. Naturally, this research was constructed as a SaP project, and research was undertaken as a collaboration between two undergraduate students and their lecturer. The literature review and student interviews presented here were conducted by the student co-researchers and interviews involved their BSc Cyber Security Management peers. These interviews unpacked constructions of student identity, student-lecturer relationships, and professional experiences. Thematic analysis of these interviews is presented reflectively with reference to student and lecturer perspectives. Finally, this article argues that for SaP to be successful it is necessary to critically examine the “student” identifier.
 
 
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Putri Nila Sudewi, Ni Ketut, Wiya Suktiningsih, Muhlisin Muhlisin, and Ni Nyoman Widani. "A Politeness Strategies in EFL Interaction of Indonesian Students and Lectures." IdeBahasa 5, no. 2 (2023): 207–18. https://doi.org/10.37296/idebahasa.v5i2.138.
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A Through language, we can see someone’s behaviour from their way of speaking. The way speakers behave well can be achieved by paying attention to important aspects of communication; this is called the politeness strategy. The purpose of this study is to investigate the politeness strategies in the ELF interaction of Indonesian students—lecturers both online and offline in the classroom. This study aimed to collect, analyse, and interpret the data that was collected through the WhatsApp application and student-lecturer interaction in the classroom. A descriptive-qualitative method was used to find out the politeness strategy used in EFL interactions with Indonesian students and lecturers. There were four politeness strategies used by students and lecturers, such as the positive politeness strategy, the negative politeness strategy, the bald on record strategy, and the off-record strategy. The positive politeness strategy was found to be the most frequent strategy used in student and lecturer interaction in WhatsApp groups and classrooms. The most frequent strategies used by students and lecturers in their interaction were politeness strategies such as greetings, using in-group identity markers, seeking an agreement, offering promises, being optimistic, and giving gifts.
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Cendra, Anastasia Nelladia, and Eric Sulindra. "Vocational English Lecturers’ Professional Identity: A Closer Look to the Six Domains." Celt: A Journal of Culture, English Language Teaching & Literature 24, no. 1 (2024): 33–51. http://dx.doi.org/10.24167/celt.v24i1.11746.
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The growing research on teachers’ identity focused mostly on pre-service teachers, beginning teachers, and teachers at the secondary level. Research on teacher identity in the tertiary context has indeed been carried out, however, not much research has focused on the identity of English lecturers in vocational institutions, which arguably face more challenges compared to non-vocational counterparts. Teachers’ identity impacts the teaching process, in the way teachers see themselves, value their roles, and what their beliefs about teaching. These things significantly influence how they approach their work in the classroom. Aiming to fill in the gaps and add to the literature regarding the identity of vocational lecturers, this study seeks to answer three questions: (1) How do vocational English lecturers define their identities related to the six domains namely self-image, motivation, commitment, self-efficacy, task perception, job satisfaction, of teacher identity? (2) What are the things that cause the vocational English lecturer to define their identity, based on the six domains? (3) What are the advantages of knowing the teachers’ identity regarding the challenges that the vocational English lecturers face in their professional lives? The research used the purposive sampling method in qualitative research and was based on the saturation principle to determine the number of research participants. Using questionnaires and interviews with three participants as well as three-stage coding techniques and inductive analysis, this research found various positive identities within all six domains of teacher identity. These identities stem from both personal and contextual factors. Despite these promising findings, vocational English lecturers encounter certain challenges, notably with students who often have limited academic abilities, resulting in feelings of inadequacy, and a lack of enthusiasm for the English learning process.
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Howells, Karen. "Questions of Identity in Sport Psychology Scholar–Practitioners." Sports 11, no. 9 (2023): 182. http://dx.doi.org/10.3390/sports11090182.
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As with other academic disciplines, sport psychology academics working in higher education (HE) in the United Kingdom (UK) in lecturer and senior lecturer positions are typically required to hold a PhD in sport psychology or a related discipline. To work in applied practice with athletes, coaches, National Governing Bodies (NGBs), and sporting organisations, practitioners are required to acquire a qualification that affords registration with the Health and Care Professions Council (HCPC) through either the British Psychology Society (BPS) or the British Association of Sport and Exercise Sciences (BASES). Accordingly, scholar–practitioners, who have “a foot in both worlds” (Tenkasi and Hay, 2008), are required to have two related but distinct qualifications, each of which requires considerable resources (i.e., time, finances, and commitment) to achieve. This paper addresses some of the dilemmas and conflicts that these individuals may encounter in their primary workplace, which typically does not provide for applied practice (either in time or financial incentives). Specifically, issues around the knowledge-transfer gap will be addressed. Real-world examples will be in the form of reflections from the author’s own experiences. I am a senior lecturer in sport and exercise psychology at Cardiff Metropolitan University and the programme director of the MSc Sport Psychology. The role requires me to be HCPC registered, as well as have a PhD in sport psychology. I am also an HCPC Practitioner Psychologist, registered following completion of the BPS Qualification in Sport and Exercise Psychology (QSEP). My practice is limited to minimal private work and the supervision of trainee sport psychologists (BPS). At the end of the paper, I leave the reader with three questions to prompt reflection on what being a sport psychologist means and what contributions scholar–practitioners may offer to academic institutions and the clients we work with.
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Vegalyra Novantini Samodra. "The Performance and Soft Skills: Islamic Higher Education Institutions in Indonesia." Reslaj: Religion Education Social Laa Roiba Journal 6, no. 9 (2024): 4474–91. http://dx.doi.org/10.47467/reslaj.v6i9.2661.
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The challenge of Higher Education Institutions (HEIs) in Indonesia plays a crucial role and requires enhancement. The pivotal role of HEIs in Indonesia is multifaceted. These institutions play a crucial part in shaping the country's cultural and religious identity, while also providing education that aligns with contemporary demands. This study explored the performance and soft skills among lecturers and administration staff in Islamic HEIs. The study emphasizes performance and soft skills based on managerial effectiveness in Islamic HEIs in Indonesia. The performance and soft skills explored from critical analyses of global literature. The study was conducted in Lombok, Indonesia, among 3 Islamic HEIs. Methods used were literature review, observation, and in-depth interviews. The software used was NVIVO 14 with the relative thematic analysis of the study. Findings on the HEIs model soft skills proposed to address enhancing administration staff performance and lecturer performance. By nurturing these soft skills, organizations thrive when they cultivate alignment, creativity, adaptability, and effective management and avoid mushroom management. Mushroom management in the context of organizational management and leadership styles represents a management style that is characterized by secrecy, lack of transparency, and limited employee involvement in decision-making processes. The results proposed the model to address enhancing administration staff performance through alignment value, change management, and Islamic leadership. The model addresses enhancing lecturer performance through alignment value, change management, Islamic leadership, and divergent thinking. By nurturing these soft skills, organizations thrive when they cultivate alignment, creativity, adaptability, and effective performance management. Administration staff performance impacts the lecturer’s performance besides the lecturer’s performance itself. Research suggests that organizations can benefit greatly from nurturing soft skills and adopting more transparent and inclusive leadership practices to avoid mushroom management. The practical implication of this research proposed model for enhancing administration staff and lecturer performance in Islamic higher education institutions (HEIs) includes administration staff performance enhancement through aligning individual roles with organizational objectives, implementing change management strategies, monitoring performance through key indicators, and applying Islamic leadership principles. Lecturer Performance enhancement through aligning course objectives with institutional goals encouraging research alignment, promoting pedagogical innovations, and fostering visionary leadership.
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Rozi, Imam Fahrur, Ahmadi Yuli Ananta, Endah Septa Sintiya, Astrifidha Rahma Amalia, Yuri Ariyanto, and Arin Kistia Nugraeni. "Analyzing the Application of Optical Character Recognition: A Case Study in International Standard Book Number Detection." MATRIK : Jurnal Manajemen, Teknik Informatika dan Rekayasa Komputer 24, no. 2 (2025): 195–206. https://doi.org/10.30812/matrik.v24i2.4367.
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In the era of advanced education, assessing lecturer performance is crucial to maintaining educational quality. One aspect of this assessment involves evaluating the textbooks authored by lecturers. This study addresses the problem of efficiently detecting International Standard Book Numbers (ISBNs) within these textbooks using optical character recognition (OCR) as a potential solution. The objective is to determine the effectiveness of OCR, specifically the Tesseract platform, in facilitating ISBN detection to support lecturer performance assessments. The research method involves automated data collection and ISBN detection using Tesseract OCR on various sections of textbooks, including covers, tables of contents, and identity pages, across different file formats (JPG and PDF) and orientations. The study evaluates OCR performance concerning image quality, rotation, and file type. Results of this study indicate that Tesseract performs effectively on high-quality, low-noise JPG images, achieving an F1 score of 0.97 for JPG and 0.99 for PDF files. However, its performance decreases with rotated images and certain PDF conditions, highlighting specific limitations of OCR in ISBN detection. These findings suggest that OCR can be a valuable tool in enhancing lecturer performance assessments through efficient ISBN detection in textbooks.
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Kampinga, Ellen, Christine O’Connor, Martin J., and Barry J. "The Effect of a Change in Virtual Learning Environment on Innovative Digital Teaching Practice: A Case Study of Academic Staff in an Irish University." European Journal of Mathematics and Science Education 2, no. 2 (2021): 101–27. http://dx.doi.org/10.12973/ejmse.2.2.101.
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<p style="text-align: justify;">This mixed-methods, investigative case study explores the experience of a virtual learning environment (VLE) change and its effect on the use of digital learning tools specifically, and teaching practice more generally, for chemistry lecturers at TU Dublin (Ireland) prior to pandemic of the coronavirus disease COVID-19. Initially, a questionnaire examined the different teaching identities the participating lecturers might have and how they relate to the literature. These identities were examined under the following themes: sense of achievement, motivational factors for innovation, innovation positioning, as well as social and organizational factors influencing the decision making. A visual approach of representing the questionnaire data, termed ‘Lecturer Landscapes’, was developed which uncovered new trends based on the biographical descriptors of the research population. Subsequent interviews led to a more detailed investigation of the themes noted in the questionnaire and the Lecturer Landscapes to more holistically capture the professional identity of each respondent. The lens of experience during a VLE change was used to frame each respondent’s professional identity in context. Overall, a VLE change does not have to effect teaching practice and can be experienced as a positive change in teaching and learning. It was also noted that innovation can only occur when specific, and individual, needs and problems are addressed and when personal development is promoted by intrinsic, rather than extrinsic, motivational factors.</p>
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Du Toit, Pieter Hertzog. "Using Whole Brain® thinking to inform lecturer identity in family medicine." Revista Docência do Ensino Superior 12 (September 12, 2022): 1–15. http://dx.doi.org/10.35699/2237-5864.2022.35885.
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This paper serves as a conceptualisation of how the principles of Whole Brain® thinking can be used to inform lecturer identity. The objective of this position paper is to engage discourse on the educational professional development of early-career academics in health sciences. It is about laying a scholarly foundation for self-study. As a scholarly community of practice in family medicine we wanted to determine to what extent the literature – theoretical framework – is silent on innovative means to ensure that academics take responsibility for their development, using self-regulated learning and self-empowerment. In our search for literature on theories of professional learning we came across the theory about Whole Brain® thinking. Our action research initiatives revolve around the notion of individuals’ preferences for different modes of thinking. Our preferred modes of thinking inform our teaching practice and lecturer identity.
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Susanti, Rini, and Indawan Syahri. "From Corrective to Collaborative: Understanding Feedback Practices of Indonesian English Lecturers." Edukasi: Jurnal Pendidikan dan Pengajaran 12, no. 01 (2025): 38–51. https://doi.org/10.19109/40fjq270.
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This study aims to investigate how Indonesian university lecturers provide feedback to students, the emotions and challenges they encounter, and the influence of culture and university regulations on feedback practices. The study employed a narrative inquiry approach, which entails listening to participants' stories and documenting their accounts verbatim. The research is conducted at four different universities in Indonesia, including both prominent institutions in the capital and smaller universities in lesser-known towns, to get a diverse range of data. Four lecturers contributed to this research, each originating from diverse locations and educational backgrounds. The data was collected through individual interviews, during which the lecturers were asked several questions on their lives and experiences in providing feedback to their students. Thematic analysis was employed to examine the data. The findings indicate that feedback serves not just to rectify grammatical errors or inaccuracies in the paper but also to enhance the interpersonal relationship between lecturer and student. The trust, caring, and culture derived from a school or nation have a significant impact. This study demonstrates that feedback is complex, influenced by the lecturer's identity, the student's emotional state, and the institutional regulations. The outcome provides novel insights into feedback literacy from the perspective of educators.
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Nur Fitria, Tira. "Lecturer’s Personal Branding in the Digital Era: Building Good Reputation and Positive Image through Social Media." International Journal of Business, Humanities, Education and Social Sciences (IJBHES) 5, no. 2 (2023): 76–87. http://dx.doi.org/10.46923/ijbhes.v5i2.269.
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This research describes the lecturer’s branding in the digital era to build a good reputation and positive image through social media. This research uses library research. The analysis shows that the digital era and technological developments have provided numerous benefits, including the ability to build and promote personal branding on various social media platforms. Social media platforms and personal websites/blogs can be used to create a personal brand and establish an online identity. Academic and publication portals such as Google Scholar, Sinta, ResearchGate, Orcid.org, and others can be utilized to promote the lecturer’s scientific works and establish a professional image and social ties within the community. Therefore, personal branding is essential for lecturers to establish a strong self-image and a directed career, allow for a wider public reach, and focus on goals and relationships with the Tri Dharma of Higher Education. Besides, the other benefits of a lecturer’s branding include building confidence, increasing credibility, building academic branding for an institution, becoming the face of the world of national higher education, expanding the network and relationships, developing capabilities and skills, having academic achievements, being active on social media, becoming a friendly and open lecturer, develop capabilities and skills, and increasing income. Critical factors for personal branding include creating knowledge, building trust, creating a reputation, and influencing perception. By focusing on these aspects, lecturers can create a good reputation and positive image to contribute to their career development.
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Maher Delli, Rami, and Francisco Perlas Dumanig. "Pedagogical Implications of Stancetaking and Identity Construction in Lecturer-Student Interaction." Journal of International and Comparative Education 11, no. 1 (2022): 55–71. http://dx.doi.org/10.14425/jice.2022.11.1.0612.
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Davidson, Andrew. "Identity, Relationships, and Function in Higher Music Education: Applying an Analogy from Ear Training to Student Wellbeing." International Journal of Music, Health, and Wellbeing 2024, Autumn (2024): 1–18. https://doi.org/10.5281/zenodo.13882200.
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This study theorises implicit support for student wellbeing in a contemporary higher education music curriculum. Written from the perspective of a practitioner, specifically a music lecturer and teacher trainer, it synthesises themes common to music education and social science using analogy as a methodological tool. The paper begins with solfege systems for musical ear training and focuses on three distinct learning objectives: 1) perceiving the identity of a note, 2) understanding the relationships between notes, and 3) determining the function of a note. It then pivots toward recent research on the sociology and psychology of student experience, highlighting three wellbeing objectives analogous to the musical ones: 1) nurturing the student's sense of self (i.e., identity), 2) facilitating the student's sense of connection (i.e., relationships), and 3) unearthing the student's sense of purpose (i.e., function). The paper concludes by discussing real-world implications and offers practical prompts to help music lecturers view their students through a wellbeing lens.
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Machsunah, Uun. "Self-Identity Management and Branding on Social Media: A Case Study of WhatsApp Status through the Johari Window Perspective." Jurnal Polisci 2, no. 3 (2025): 197–205. https://doi.org/10.62885/polisci.v2i3.602.
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This study aims to examine self-identity management and branding on social media with a focus on WhatsApp status, using the Johari Window four-quadrant theory approach, functioning to express themselves openly, blindly, hidden, and unknowingly. Data were collected through interviews and content analysis of informants' WhatsApp statuses. The informants in this study consisted of four people with different backgrounds: a housewife, a lecturer, a writer, and a lecturer and preacher. The results showed that each informant had a unique way of managing their identity and self-branding through WhatsApp status. The first informant, a housewife, actively shares her activities on social media, including videos of singing with interesting face filters. She shows open and hidden identities, with satirical statuses reflecting the blind self-aspect, while in the open quadrant the expression of happiness reflects positive self-branding. The second informant, a lecturer, posts social and teaching activities, creating an image as an active and accomplished individual. Also statuses related to culinary and vacations show personal well-being, reflecting hidden identities. The third informant, a writer, brands himself as a writing service provider with consistency in posting writing activities. The cursing status shows a blind self, where the negative impact of the reaction may not be realized. The fourth informant, a lecturer and preacher, posts tausiyah and songs, creating an image as a religious individual and a positive influence. This study highlights how each informant uses WhatsApp status to build self-identity and branding, and how aspects of the Johari Window theory can help understand these dynamics. All four informants revealed that they use WhatsApp status to strengthen their self-image and personal branding, by considering the audience who will see the status. In addition, this study found that social interaction and feedback from friends on WhatsApp play an important role in the process of self-identity management. This study contributes to the understanding of how individuals manage their identities in the digital era and the importance of social media in shaping public perceptions of themselves.
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Rahayu, Sucik, Susana Aditya Wangsanata, and Mira Mareta. "Implementasi Nilai-nilai Islam dalam Praktik Rekrutmen dan Seleksi Dosen di Sekolah Tinggi Islam Sunniyyah Selo Grobogan." An-Nidzam : Jurnal Manajemen Pendidikan dan Studi Islam 11, no. 2 (2024): 201–16. https://doi.org/10.33507/an-nidzam.v11i2.2339.
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Modern higher education plays a role in the development of global society with universities as centers of learning and technology that facilitates broad access to education. Sunniyyah Selo Islamic College Grobogan integrates Islamic values in lecturer recruitment to ensure academic competence and moral integrity, creating an academic environment that supports the development of Islamic character in students. This research aims to identify the application of Islamic values in the recruitment and selection practices of lecturers at Sunniyyah Selo Islamic College. The analysis was carried out using a qualitative descriptive analysis method. The results of this research show that the implementation of Islamic values in the recruitment and selection of lecturers at Sunniyyah Selo Islamic College emphasizes academic, moral and spiritual criteria with transparency and justice. This strategy includes the formation of a committed recruitment team, selection criteria based on Islamic values, and comprehensive selection methods, as well as collaboration with religious institutions. These steps create a fair and transparent academic environment, strengthen STISS's identity as a credible Islamic education institution, and contribute to the sustainable development of Islamic education.
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Erlangga, M. Ramses, Vivi Meidianawaty, and Tissa Octavira Permatasari. "Medical Students’ Perception on the Ideal Lecturer Attributes in Problem-Based Learning on the Onion Model Theory." GHMJ (Global Health Management Journal) 8, no. 1s (2025): 112–20. https://doi.org/10.35898/ghmj-81s1118.
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Background: The success of Problem-Based Learning (PBL) is closely related to an effective discussion process. A good PBL will affect the success of the learning process. In addition, an effective teaching process from lecturers to students is very influential in producing a qualified doctor. Korthagen's Onion Model is a theory that emphasizes layered aspects in communication and can provide an in-depth view of the relationship between lecturers and students in the context of learning, such as PBL. Aims: To identify what is the ideal lecturer attributes in Problem Based Learning based on the onion model theory according to medical faculty students. Methods: This study uses a descriptive method. Respondents were selected using stratified random sampling techniques, resulting in 98 respondents. This study uses primary data with univariate analysis. Results: From the 98 analyzed samples, it was found that level 1 students gave the highest average score on the identity aspect, with the following average scores: Level 1 (14.4167), Level 2 (13.1111), Level 3 (12, 6667), and Level 4 (12.7826). The behavioral aspect also showed similar results, with the highest score at Level 1 (14.0417) followed by Level 2 (13.5926), Level 3 (13.2083), and Level 4 (13.1739). Conclusion: Most students of the Faculty of Medicine, Universitas Swadaya Gunung Jati, have a good perception of the attributes of ideal lecturers in Problem-Based Learning based on the Onion Model Theory.
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Macfarlane, Bruce. "In search of an identity: lecturer perceptions of the business studies first degree." Journal of Vocational Education & Training 49, no. 1 (1997): 5–20. http://dx.doi.org/10.1080/13636829700200001.
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Hattingh, Teresa. "Exploring the social aspects of assessment practices in an engineering context." Scholarship of Teaching and Learning in the South 7, no. 3 (2023): 5–24. http://dx.doi.org/10.36615/sotls.v7i3.349.
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Assessment is a powerful mechanism to leverage student learning and develop skills and practices that prepare students for the world of work. By extension, assessment can also play a critical role in creating learning contexts that are inclusive, responsive, and transformative. This paper draws on findings from a student survey, lecturer interviews, and student focus groups, conducted in an engineering school in South Africa, that provide a rich picture of the interaction between lecturer intentions, assessment practices, student experiences, and how these influence student intentions, actions, and ultimately learning. The findings presented in this paper focus on the social themes that emerged, highlighting the social nature of assessment practices and the role that these play in student identity, confidence, and engagement. The importance of a purposeful and holistically aligned assessment strategy is highlighted through several social themes, including the fairness and relevance of assessment tasks, feedback and relationships between lecturers and students, group work, the formation of social networks and community, and opportunities for including students as partners in assessment practices. The study reveals that a more collaborative and collectivist approach to assessment is needed. This is a significant finding that provides valuable insights that can be used to transform assessment practices, enhance student success, and facilitate social justice.
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Udin, Noor, Arif Priyono, and Tunjung Riyadi. "DESIGN BRANDING AND IMPLEMENTATION OF VISUAL IDENTITY FOR “KEDAI OMAH JLAMPRANG” PEKALONGAN - CENTRAL JAVA." ICCD 2, no. 1 (2019): 440–45. http://dx.doi.org/10.33068/iccd.vol2.iss1.180.
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Empowering the community is one of a series of activities that must be carried out by a lecturer at Binus University. This empowerment program has been implemented in various cities and regions in Indonesia, including in the Krapyak, Pekalongan City. This program involves lecturers from various programs at Binus University, such as from the Architecture department, interior design department, hotel management department, tourism department, management department, marketing communication department and also visual communication design department. There are a variety of training materials designed to develop the mindset and economic independence activities of the PKK and Karang Taruna groups in the Krapyak area, Pekalongan City. Empowerment is summarized in the establishment of Kedai Omah Jlamprang, an integrated shop offering culinary specialties of Pekalongan City, batik and various Pekalongan City handicraft products, providing a place to gather in developing the creative ideas of the community, and various activities that support the creation of Krapayak people's economic independence, so as to be able to advance this area in an integrated manner. Support by the department of visual communication design provided in the form of training in recognizing and implementing branding programs for Kedai Omah Jlamprang so that it has a strong visual identity. Aimed at the store manager consisting of the PKK group and Karang Taruna youth group, Krapyak, Pekalongan City.
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Fahrianto, Feri. "Attendance Recognation by Using Smart Meter Based On IoT Study Case : FST UIN Jakarta." JURNAL TEKNIK INFORMATIKA 12, no. 1 (2019): 109–20. http://dx.doi.org/10.15408/jti.v12i1.11043.
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State Islamic University Syarif Hidayatullah Jakarta as rapidly growing university toward world-class research university placed in the edge of Jakarta has academic information centre running by Pustipanda (The Center of Information Technology and Database). The acadmic information system (AIS) has been used for recording an academic activity in university for almost a decade, this information system has a functionality for detecting the lecturer attandancity, but the attendance system needs to be input by admin. In this research, the system to detect attendancity from lecturer is build and synchronize to universisty academic information system. Internet of Things, based on ITU-T 2015, some objects are able to transmit data among object by using Internet connection. It means by this technology the Internet used has been widely changed, from human to machine communication now also become machine-to-machine communications. By using this technology a small object or device is able to implement into electrical system to detect an activity occured in the room. Things implemented in the room are able to monitor which electronic device is active and motion of moving objects, also the position of objects. The communication connection between smart phones and acces point in the class room is also monitored in order to identify the lecturer identity.
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Tyas, Dyah Ayu Enggaring, Dwi Rukmini, and Abdurrachman Faridi. "THE The Realization of Lecturers’ Code-Switching in English Teaching and Learning Process At Dian Nuswantoro Univesity." English Education Journal 11, no. 1 (2021): 1–16. http://dx.doi.org/10.15294/eej.v11i1.39708.
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This study was focused on the analysis of code-switching occurred in the English teaching and learning process at non-English major class. This study examined the code-switching forms and functions of code-switching in the classroom.
 This study focuses on the analysis of code-switching occurred in the English teaching and learning process at non-English department class. This study examines the forms and functions of code-switching in the classroom at the lecturing process of English major as conduced at non-English department of Dian Nuswantoro university. Findings of the study showed that (1) the teaching learning process of non-English department class at Dian Nuswantoro university students employed various kinds of code-switching both by lecturers and the students with the dominant used was inter-sentential code-switching/full sentence code-switching. (2) there were various functions of code-switching utilized by the lecturer and students in the lecturing process, such as put an interjection in the middle of speech, to give emphasis toward certain topic, to repeat the speech, to give more description about certain topic, to talk about particular topic, to soften and straighten the request or command, to exclude others from the discussion, to express group identity, and to quote somebody’s utterances. Further studies hopefully can explore deeply about code-switching where lecturers teach English department students and uncover the lecturer and students’ perception on the occurrence of code-switching as the comparison to this current study.
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Trang, Nguyen Ngoc, Nguyen Anh Tuan, and Le Nam Long. "Assessing Brand Equity of Affiliated Universities in Vietnam National University, Hanoi." WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 21 (February 9, 2024): 656–64. http://dx.doi.org/10.37394/23207.2024.21.54.
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This research aimed to assess the brand equity of affiliated universities in Vietnam National University, Hanoi (VNU). There were 486 undergraduates and post-graduates from member universities in VNU participating in the research. Exploratory factor analysis, confirmatory factor analysis, Delphi analysis, and Structural Equal Modeling (SEM) were utilized to identify components of brand equity of the affiliated universities. The findings show that brand equity consists of seven components: brand recognition, lecturer quality, university reputation, brand association, facilities, loyalty, and perceived quality. Among these, facilities have the biggest impact on brand equity with β=0.819, followed by brand recognition and lecturer equity with β=0.783 and β=0.758. On the other hand, loyalty appears to be the factor with the least influence with β=0.740. In short, strategies of investment in the teaching staff need greater attention and effective enforcement; besides, it is also necessary to continuously supplement and upgrade technical facilities for teaching and research activities and improve brand recognition in line with the university identity.
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Kwei-Armah, Kwame. "‘Know Whence You Came’: Dramatic Art and Black British Identity." New Theatre Quarterly 23, no. 3 (2007): 253–63. http://dx.doi.org/10.1017/s0266464x07000152.
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Kwame Kwei-Armah's play Elmina's Kitchen was a landmark in British theatre history as the first drama by an indigenous black writer to be staged in London's commercial West End. The play's success since its premiere at the Royal National Theatre included a national tour and a season at Center Stage, Baltimore, directed by August Wilson's director Marion McClinton. In this interview with Deirdre Osborne, Kwei-Armah testifies to Wilson's considerable influence and the inspiration he derives from Wilson's project to account for the history of black people's experience in every decade of the twentieth century. Deirdre Osborne is a lecturer in drama at Goldsmiths College, University of London, and has published essays on the work of black British dramatists and poets including Kwame Kwei-Armah, Dona Daley, debbie tucker green, Lemn Sissay, SuAndi, and Roy Williams.
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Shem-Tov, Naphtaly. "Displaying the Mizrahi Identity in Autobiographical Performances: Body, Food, and Documents." New Theatre Quarterly 34, no. 2 (2018): 160–75. http://dx.doi.org/10.1017/s0266464x18000064.
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In this article Naphtaly Shem-Tov examines three Mizrahi autobiographical performances in Israel, exploring how they construct Mizrahi identity in different ways. The term ‘Mizrahi’ or ‘Mizrahim’ refers to Jews and their descendants originating in the Muslim and Arab countries. Although Mizrahim make up approximately half the Israeli population, their ethnic identity and culture are considered outside the dominant Israeli Western cultural orientation. The three autobiographical performances discussed here challenge these preconceptions and present an alternative, assertive identity for the Mizrahi community. The performers incorporate real elements – physical virtuosity, the preparation and serving of food, and the use of official documentation and personal records – to blur the lines between fiction and reality, and to draw attention to the different forms of oppression exerted on the Mizrahi identity. Naphtaly Shem-Tov is Senior Lecturer in the Department of Literature, Language and the Arts at the Open University of Israel. His publications include Acco Festival: Between Celebration and Confrontation (Boston: Academic Studies Press, 2016).
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Azizah, Hamida Nurul, Deni Kurniawan, and Dinn Wahyudin. "Hidden Curriculum in the Interaction of Students and Lecturers of Curriculum Development Master Program Class of 2023." Proceedings of The International Conference on Modern Research in Education, Teaching and Learning 4, no. 1 (2025): 47–60. https://doi.org/10.33422/icmetl.v4i1.789.
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Achieving professionally competent graduates requires a curriculum that unleashes the potential of students. The curriculum becomes the direction of forming intellectually qualified individuals by paying attention to social, spiritual, and moral aspects; therefore, identifying the hidden curriculum is necessary in addition to the ideal curriculum. Both aspects, dimensions, and elements indicate that applying the hidden curriculum is very important in the educational environment. Therefore, this study aims to identify hidden curriculum factors, both positive/negative, exemplary values and attitudes, and paradigms related to professional educators based on the perceptions of Master's level students. The method used in this research is descriptive quantitative, with data collected through questionnaires and interviews. The research results obtained hidden factors that influence the following: 1) the personality and attitude of lecturers, 2) the lecturer's performance, and 3) the relationship level. On negative factors, interaction constraints were found: 1) Lecturer/student busyness, 2) Slow lecturer response to student messages, 3) Uncommunicative attitude of lecturers to confirm lecture time, 4) Poor feedback, 5) Reluctance and fear of being wrong by students. At the same time, values and exemplary are categorized in the intellectual, social, and spiritual dimensions. For the professional educator paradigm, several aspects are identified.
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Elyasi, Faramarz. "Assilation and Resistance in Hanif Kureishi’s The Black Album." International Journal of English Literature and Social Sciences 7, no. 5 (2022): 180–87. http://dx.doi.org/10.22161/ijels.75.29.
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In the present study, Hanif Kureishi’s The Black Album was analyzed in the view of Bhabha’s concepts of ambivalence, assimilation, hybridity, double-consciousness, and homeliness. Shahid, a Pakistani student, constructs a hybrid identity and symbolically marries a widow lecturer who teaches postcolonial literature. On the contrary to Shahid’s views, Riaz’s group is a fundamental Islamic aggregation in 1980s London devoted to anti-racist activities while take part in book-burning and violent actions. As Bhabha theories about hybrid identity, it seems that Shahid’s assimilation into the host mainstream culture and developing a hybrid identity enfeebles colonial and imperial power more than Riaz’s group and their violent resistance against imperial power.
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Kuncara, Tommy, Ariyanto Ariyanto, Immi Fiska Tarigan, and Sri Wahyu Handayani. "PENINGKATAN DAYA SAING UMKM MELALUI STRATEGI BRANDING YANG EFEKTIF DAN INOVATIF." Jurnal Abdi Masyarakat Multidisiplin 3, no. 3 (2025): 92–97. https://doi.org/10.56127/jammu.v3i3.1882.
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Enhancing the competitiveness of Micro, Small, and Medium Enterprises (MSMEs) is a key focus in supporting national economic growth. This community service program aims to provide training and guidance for MSME actors on effective and innovative branding strategies to improve their ability to compete in local and national markets. The program is a collaboration between Gunadarma University and the Indonesian Association of Young Lecturers (ADMI), conducted during the PTA 2024/2025 academic year through online and offline sessions. The program integrates the university's expertise in Information and Communication Technology (ICT), involving four faculties and ten related disciplines, such as information systems, accounting, and communication studies. The training includes digital branding, brand identity management, and technology-based marketing strategies. This program is expected to enhance the skills of MSME actors in building competitive brands and produce outputs such as scientific publications, activity documentation, and increased lecturer participation in community service initiatives.
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Boyd, Pete, and Kim Harris. "Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity." Professional Development in Education 36, no. 1-2 (2010): 9–24. http://dx.doi.org/10.1080/19415250903454767.
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Tsaousi, Christiana. "That’s funny … you don’t look like a lecturer! dress and professional identity of female academics." Studies in Higher Education 45, no. 9 (2019): 1809–20. http://dx.doi.org/10.1080/03075079.2019.1637839.
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Fookes, Ian. "Editor’s Note – The Global Pacific: Coastal and Human Habitats." Ekistics and the new habitat 81, no. 3 (2022): 1–2. http://dx.doi.org/10.53910/26531313-e2021813625.
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As a lecturer at Waipapa Temata Rau / University of Auckland, my primary purpose is to help students improve their written, spoken, and visual communication in academic and business contexts. This role is informed by my teaching and learning experiences in Tahiti, France, Japan, and New Zealand. I serve a range of communities within academia and am involved in editing Ekistics and the New Habitat, an international peer-reviewed journal presenting research into the problems and solutions of human settlements. Through my research portfolio, I seek to understand the ways that intercultural experience influences the representation of other cultures, and how the experience of writing and art making leads to self-knowledge and identity construction. This research informs my contribution to Asian Studies and Comparative Literature, as a course coordinator, guest lecturer, and postgraduate supervisor.
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Camiciottoli, Belinda Crawford. "Detecting ideological stance in an economics lecture." Ibérica, no. 40 (January 2, 2020): 35–58. http://dx.doi.org/10.17398/2340-2784.40.35.
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The discipline of economics encompasses both theoretical concepts and empirical methods for the study of human behaviours, as well as competing schools of thought and ideologies that students need to engage with and reflect upon. The university economics lecturer has an important role in helping students accomplish this goal. However, as an individual, the lecturer also holds personal ideological positions that may emerge and elude L2 listeners. The aim of this paper is to propose a systematic and comprehensive procedure for detecting ideological stance in a university economics lecture. Using a case study approach, I apply Multimodal Critical Discourse Analysis to identify ideological stance and show how semiotic resources beyond verbal language contribute to its expression. This process was facilitated by the use of multimodal annotation software to analyse verbal expressions of ideological stance (e.g., evaluative language, rhetorical elements) and co-occurring non-verbal cues (e.g., prosodic features, gaze direction, gesturing). The method was able to shed light on how the lecturer’s contemporaneous use of multiple semiotic modes worked synergistically in the expression of ideological meanings in relation to a controversial issue (i.e., access to healthcare in the United States) in subtle but distinctive ways that were linked to the lecturer’s background and to the broader socio-political issues of the research context. The method could be leveraged to inform eSp settings to assist L2 learners in acquiring a better understanding of lecturers’ stance towards content, thus resulting in a more complete, effective, and satisfying lecture experience
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Yunanto, Fredy, and Ria Kasanova. "Membangun Karakter Mahasiswa Indonesia Melalui Pendidikan Karakter." Journal on Education 5, no. 4 (2023): 12401–11. http://dx.doi.org/10.31004/joe.v5i4.2223.
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The character and morality of students must be maximally cultivated so that they are not only superior in the academic field but also in the non-academic field to support their identity in the midst of globalization. Therefore, instilling noble character in Indonesian students is the most urgent matter that needs immediate attention. Through this study, it is believed that concepts or tactics for fostering noble character among Indonesian students can be found. This research was carried out using a literature review, which requires the collection and assessment of sources and facts from published works such as books, journals, papers, and theses. Data collection uses semantic and symbolic reading techniques. Based on the research findings, character education must still be carried out in higher education in order to improve and cultivate noble character among students. Teachers are responsible for fostering student character and morals. Through outstanding lecturer lessons in an academic setting, students will emulate lecturers and look up to them as role models.
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Ding, Xiaowei, and Peter I. De Costa. "Faith - Based Teacher Emotional Experiences: A Case Study of a Veteran English Lecturer in China." Chinese Journal of Applied Linguistics 41, no. 4 (2018): 532–51. http://dx.doi.org/10.1515/cjal-2018-0037.
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Abstract The exploration of links between faith and second language pedagogy has been underexplored, and the emotional experiences of English language teachers of religious faith are even less studied in applied linguistics circles. This qualitative case study is an effort to address this gap in the research by investigating the faith-based emotional experiences of May, a veteran English lecturer practicing Buddhism in China, by drawing on multiple data sources that include interviews, classroom observations, WeChat conversations, student evaluations, and researcher journals. Our findings revealed that (1) May’s emotional experiences were strongly driven by and deeply derived from her Buddhist faith and other aspects of identity in the classroom; (2) her faith-based emotional experiences were dynamic and fluid; (3) her faith-based identity occupied a central position alongside her professional identities and had a transformative influence on both her emotional experiences and her identity development; and (4) the interactions among her emotional experiences, multiple identities, and pedagogical praxis were complex and reciprocal. The research implications, limitations and future directions are also discussed.
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Asadi Amjad, Fazel, and Bahare Jalali Farahani. "Reclaming Identity through Communal Voice: Narrating Self-Recognition in Leila Aboulela’s The Kindness of Enemies." Journal of Critical Studies in Language and Literature 3, no. 6 (2022): 19–27. http://dx.doi.org/10.46809/jcsll.v3i6.179.
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This study provides a postcolonial narratological analysis of The Kindness of Enemies to explore different layers of identity formation for Muslim immigrants. The novel chronicles the dilemmas Natasha, a Muslim professor of history that teaches at a Scottish university and studies Imam Shamil’s jihad, experiences in maintaining an independent sense of identity far from a Westernized mindset. A stylistic axis whereby the author mirrors this complexity is the simultaneous utilization of the first-person verbatim narrative of Natasha and the third-person omniscient historical narrative of Shamil with three distinct focalizers. Such structure highlights the significance of spaciotemporality, narrator, focalizer, and communal voice. The study pinpoints that both parts of the novel are narrated by a single narrator (Natasha). As her supposedly assimilated identity of an exemplary university lecturer is tarnished, she realizes the futility of hybridity that has left her in state of adrift-ness. Narrating historical events through the focalization of three imperialized characters, she becomes the communal voice of those whose identity is besmeared by imperialism and those who attempt to resist, which in turn allows her to exercise agency.