Academic literature on the topic 'Teaching academics'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Teaching academics.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Teaching academics"
1
Whelan, Michael B. "Academic work-integrated learning (WIL): Reengaging teaching-focused academics with industry." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (2017): 172–87. http://dx.doi.org/10.21153/jtlge2017vol8no1art627.
Full textAbstract:
There has been an increase in the number of teaching-focused academics at Australian universities over recent years. However, research-focused and teaching-research academics have an advantage over teaching-focused academics in terms of promotion, forced redundancies and tenure. While evidence of research success is measured by volume (number of publications and research income), evidence of teaching scholarship is less quantifiable. The value of industry-university collaboration has been reported widely. However, the focus is on the value of the knowledge transfer of university research to industry and collaborative industry-university research. Academics collaborating with industry partners on research projects are able to experience current industry practice firsthand, raising the question: How do teaching-focused academics remain engaged with industry? The benefits of work-integrated learning (WIL) to hosts, students and universities are well documented. This paper poses the question: Is a WIL placement a way to reengage teaching-focused academics with industry?, and introduces the concept of ‘Academic WIL’ where academics complete an internship placement with an industry partner. The impact on graduate employability is discussed and a methodology for a teaching-focused academic to use their Academic WIL experience as evidence of their achievements in the scholarship of teaching is presented.
2
Scott, Donald E. "The Nebulous, Essential Dimensions in Effective University Teaching: The Ethic of Care and Relational Acumen." Journal of University Teaching and Learning Practice 12, no. 2 (2015): 122–39. http://dx.doi.org/10.53761/1.12.2.9.
Full textAbstract:
This paper examines the interrelationships between teaching beliefs and approaches, instructional design, relationships with students, and academics’ and students’ perceptions of effective teaching and learning. Mixed methodology was utilised and included interviews with academics and students, and questionnaires, inventories, and learning journals. As anticipated educationally optimal instructional design was appreciated by academics and students, however, it was not the most significant aspect in influencing students’ perceptions of ‘good’ or effective teaching. Differences were found between two teaching academics’ beliefs about students and these translated into varied approaches to teaching, interactions with students, and different capacities to establish positive classroom environments and relationships. Academics’ ethic of care and relational acumen were the pivotal components in students’ criteria for effective teaching, which may present a quandary to academic developers. Findings indicate the importance of relational acumen and an ethic of care and may also have significance for university leaders in matching academic teaching activities to faculty strengths and potentially explaining negative student feedback in well-designed units.
3
Jiang, Qinxu, Hugo Horta, and Mantak Yuen. "Factors related to university teaching that influence academic success of international medical students in China." F1000Research 11 (August 4, 2022): 894. http://dx.doi.org/10.12688/f1000research.123281.1.
Full textAbstract:
Background: Academic success of international medical students enrolled in Chinese universities is of great significance, because it directly influences their performance in the license exam and in obtaining a job. Insufficient research has been conducted on academics’ awareness of factors related to teaching that affect their students’ academic success. Methods: Semi-structured interviews were conducted with academics (N=36) from November 2020 to January 2021 at two medical universities in China. Each interview, lasting between 30 to 70-min, was audiotaped, transcribed verbatim and analyzed using thematic analysis. Results: The important teaching factors that academics perceived to influence the success of students are: (i) style of pedagogy, (ii) addressing students’ language difficulties and differences, (iii) teaching resources management, (iv) attributes of the academics, (v) supervision and guidance by the academics, (vi) rapport between the academic and student, (vii) linking teaching content to license exams, (viii) classroom discipline management, and (ix) assessment style. Conclusions: University faculties and departments that are involved in teaching international medical students need to ensure that academic staff are provided with ongoing professional development and resources to enhance teaching quality. The nine areas identified above should provide priority topics for such staff training.
4
Päuler-Kuppinger, Lena, and Regina Jucks. "Perspectives on teaching: Conceptions of teaching and epistemological beliefs of university academics and students in different domains." Active Learning in Higher Education 18, no. 1 (2017): 63–76. http://dx.doi.org/10.1177/1469787417693507.
Full textAbstract:
This study examines how academics and students from different disciplines perceive teaching and knowledge acquisition. University academics and students from both hard and soft disciplines completed the Domain-specific Epistemological Beliefs Questionnaire and the Approaches to Teaching Inventory. Results showed that academics held more student-/learning-centred and less teacher-/content-centred conceptions about teaching than students. Furthermore, prior findings on different beliefs about knowledge and teaching in different academic domains were confirmed for the entire sample. Finally, less sophisticated epistemological beliefs were associated positively with an information-transmission/teacher-centred and negatively with a student-/learning-centred view of good teaching. The findings are discussed against the background of effective teaching and the professionalization of university academics.
5
Singh, Jasvir Kaur Nachatar, and Humayra Ayasha Chowdhury. "Early-career international academics' learning and teaching experiences during COVID-19 in Australia: A collaborative autoethnography." Journal of University Teaching and Learning Practice 18, no. 5 (2021): 218–35. http://dx.doi.org/10.53761/1.18.5.12.
Full textAbstract:
Scholarly articles on international academics mainly focuses on personal and professional challenges endured by international academics’ during conventional times. This includes adjustments to new roles and living in a foreign country, pedagogical differences stemming from intercultural differences, language barriers and unequal access to resources (funding, exploitation). This paper explores experiences of two international early-career academics in Australia highlighting their teaching-related challenges, strategies and opportunities during COVID-19, using a collaborative autoethnography qualitative approach. At this Australian university, teaching was paused for a week in March 2020 to cope with the learning and teaching ‘shock’ – to reorientate teaching from face-to-face to completely offer courses remotely to ensure that students were not disadvantaged in their learning and provide space for academic staff to reorientate their learning and teaching materials to suit online delivery. Personalised reflections encapsulate some bizarre teaching related experiences of these international academics in the online learning and teaching space, underpinned by their cultural differences. There were four major challenges identified: transition to online learning and teaching, learning and teaching online practices, relationship issues between students and academic staff, and language-related issues. Specific strategies to overcome these challenges are also identified that led to overall teaching success endured by these international early-career academics in Australia.
6
Hubbard, Katharine, Sarah Gretton, Katherine Jones, and Lucy Tallents. "Challenges and opportunities for early-career Teaching-Focussed academics in the biosciences." F1000Research 4 (March 24, 2015): 76. http://dx.doi.org/10.12688/f1000research.6227.1.
Full textAbstract:
Twenty-seven percent of academics in UK Higher Education (HE) are in Teaching-Focussed positions, making major contributions to undergraduate programmes in an era of high student expectations when it comes to teaching quality. However, institutional support for Teaching-Focussed academics is often limited, both in terms of peer networking and opportunities for career development. As four early-career stage Teaching-Focussed academics working in a variety of institutions, we explore what motivated our choices to make teaching our primary academic activity, and the challenges that we have faced in doing so. In addition to highlighting the need for universities to fully recognise the achievements of teaching staff, we discuss the role that the various biosciences learned societies have in supporting Teaching-Focussed academics. We identify that there is a need for the learned societies to come together and pool their expertise in this area. The fragmented nature of the Teaching-Focussed academic community means that clear sources of national support are needed in order to best enable the next generation of bioscience educators to reach their full potential.
7
Hubbard, Katharine, Sarah Gretton, Katherine Jones, and Lucy Tallents. "Challenges and opportunities for early-career Teaching-Focussed academics in the biosciences." F1000Research 4 (April 29, 2015): 76. http://dx.doi.org/10.12688/f1000research.6227.2.
Full textAbstract:
Twenty-seven percent of academics in UK Higher Education (HE) are in Teaching-Focussed positions, making major contributions to undergraduate programmes in an era of high student expectations when it comes to teaching quality. However, institutional support for Teaching-Focussed academics is often limited, both in terms of peer networking and opportunities for career development. As four early-career stage Teaching-Focussed academics working in a variety of institutions, we explore what motivated our choices to make teaching our primary academic activity, and the challenges that we have faced in doing so. In addition to highlighting the need for universities to fully recognise the achievements of teaching staff, we discuss the role that the various biosciences learned societies have in supporting Teaching-Focussed academics. We identify that there is a need for the learned societies to come together and pool their expertise in this area. The fragmented nature of the Teaching-Focussed academic community means that clear sources of national support are needed in order to best enable the next generation of bioscience educators to reach their full potential.
8
Hubbard, Katharine, and Lucy Tallents. "Challenging, Exciting, Impersonal, Nervous: Academic experiences of large class teaching." Journal of Perspectives in Applied Academic Practice 8, no. 1 (2020): 59–73. http://dx.doi.org/10.14297/jpaap.v8i1.405.
Full textAbstract:
Massification of Higher Education has resulted in a rapid increase in undergraduate populations, without an increase in the number of teaching staff. One consequence is that students are typically taught in larger classes. While the impact of class size on student satisfaction and attainment is debated, there has been little attention paid to the academic experience of large class teaching. We present results of a questionnaire completed by 80 academics, primarily based in the UK. Academics perceived classes of 100 or more as large, and most had taught classes of several hundred students. Academic perceptions of large class teaching varied considerably. We find no evidence that institution type or contract type affects perceptions of large class teaching. We also find a lack of training that specifically addresses the demands of large class teaching. We call on academic developers to support academics teaching large cohorts to ensure effective education at scale.
9
Baleni, Zwelijongile Gaylard, Mqondisi Andrea Buka, and Clever Ndebele. "EXPLORING LECTURERS’ RESISTANCE TO ACADEMIC STAFF DEVELOPMENT AT A HIGHER EDUCATION INSTITUTION IN THE EASTERN CAPE, SOUTH AFRICA." Education. Innovation. Diversity. 1, no. 4 (2022): 6–19. http://dx.doi.org/10.17770/eid2022.1.6738.
Full textAbstract:
Higher education institutions and specifically lecturers must stay pertinent and informed of the changes in the academic world. The necessity for staff development programmes in higher education institutions is in accordance with the acknowledgment that transformation for academics is crucial and they need to continually consider their practices to stay pertinent in their disciplines and in teaching and learning issues. Using Karl Marx critical theory, this article explores some dialogue that build lecturers’ assertiveness towards teaching and learning in their fields of study. It strives to explore academics' struggle to engage in initiatives on professionalising academic training. Lecturers might interpret academic staff development initiatives as dictatorial and these result in unwanted consequences for both academics and the institution. The study used the 2017-2018 Campus academics statistics on Academic Staff Development (ASD) workshops to sample participants. Questionnaires were sent through google docs to 80 participants. The findings show that there is resistance to undertake professional development courses because of departmental cultures and traditions are detrimental to academic staff development; workload; undervaluing teaching and learning; workshop emphasis on the theoretical features of teaching than practical examples as well as lack of motivation and incentives among others. A well-planned and continuous ASD creates better impact on encouraging and professionalising academics on innovative pedagogies.
10
Cheffins, Brian R. "Teaching corporate governance." Legal Studies 19, no. 4 (1999): 515–25. http://dx.doi.org/10.1111/j.1748-121x.1999.tb00637.x.
Full textAbstract:
Corporate governance is ‘hot’ in the United Kingdom and legal academics have written widely on the subject. Still, the topic has been virtually ignored as an academic discipline for law students. This article argues that corporate governance is a subject which should be included in the law curriculum and describes how a course dealing with the topic might be structured.
Dissertations / Theses on the topic "Teaching academics"
1
McShane, Kim. "Technologies transforming academics : academic identity and online teaching." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/391.
Full textAbstract:
As the discourses of the “technological imperative” and student-centred learning have gained momentum in university teaching and learning, one way for the lecturer to signal excellence has been to adopt the flexible, student-centred practices of online teaching. This thesis investigates academics’ insights and experiences about their changing teacher identities in the context of being, or becoming, a facilitator of online student learning. This was an empirical research project, a collective case study that explored the teaching experiences of twelve university lecturers in two Australian universities who taught online, or were making the move online. Primary research data were drawn from semi-structured conversations with the lecturers, online teaching artefacts and email communications. The interpretative analysis was organised according to three overlapping lecturer identities: the teaching metaphors of performance, care and creative direction. From the perspective of each metaphor position, the move to becoming a facilitator of blended learning was uneasy. The performer/carer/director lecturer struggled to entertain, care and intervene in familiar ways in asynchronous, computer-mediated communication. Online, the performing/caring/directing lecturer was ignored by students, and became instead a helpless and highly reflexive bystander to students’ learning. The findings suggest that the teaching values and practices of the performing/caring/directing lecturer, in particular lecturer-student responsiveness and reciprocity, do not adapt to online pedagogies. Indeed, blended learning establishes the conditions for a new moral order in university education, with the move to online facilitation best understood as a move to management-centred regulation of teaching and student learning. And so, overlooked in higher education policy and research, and ignored by her students online, the performing/caring/directing lecturer is under erasure, at the same time as the work of the facilitator is being archived.
2
Delahoyde, Theresa Hawkins Peggy L. Morin Patricia J. Hutchinson Christine. "Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods." Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.
Full textAbstract:
Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009.<br>A dissertation submitted by Theresa Delahoyde, MSN, RN to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctor in Education with an emphasis on health professions education. This dissertation has been accepted for the faculty of College of Saint Mary by: Peggy Hawkins, PhD, RN, BC, CNE - chair ; Patricia Morin, PhD, RN - committee member ; Christine Hutchinson, JD - committee member. Includes bibliographical references.
3
Smid, Mary Kay. "Nursing student's self efficacy following participation in a service learning teaching activity." Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.
Full textAbstract:
Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009.<br>A dissertation submitted by Mary Kay Smid to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctorate in Education with an emphasis on Health Professions Education. This dissertation has been accepted for the faculty of College of Saint Mary. Includes bibliographical references.
4
Taylor, David. "Clinical academics' views on teaching undergraduate medical students." Thesis, University of Liverpool, 2014. http://livrepository.liverpool.ac.uk/2008822/.
Full textAbstract:
The Medical School of the University of Liverpool is at a critical phase in its development. Through the 1990’s and 2000’s it improved from being at the bottom of the league tables, with graduates who were imperfectly prepared for their pre-registration house officer posts, to being at the top of the league tables with the best prepared graduates. In more recent years it has performed badly in the National Student Survey, and has, consequently fallen down towards the bottom of the league tables. The graduates are still well prepared, but the sense of cohesion and common endeavor within the medical school has been lost. This is manifest in several ways, but the trigger for this study was a difficulty in recruiting senior clinicians to teach our medical students. A series of semi-structured interviews was held with a purposive and convenience sample of fourteen senior clinicians. Nine of the participants were members of full time University staff with honorary National Health Service (NHS) contracts, and five were full time NHS clinicians with honorary University contracts. The gender balance was equivalent to that of the senior clinicians in our region (60M:40F). The approach taken in this study is a critical realist approach, whereby it is recognized that individual participants experience and interpret reality in their own particular ways. The factors that individuals consider to facilitate or frustrate their involvement in teaching undergraduate medical students are, at best, a proxy measure for the actual constraints and enablers. The themes extracted from the interviews were studied using a constructivist grounded theory method. The major enablers for being involved with teaching undergraduate medical students were the students themselves, and a desire to give them the best possible experience. The major constraints were a lack of clarity about expectations, a lack of recognition for those involved in teaching, and the difficulty of balancing competing imperatives. The two new elements uncovered in this study are the influence of colleagues (for good or ill) and the relative unimportance of “time” itself. A series of recommendations are made which involve leadership, communication, recognition, and, crucially, ensuring the agency of those who wish to be involved in educating undergraduate medical students. Awareness of these issues should strengthen the medical school in its resolve to improve the student experience, and rebuild our community of practice.
5
Leigh, Christine. "Academics' perceptions of their teaching role following the introduction of Teaching Quality Assessment." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/2636/.
Full textAbstract:
The aim of this phenomenologically-based study was to establish, from the perspective of academics, what impact the introduction of Teaching Quality Assessment had had on teaching in higher education. Teaching Quality Assessment (TQA) was introduced by the university funding councils, in response to their obligations under the Further and Higher Education (FHE) Act (1992) and was the methodology used to assess the quality of teaching in higher education in the UK during the period February 1993 to June 1995. A semi-structured interview approach was chosen to generate the data. Forty-six academics from two departments (Computer Science and Business Studies) in four institutions (two pre-1992 and two post-1992 universities) were interviewed. Questions focused on academics’ personal views, opinions and aspirations with respect to teaching. These were examined together with their perceptions of the institutional context particularly with respect to support for teaching, and incorporating their experiences of TQA. Respondents expressed a high commitment to teaching, and a stronger professional than institutional loyalty. Teaching was very pressurised due to increasing student numbers, high student:staff ratios, demanding students and the requirements of external monitoring. Academics were also under pressure to excel at research, since status was based on research, rather than teaching excellence. These pressures had been exacerbated by the Government’s funding, expansion, and customer-service policies, to which institutions had responded with increasingly bureaucratic and less collegial systems. The academics felt that TQA did not benefit teaching and learning directly, but indirect benefits included promoting the improvement of administrative systems, and helping them to maintain standards. Participants also regarded the TQA methodology as inappropriate, and suggested that quality assurance systems should be audit-based and improvement-focused, with minimal external controls to assure the integrity of institutional self-regulatory mechanisms.
6
Nyamapfene, Abel Zvamayida. "Teaching-only academics in a research intensive university : from an undesirable to a desirable academic identity." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34169.
Full textAbstract:
Teaching-only academics now constitute a significant proportion of the academic staff in UK higher education. This thesis is a three-part study in which I sought to contribute to a more indepth understanding of the teaching-only academic role. I did this through an investigation of the career trajectories, perceptions, work-related experiences and academic identity constructions of teaching-only academics working in a research-intensive institution in the UK. In the first part of the study I carried out a systematic review of the literature on teaching-only academics in the UK, Australia and Canada. In the second part of the study I investigated the virtual identity of teaching-only academics at the UK research-intensive institution. I did this by undertaking an analysis of how these teaching-only academics self-represented and projected themselves on their institutional webpages. In the third part of the study I carried out a life-history analysis of senior teaching-only academics in the engineering faculty of the case study institution. A principal finding from this thesis, which is collaborated across all the three parts of the study, is that the teaching-only academic role is a non-homogeneous role comprising individuals who come from different backgrounds, have followed different career trajectories into the role, and have different academic identities. Findings from this thesis also suggest that whilst teaching-only academics were introduced as an institutional response to the demands of the RAE/REF, the very act of creating the role has further exacerbated the separation between research and teaching, and between undergraduate and postgraduate teaching. Specifically, undergraduate teaching within the case study engineering department now tends to be the responsibility of teaching-only academics, with research-and-teaching academics increasingly focussing on research and postgraduate teaching. This separation has implications for research-led teaching, particularly in research-intensive institutions. The thesis also reveals that despite the pre-eminence of research, teaching remains important within the university, and individuals on the teaching-only academic role are able to accumulate substantial, and valued, teaching-related academic capital. This capital, in turn, is enabling them to secure and advance their positions within the same institution, and to pursue career advancement through seeking employment in other higher education institutions.
7
Davis, Carole. "Developing academics for the future : new thinking on teaching observations." Thesis, Middlesex University, 2014. http://eprints.mdx.ac.uk/13796/.
Full textAbstract:
This project explored how the teaching observation experience informs the professional practice of an educational developer. By researching teaching activity and dialogic interaction within the context of teaching observation feedback, a theoretical framework was developed. I was both subject and researcher and perceived myself as an agent of change who sought to improve her own professional practice. The intention was not to generalize the findings to a larger population, but to explore through contextual description and analysis what was happening in my own organization and how I might improve this. Ten academics in Engineering and Computing Sciences were observed by me, teaching on three separate occasions over the course of one semester. The post-teaching observation feedback and learning conversations were recorded and analysed with additional data provided by field notes and journal entries that I made as the practitioner researcher. Teaching observation events provided the context of a safe space where essential conversations could take place, along with a critical exploration of the subjective experience of the participants. Findings showed a complex and expansive range of teaching activities, revealed by teaching observation and later discussed in learning conversations between each participant and me. The research is strongly grounded in the participants’ experiences and highlights the tensions and shortcomings of current teaching observation practices. The findings especially challenge the notion that teaching observations can be used as both an appraisal tool and for developmental purposes. The paper concludes by suggesting a theoretical framework for effective teaching observation practice.
8
Samarawickrema, Ramya Gayani, and Gayani Samarawickrema@deakin edu au. "Technology adoption : voices of teaching academics, educational designers and students." Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080404.104044.
Full textAbstract:
This folio presents three studies (a dissertation and two electives) which use qualitative case study methodologies to investigate technology adoption from three perspectives. Central to all three studies is the study context of Monash University.
The Dissertation explores adoption of web-based learning and teaching approaches from the perspective of teaching academics as they incorporate these to facilitate their students learning. The study investigates teaching academics reasons for adopting these new technologies, the factors that influenced their adoption decisions, and the challenges they were confronted with, including the contributing factors that impacted on their adoption decisions. The study shows that while contextual factors such as power and politics of the school, department, faculty and the institution impact on adoption, supportive organisational infrastructures and policy frameworks are necessary to encourage adoption, including wider adoption. In turn, on going staff development, adoption of new work practices and being adaptive to changing work environments are key demands made on teaching academics as a result of adopting web-based teaching approaches.
Elective 1, a smaller study, leads on from the dissertation and examines the impact of technology adoption on the evolving role of educational designers. The study identifies the educational designers role change in assisting teaching academics to move from more conventional forms of teaching to more technology based learner-centred collaborative models. An important aspect of the study is the managers perspectives of this role in a university that has adopted a strong flexible learning and technology policy. The findings show that educational designers now work as project managers in larger teams consisting of a wider range of professionals, their expanded role in introducing technology into learning designs, providing staff development in the area, and giving technical help including advice on copyright and intellectual property issues.
Elective 2 explores student readiness to adopt these technologies for learning. The study is designed to achieve an understanding of three broad categories of learners from a first year design unit: (1) South East Asian and East Asian students, (2) all other international students, and (3) local Australian students are studied to examine their readiness for modes of learning that are flexible; their approaches to study in a creative discipline area; and their openness to using technology. Findings of the study are discussed under the key themes dependence on the teacher and classroom environment, flexible learning and working alone, structure, communication and work patterns. The study concludes by discussing the possible cultural attributes that have an impact on the learning.
The three studies found that the institution, its people, structures and processes must all adapt, evolve and grow in order to provide effective, engaging, student-centred web-based learning environments. Students in turn must be enabled to manage their study, make use of the technologies and maximise their learning experience. The findings revealed the stage of technology use reached at Monash University at the time of the study through the voices of the teaching academics, educational designers and students.
9
Ridder, Dale C. "School and teacher characteristics which influence the teaching of applied academics /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841358.
Full text
10
Keamy, Ron Leslie, and mikewood@deakin edu au. "Performing masculinity and leadership: Male academics' work practices and identities." Deakin University. School of Social and Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060915.115203.
Full textAbstract:
In this thesis, a folio comprising a major dissertation and three elective tasks, issues including masculinity(ies), identities, leadership and academics work practices are considered against a backdrop of change in the higher education sector. Narrative research methods are applied throughout the folio.
The first elective, a discussion and commentary arising from an interview with an experienced practitioner in gender education, amounts to a feasibility study for the dissertation, whereas the second elective experiments with the use of computer mediated communication as a means of interviewing a small number of male academics about their inclusive teaching practices. Primarily curiosity-driven research, the conclusion is drawn that computer mediated communication, if used at all, ought provide a complementary, not primary means of data collection. The third elective conveys the life story of an Asian-Australian academic who expresses different masculinities according to the social settings in which he finds himself. The conclusion is made that there is neither a single colored masculinity nor a single working class masculinity. The milieux of race and class need to be considered together.
The research described in the major dissertation was undertaken with a group of eleven male academics from a number of rural and metropolitan universities men who were thought by their colleagues and peers to practice collaborative approaches to leadership. Whereas the majority of the men practised what could be described as transformational approaches to leadership, a small number exploited the process of collaboration mainly for their own protection. Very few of the men engaged in discourses of gender. One of the principal conclusions reached in the paper is that there are ramifications for future leadership training that universities offer so that it becomes more relevant and socially inclusive. Another main conclusion relates to the intimidation reported by some of the men in the study, and that there are implications for universities in the way they protect their employees from such incidents. A third significant conclusion is that there is some way to go before gender is integrated into the discourse of male academics. Until this can occur, limited opportunities exist for alliances to be formed between most male academics and feminist academics for the advancement of socially just workplaces.
Books on the topic "Teaching academics"
1
Ballantyne, Roy. Reflecting on university teaching: Academics' stories. Australian Government Publishing, 1997.
Find full text
3
Edward, Wynne. Reclaiming our schools: Teaching character, academics, and discipline. 2nd ed. Merrill, 1997.
Find full text
4
Liz, Barnett, ed. Technology in teaching & learning: A guide for academics. Interactive Learning Centre, 1996.
Find full text
5
Leighton, Patricia. Today's law teachers: Lawyers or academics? Cavendish Pub., 1995.
Find full text
6
B, McCabe Edward R., ed. How to succeed in academics. 2nd ed. University of California Press, 2010.
Find full text
7
McCabe, Linda L. How to succeed in academics. 2nd ed. University of California Press, 2010.
Find full text
8
Hay, Iain. Inspiring academics: Learning with the world's great university teachers. McGraw-Hill Open University Press, 2011.
Find full text
9
McCabe, Linda L. How to succeed in academics. 2nd ed. University of California Press, 2010.
Find full text
10
Edward, Wynne. Reclaiming our schools: A handbook on teaching character, academics, and discipline. Merrill, 1993.
Find full textBook chapters on the topic "Teaching academics"
1
Enders, Jürgen, and Ulrich Teichler. "Academics’ View of Teaching Staff Mobility." In Higher Education Dynamics. Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3383-4_6.
Full text
2
Heffernan, Troy. "Academics: The Business of Teaching and Research." In Bourdieu and Higher Education. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8221-6_9.
Full text
3
Silver, Kim. "Legal Academics and the Fourth Industrial Revolution." In Teaching Legal Education in the Digital Age. Routledge, 2022. http://dx.doi.org/10.4324/9780429351082-16.
Full text
4
Shin, Jung Cheol, Jisun Jung, and Yangson Kim. "Teaching and Research of Korean Academics Across Career Stages." In Teaching and Research in Contemporary Higher Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6830-7_10.
Full text
5
Jung, Jisun, and Cecilia Ka Yuk Chan. "Academics’ Perception on Research Versus Teaching and Their Recognition." In The Changing Academic Profession in Hong Kong. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56791-4_8.
Full text
6
McAlpine, Lynn, and Cheryl Amundsen. "Chapter 7: Research-Teaching Academics—The Road to Stability." In Identity-Trajectories of Early Career Researchers. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-349-95287-8_8.
Full text
7
Li, Kam Cheong, Billy T. M. Wong, Reggie Kwan, Manfred M. F. Wu, and Simon K. S. Cheung. "Evaluation of Hybrid Teaching Effectiveness: The Perspective of Academics." In Lecture Notes in Computer Science. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08939-8_23.
Full text
8
Williams, Joanna. "Teaching Students to Censor: How Academics Betrayed Free Speech." In Unsafe Space. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-58786-2_5.
Full text
9
Martin, Peter. "Square PEGs in Round Holes: Academics Teaching Statistics in Industry." In Topics from Australian Conferences on Teaching Statistics. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0603-1_13.
Full text
10
Wojtaszek, Adam. "Breaking the Rules and Searching for Standards in E-mail Exchanges Between Academics." In Second Language Learning and Teaching. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02526-1_13.
Full textConference papers on the topic "Teaching academics"
1
Schier, Mark A. "How do we value academic time?" In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0120.
Full textAbstract:
The extent of technology usage for managing teaching workloads is not completely known, but often extrapolated or inferred by academics’ use of other technologies. This paper explores technology adoption, and attitudes toward use of technology by Australian university academics. We expected that academics would be familiar with general teaching technology tools and have some appreciation of other tools that may assist with their work and allow them to manage their time. We also expected that they would use these to identify and manage assignment work to free up time for other academic activities. To establish their usage of technology, responses to a series of questions about types and familiarity with technology tools, were collected via an online anonymous survey. It also asked for their understanding of a hypothetical assessment scenario and subsequent use of any time gained through using technology. The results from 75 Australian academics indicated that academics were familiar with and used standard teaching technology. Academics expressed a commitment to utilise any time saved for research, scholarship or teaching and learning related activities.
2
Lane, Diarmaid. "‘Centering’ Teaching Excellence in Higher Education." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9408.
Full textAbstract:
This paper explores the complexity of ‘teaching excellence’ (Kreber, 2002) in contemporary higher education. It describes how a university academic, who has been the recipient of numerous teaching awards, questions if they really are an ‘excellent teacher’ and if their student-centered philosophy is sustainable. An analysis of data related to teaching and learning effectiveness over a seven year period highlights a significant weakness in how the academic approached the teaching of undergraduate students. This had a subsequent negative effect on several levels. The paper concludes by describing the merits of academics ‘centering’ themselves between the corporate university and the needs of students in striving for ‘teaching excellence’.
3
Schobel, Kurt. "Practitioners or Academics – Do Students Care?" In 3rd International Conference on Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icetl.2020.02.51.
Full text
4
Edalatifard, Homa, and Elena Prieto. "Teaching academics' self-efficacy in curriculum change." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474686.
Full text
5
Kızıltepe, Zeynep. "Roles of Academics in Higher Education Institutions." In 3rd International Conference on Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icetl.2020.02.45.
Full text
6
Asgar, Ali, and Santosh Panda. "Perception towards Online Teaching-Learning during Covid-19 Pandemic: A Case of IGNOU Teachers and Academics." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.769.
Full textAbstract:
The pandemic erupted due to Covid-19 has disrupted normal life and different economic, social, and educational activities globally, and India was not an exception to this changing situation. In India, a phenomenal change occurred in the education sector where state and central governments instructed or made it compulsory for educational institutions to go online and continue academic activities in the online mode. In this context, IGNOU and state open universities in India also entered to the online mode for teaching-learning (TL) and providing academic support services to learners. Teachers posted at the IGNOU headquarters and academics at the different regional centers got engaged with learners online to perform their respective responsibilities. Against this perspective, this research was conducted to find out the perceptions of teachers and academics on the the effectiveness of online TL; the constraints faced by them; and also, to suggest measures toward making online and blended TL strategies more useful. To conduct this study, a structured online questionnaire comprising the above aspects was sent to teachers and academics of the university in the last week of January, 2022. A total of 63 responses from both the teachers and academics were received and analyzed. The findings of the study suggest academic functionaries of IGNOU were ready to take the challenge positively and self-efficacy helped them in adopting online and digital pedagogies; they improved their ICT skills, although requirement of further training in online pedagogies and instructional design was indicated by them; challenges like slow broadband and non-availability of robust technical support were also reported. The study may have implications for policy and practice of the world's second-largest university which operates within India and through 14 overseas study centers with accumulative learner enrolment of above three million.
7
O'Connor, Mark, and Patrick Abela. "Supporting Technology-enhanced Teaching Practices for Health Academics." In 9th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006334104260433.
Full text
8
LS, Coetzee. "Academics’ Perceptions of Transformation Policies for Equity in Higher Education." In 2nd International Conference on Research in Teaching and Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.rteconf.2020.03.38.
Full text
9
LS, Coetzee. "Academics’ Perceptions of Transformation Policies for Equity in Higher Education." In 2nd International Conference on Research in Teaching and Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.rteconf.2020.03.38.
Full text
10
Ümarik, Meril, and Larissa Jõgi. "Negotiated professional identities of academics in the context of structural reform and innovation at the university." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9453.
Full textAbstract:
This paper discusses the results of a qualitative narrative study that focuses on academics´ professional identity and teaching practice at the university during the structural reform at Tallinn University, Estonia. The aim of the research is to understand how professional identity is formed in relation to the development of teaching practice in the frame of interdisciplinary projects introduced as an innovation at the university. The central research question is: How does the continuously changing university context, suggested teaching approaches and innovative projects affect professional identity, beliefs, and teaching practice of academics? The empirical data consists of 48 narrative interviews with academics from different study fields. The empirical data was analyzed using qualitative content analysis with narrative coding. The presented narratives indicate that on the institutional level the entrepreneurial cultures are more visible than collegial cultures. On the individual level there are slow, but meaningful changes in teaching practices, as well as beliefs, understandings and professional identities of academics.
Reports on the topic "Teaching academics"
1
Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.
Full textAbstract:
The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
2
Taela, Kátia, Taela, Kátia, Euclides Gonçalves, Catija Maivasse, and Anésio Manhiça. Shaping Social Change with Music in Maputo, Mozambique. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.020.
Full textAbstract:
In Mozambique, development programmes have traditionally drawn on music as a means to promote social transformation by educating citizens on key social development issues. Shifting the focus from music as a teaching medium to music as a rich source of information can provide vital insights into public opinion and political ideas, and significantly impact the development of citizen engagement projects. Maximum gains for development and civil society agencies can be achieved by mainstreaming gender into mutual learning activities between singers, audiences, and academics.
3
Stanley, Louise, and Inke Näthke. School of Life Sciences Culture Strategy 2022-2025. University of Dundee, 2022. http://dx.doi.org/10.20933/100001258.
Full textAbstract:
We expect performance at the highest standard for everything we do. This must be supported by an excellent culture where contributions from everyone in our community are valued and recognised: academics with responsibilities in research, learning and teaching, and professional support. For staff and their work to flourish, everyone needs to feel part of a creative, open, equitable, and inclusive environment where we actively help and support each other to succeed and reach our full potential. A positive culture in our school is the foundation for our high performance community. It sustains our ambitious goals to train and educate the future generation of scientists and perform world-leading research with a positive impact on the world. We expect everyone in our community to work to the highest standard of integrity, not only in how we conduct our teaching and research, but also how we work together, treat each other and how we interact with other stakeholders. This document outlines our strategy for culture in the School.
4
Borjas, George. Foreign-Born Teaching Assistants and the Academic Performance of Undergraduates. National Bureau of Economic Research, 2000. http://dx.doi.org/10.3386/w7635.
Full text
5
Panko, Mary. Undergraduate Research: A Source for Faculty Publications? Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.002.
Full textAbstract:
Over the last two decades undergraduate students have been encouraged to problem solve in ‘the real world’ in order to construct their own subject knowledge. This generally means that students are required to carry out research in their disciplines, a process which inevitably leads to the production of quantities of data. Once their findings are reported back to faculty and have been graded, they are largely ignored, as they are ‘only’ the product of undergraduate research. However, since 2000 there has been a move to bring this type of work into the open through undergraduate research conferences in order to benefit both the students and their institutions. Nevertheless, except for a few publications within medical teaching, faculty themselves have not widely used this data for their own research, perhaps fearing its potential lack of authenticity or credibility. This paper explores a case study to examine the validity and reliability of students’ findings and considers whether the observations obtained by students can or should be made into academic publications by staff. This study comprised four cohorts, totaling 109 second-year undergraduate automotive students, who had made repeat visits to a number of automotive workshops and reviewed the workshops’ activities with a particular focus on customer service, health and safety, and waste management. Analysis of the top 25% of students’ reports revealed that a number of compliance failures were appearing on such a regular basis that these findings should be brought to the attention of the automotive industry. The paper concludes with a recommendation that under carefully controlled conditions, academics should draw on this hitherto ignored seam of research data.
6
Panko, Mary. Undergraduate Research: A Source for Faculty Publications? Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.002.
Full textAbstract:
Over the last two decades undergraduate students have been encouraged to problem solve in ‘the real world’ in order to construct their own subject knowledge. This generally means that students are required to carry out research in their disciplines, a process which inevitably leads to the production of quantities of data. Once their findings are reported back to faculty and have been graded, they are largely ignored, as they are ‘only’ the product of undergraduate research. However, since 2000 there has been a move to bring this type of work into the open through undergraduate research conferences in order to benefit both the students and their institutions. Nevertheless, except for a few publications within medical teaching, faculty themselves have not widely used this data for their own research, perhaps fearing its potential lack of authenticity or credibility. This paper explores a case study to examine the validity and reliability of students’ findings and considers whether the observations obtained by students can or should be made into academic publications by staff. This study comprised four cohorts, totaling 109 second-year undergraduate automotive students, who had made repeat visits to a number of automotive workshops and reviewed the workshops’ activities with a particular focus on customer service, health and safety, and waste management. Analysis of the top 25% of students’ reports revealed that a number of compliance failures were appearing on such a regular basis that these findings should be brought to the attention of the automotive industry. The paper concludes with a recommendation that under carefully controlled conditions, academics should draw on this hitherto ignored seam of research data.
7
Panko, Mary. Undergraduate Research: A Source for Faculty Publications? Unitec ePress, 2014. http://dx.doi.org/10.34074/ocds.002.
Full textAbstract:
Over the last two decades undergraduate students have been encouraged to problem solve in ‘the real world’ in order to construct their own subject knowledge. This generally means that students are required to carry out research in their disciplines, a process which inevitably leads to the production of quantities of data. Once their findings are reported back to faculty and have been graded, they are largely ignored, as they are ‘only’ the product of undergraduate research. However, since 2000 there has been a move to bring this type of work into the open through undergraduate research conferences in order to benefit both the students and their institutions. Nevertheless, except for a few publications within medical teaching, faculty themselves have not widely used this data for their own research, perhaps fearing its potential lack of authenticity or credibility. This paper explores a case study to examine the validity and reliability of students’ findings and considers whether the observations obtained by students can or should be made into academic publications by staff. This study comprised four cohorts, totaling 109 second-year undergraduate automotive students, who had made repeat visits to a number of automotive workshops and reviewed the workshops’ activities with a particular focus on customer service, health and safety, and waste management. Analysis of the top 25% of students’ reports revealed that a number of compliance failures were appearing on such a regular basis that these findings should be brought to the attention of the automotive industry. The paper concludes with a recommendation that under carefully controlled conditions, academics should draw on this hitherto ignored seam of research data.
8
BARYSHNIKOV, M. P., and A. M. BARYSHNIKOVA. ON TEACHING THE BASICS OF ACADEMIC COMMUNICATION IN A NEW FORMAT. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-7-15.
Full textAbstract:
The article is devoted to the problem of teaching academic communication to future engineers. The authors consider the possibilities of teaching the “Basics of Academic Communication” to future engineers in new formats in order to form competencies listed in the syllabus. It is essential to use not only traditional teaching methods, but also innovative, interactive teaching methods, to use tasks in new formats aimed at developing students’ skills to shape their own knowledge, working in groups. The authors describe the system of work that develops the ability to communicate effectively and present the results of research and project activities at various public events, not only in Russian, but also in a foreign language.
9
Yorke, Lynda, Simon Tate, and Martin Davis. New to teaching geography. Royal Geographical Society (with IBG), 2021. http://dx.doi.org/10.55203/gvkz5128.
Full textAbstract:
Geography plays a crucial role in understanding our world. It makes a vital contribution to our knowledge of the rapidly changing environmental and social challenges facing us and how we should tackle them. Supporting them effectively can present multiple opportunities and challenges for academic staff. For those embarking on a career in geographical teaching and learning, recognising these issues, and developing a toolbox of strategies with which to address them is key to developing good teaching practice. This guide offers a starting point for this process for graduate teaching assistants, teaching fellows and demonstrators.
10
Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
Full textAbstract:
A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.