Academic literature on the topic 'University academic staff'
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Journal articles on the topic "University academic staff"
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Alehegn, Abatihun. "Academic Staff Practices and Challenges of Publishing:." International Journal of African Higher Education 8, no. 1 (2021): 27–42. http://dx.doi.org/10.6017/ijahe.v8i1.13375.
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This article reports on the findings of a study undertaken to establish practices and challenges to academic publishing at a higher education institution in Ethiopia. A descriptive survey design was employed and con- -venience and purposive sampling were used to select the sample. The data were gathered by means of a questionnaire with closed- and open-ended questions and were analysed using descriptive and thematic analysis. The results show that, despite the benefits of publishing, not all academics in the university are publishing in local and international journals due to a number of challenges. These include a lack of commitment and motivation, lack of experience and exposure to publishing, and inadequate information,knowledge and skills to access accredited journals. Academics also suffer from work overload, a lack of support from the university to publish, and challenges emanating from journals themselves. It is recommended thatthe university, the Ethiopian Ministry of Science and Higher Education and other relevant stakeholders should collaborate to address this situation.
 Key words: academics, academic publishing, higher education institution, challenges, practices, university
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Chatziioanou, Alypios, and Edward Sullivan. "University Technology and Research Parks." Industry and Higher Education 18, no. 2 (2004): 125–29. http://dx.doi.org/10.5367/000000004323051903.
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This paper discusses the history, prospects and impacts of university technology and research parks. The main question addressed is: what are the short-term and long-term impacts of such parks on engineering education and its mission? The first technology park, at Stanford, and other early parks are used as examples to assess some of these impacts. Most of the short-term impacts are positive: the parks provide more options for academic staff and students, enable rapid technology transfer and offer improved funding for academia. The longer-term impacts however, including the potential loss of academic independence and diversity as well as a reduction in the classroom involvement and availability of academic staff tend not to be closely Monitored. Programmes, curricula and academics' interests have been observed to shift in concert with commercial priorities. A better balance between short-term success and long-term benefits should be sought in future technology park developments.
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Selesho, Jacob M., and Idah Naile. "Academic Staff Retention As A Human Resource Factor: University Perspective." International Business & Economics Research Journal (IBER) 13, no. 2 (2014): 295. http://dx.doi.org/10.19030/iber.v13i2.8444.
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The shortage of academic staff and the failure of universities to retain quality academic staff continue to be crucial to the changing prospects and potentials of knowledge formation and learning. This paper intends to examine factors that influence the poor retention rate of academic staff at selected universities in South Africa. The survey involved 80 academic staff lecturing at the selected institutions. The sample was chosen in such a way that more than 35 percent of the selected academic staff have worked at higher education institutions for more than 10 years. Prior to conducting the study, a provisional literature review was performed on recent research regarding reasons for academic staff quitting the profession or changing universities. The study attracted responses from 80 academic staff and the survey discovers job satisfaction as the main factor keeping academic staff in their profession. However, job satisfaction was also linked with career growth and academic development. The study could not rule out the probabilities of working conditions as a factor influencing retention. While these intrinsic factors play an important role, there were also extrinsic factors, as construed from the findings. Respondents considered an academic profession to be a meager paying job, with little opportunity for growth. However, it can be argued that salary is a concern, even though academic staff considers that the academic profession has a superior reputation in society. Nonetheless, many academics believe that the profession has a heavy workload, making it difficult to meet promotion requirements and poor mentoring and capacity development, which would benefit from academic support, unambiguous promotion guidelines and clear, homogenous salary packages.
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Mawoli, Mohammed Abubakar, and Abdullahi Yusuf Babandako. "AN EVALUATION OF STAFF MOTIVATION, DISSATISFACTION AND JOB PERFORMANCE IN AN ACADEMIC SETTING." Australian Journal of Business and Management Research 01, no. 09 (2012): 01–13. http://dx.doi.org/10.52283/nswrca.ajbmr.20110109a01.
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This study seeks to ascertain academic staff level of motivation, dissatisfaction and performance at work. The study employed a survey research method to collect research data from academic staff of Ibrahim Badamasi Babangida University, Lapai, Nigeria. A total of 141 or 64% of the academic staff of the University were sampled out of a population of 219 academic staff. Descriptive statistical tools were used to measure the research variables. The study reveals that academic staffs are very highly motivated at work and also highly contented with the working environment. The study further revealed that staff performance as it relates to teaching is very high while their performance in the areas of research and other publications is moderate. It is therefore recommended that universities and other tertiary institutions should take the issue if academic staff motivation seriously to facilitate effective teaching and delivery of knowledge.
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Han, Bünyamin, and Behçet Oral. "Investigating the Views of Academic Staff on Academic Synergy." Yuksekogretim Dergisi 11, no. 2Pt2 (2021): 550–62. http://dx.doi.org/10.2399/yod.21.651685.
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The aim of this study is to examine academics' views on academic synergy. Academic synergy can be defined as the process by which two or more academics work together to achieve more than what they can individually. This study focuses on how academics can combine their knowledge and experience to achieve more efficiency/work (publications, articles, papers, projects, etc.) with the same effort they would spend alone. It is designed as a case study, applying a qualitative research method. The interviews were conducted with 21 academic staff members working at a public university. The results indicate that having a higher or lower academic title does not have a significant effect on the willingness to work together. Most of the participants stated that, for joint studies, they prefer to work with colleagues who have "academic background in the field of study". The results also revealed that academics' positive personal characteristics such as being open to cooperation, acting responsibly, and being sincere are considered as some important criteria for joint studies. The results also show that the majority prefer to collaborate with other academics rather than conducting individual studies. The academics prefer to collaborate to increase productivity and to compensate for their shortcomings. Most of them further stated that the academic incentive program introduced by the Council of Higher Education (CoHE) has increased the number of collaborative studies and the motivation to work together, but at the same time, decreased the research quality and led to some unethical behaviors. The paper is concluded with some suggestions on how to achieve academic synergy among academics through conducting joint studies.
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Milledzi, Eugene Yaw. "Psychosocial Environment of Universities: How Satisfied are Academics with Work-Related Factors?" Journal of Educational Development and Practice 5, no. 1 (2021): 91–109. http://dx.doi.org/10.47963/jedp.v5i.1009.
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University academics are critical actors in knowledge production and human resource development through teaching and research. However, despite the significant roles of university academics in the knowledge society, the psychosocial work environment of universities particularly in developing nations has witnessed agitations, threats and strikes over one work-related issue or the other. The current study examined how academic staff of selected universities in Ghana perceived work-related factors in their psychosocial environment using the mixed methods explanatory sequential design. A sample of 376 academic staff were stratified and selected based on rank and gender. Structured questionnaire was employed to collect data for the quantitative phase of the study while semi-structured interview guide was used to gather the qualitative data. Results from the study showed that academic staff of universities were dissatisfied with criteria for promotion, salary, as well as training and development as they perceived these factors negatively in their psychosocial work environment. It was recommended that managements of universities in Ghana make pragmatic efforts to review conditions of service of academic staff in order to create favourable psychosocial work environments for university academics to promote effective teaching, research and innovation
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Bin Ahmad, Kamarul Zaman, and Majid Wahid Shaikh. "Factors affecting Happiness of Expatriate Academicians and Expatriate Non-Academicians in Dubai." International Review of Advances in Business, Management and Law 1, no. 1 (2018): 1–12. http://dx.doi.org/10.30585/irabml.v1i1.49.
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Purpose: To determine the antecedents of happiness and compare academicians and non-academicians in selected Dubai Universities. Design/methodological/approach: Qualitative research using in-depth interviews followed by cross-sectional surveys of teaching staff and non-teaching staff from different universities in Dubai.?Findings: There is no significant relationship between knowledge sharing and happiness of academics and well as non-academics. Happiness is significantly related to the other factors.Research implications and limitations: The small sample size of the academic group and the study was targeted at the university staff in Dubai only. Practical implications: The findings of this research gives useful recommendations to Universities to improve happiness among their academic as well as non-academic staff. It will also provide recommendations for developmental purposes for the University of Dubai and the UAE’s “Happiness and Positivity program.”Originality/value: No known research studies the determinants of happiness for academics and non-academics in Dubai Universities.Paper type: Research paper
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Arinaitwe, Judith, Enock Barigye, and Basil Tibanyendera. "Human Resource Development Practices and Job Performance of Academic Staff: A Case of Mbarara University of Science and Technology in South Western Uganda." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 2, Issue 1 (January to March 2021) (2021): 41–51. http://dx.doi.org/10.46606/ajess2021v02i01.0064.
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This study investigated the relationship between human resource development practices and job performance of academic staff at Mbarara University of Science and Technology. The human resource development practices in relation to job performance of academic staff were performance appraisal, training and promotion. The study used the correlational research design on a sample of 150 respondents with data collected using a questionnaire survey. Data were analysed using quantitative methods. Descriptive results revealed that performance of academic staff was high. The implementation of performance appraisal was fair (moderate). Regression results showed that training and promotion had positive and significant influence on job performance of academic staff. Nevertheless, the influence of performance appraisal on job performance of academic staff was not significant. Therefore, it was concluded that the implementation of performance appraisal was weak to have a significant influence on performance of academic staff. Training was essential for performance of academic staff in the university and promotion was a prerequisite for performance of academic staff. Hence, it was recommended that human resource director and administrators in the university should strengthen the implementation of performance appraisal, training should be prioritized to enhance performance of academic staff in the university and promotion should be given significant priority to promote performance of academic staff.
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Fedyaeva, Anna, Olga Lezhnina, Anastasia Marinina, and Daria Belinskaya. "Socio-psychological motivation of academic teaching staff." E3S Web of Conferences 210 (2020): 17027. http://dx.doi.org/10.1051/e3sconf/202021017027.
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The article deals with the development of a motivation system, which includes different elements of motivation for the university staff. The article clarifies the concept of “socio-psychological motivation”, identifies factors that influence labor motivation. To test the hypothesis, the author has presented the project to increase the socio-psychological motivation in the professional activities of the academic teaching staff, which can be applied at university.
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Sintayehu, Birhanu, and Anwar Ahmed Hussien. "Living Standard of Academic Staff at Haramaya University." Education Research International 2021 (July 6, 2021): 1–11. http://dx.doi.org/10.1155/2021/7956736.
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Maslow’s theory of the hierarchy of needs suggests that human beings cannot reach the level of self-actualization in the event that their basic needs are not properly fulfilled, i.e., physiological needs and needs related to security. This study is an effort to test the theory against the living standard of instructors of Haramaya University (the researchers explore where academic staff are leveled). A qualitative approach was employed to make an empirical investigation of living conditions of instructors in this particular university and its implication on imparting quality education. To do so, the study was attempted from a phenomenographic viewpoint by identifying four themes of conceptions of living standards of academic staff. These include (1) salary, (2) housing, (3) job security, and (4) self-esteem. The findings of the study revealed that, among other things, poor living conditions of higher education staff, rising living cost, inadequate monthly salaries, derisory housing allowances, and lack of job security made it extremely difficult to change the workplace and resulted in low morale and poor self-esteem of the teaching staff. It is difficult to imagine high-quality education without high-quality instructors. To improve the quality of higher education, basic needs of academic staff must be met; educational inputs must be fulfilled, and the teaching profession should be made more attractive and an important priority of the government.
Dissertations / Theses on the topic "University academic staff"
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Patrick, Helen. "Academic staff in university departments of education." Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/35660.
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This study arose out of a research project on teacher education in England and Wales which was funded by the Department of Education and Science and which was based at the University of Leicester School of Education from 1979 to 1982. The study aimed to explore the ambivalence and ambiguity which, the literature suggested, were inherent in the enterprise of training teachers in universities. Empirical data on university teachers of education were collected by questionnaire and interview and the findings are considered within a number ofS contexts. In university departments of education university teachers train students to become school teachers. The first context examined in the study is the sociology of occupations which is used as a framework within which to compare and contrast the two occupations of university teaching and school teaching. University teachers and school teachers are thus established as reference groups for university teachers of education. Next the study considers the role of these reference groups within the context of the history of teacher education in the universities. In the central part of the study data on the social, educational and occupational backgrounds of university teachers of education are considered in relation to the two reference groups of school teachers and university teachers. Data on the nature of the work undertaken by university teachers of education are also examined in this context. The study then explores the context of occupational constraint and control, comparing and contrasting teacher education in the universities with university teaching in other subjects and with school teaching. The role of ideology in teacher education is then analysed as a context within which to view the nature of ideology in teacher education in the universities, again drawing on empirical data from questionnaires and interviews. In the final chapter additional data are presented to bring together the findings and interpretations presented in the body of the study.
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Al-Farsi, Fawziya Nasser Juma. "Omanisation and staff development of academic staff in Sultan Qaboos University." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359553.
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Sunida, Siripak Pantipar Tingsabhat. "Job satisfaction of academic staff in Mahidol University /." Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd395/4737489.pdf.
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Murphy, Jennifer. "Managing professional development of academic staff to enhance university performance." Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687301.
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Calls for more effective and modern teaching practices, higher research outputs, leaner administrative processes, greater community engagement, and more student-centred approaches to the business of higher education have intensified the challenges of working in a university. These challenges have added considerable complexity to the roles of academic staff, many of whom are facing increasing demands for which they are ill equipped to deal in terms of their formal education. To succeed in the highly competitive and changing environment that is higher education today, universities need to ensure that the requisite capabilities are developed in their academic staff. The key question underpinning this study is: how can the provision of professional development for academic staff be optimised to enhance university performance? The focus of the research is on identifying the ways in which higher education institutions provide formal offerings of professional development to academic staff, how they are organised to do this, who is entrusted with the task, and what are the strengths and limitations of the approaches taken. The research is informed by literature concerning higher education management, academic development, and strategic human resource management. Taking a critical realist ontological perspective, case studies of professional development provision in two Irish universities are presented. Findings reveal that while effective professional development is an espoused priority it is not a managed priority. While there is some evidence of good practice, the fragmented organisational structures in place for delivery of professional development reveal an absence of coordination and gaps in provision. The connection between professional development and organisational performance is loose. Recommendations are made on how the provision of professional development for academics can be managed to enhance university performance. A framework for designing performance-led professional development activities that aligns organisational and individual goals is proposed. An organisational structure that takes a more conscious approach to the management of the full range of professional development provision is put forward.
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Al-Abbasi, Mustafa M. "Academics' knowledge and use of electronic information resources (EIR) at the University of Bahrain." Thesis, Loughborough University, 2007. https://dspace.lboro.ac.uk/2134/7898.
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Electronic Information Resources (EIR) can be seen as invaluable teaching and research tools, which complement print-based resources and enhance the learning and research processes in any academic institution. The aims of this research were to investigate, analyse and discuss the use of and needs for EIR and existing training in promoting and enhancing the quality of teaching and research activities amongst academic staff at the University of Bahrain. Extensive quantitative, qualitative and theoretical methods were used to identify and analyse academic staff EIR skills, knowledge and awareness. The population of the study is made up of all the full-time faculty members working at the University of Bahrain. A total of 593 questionnaires were distributed and 466 completed ones were returned, giving an overall response rate of 78.5%, and these were used for the purpose of the study. The result of the study revealed that printed resources are the sources of information most used for teaching and research. The colleges of Law, Art and Education had the lowest percentages of usage of EIR compared with other colleges. Work overload, lack of awareness, low skill levels, slow servers, ineffective communication systems, language barriers and a preference for print resources were among the primary constraints that affected academic staff uptake and use of electronic resources in teaching and research. One-to-one training was the preferred training method for those academics wishing to enhance their EIR skills. It was recommended that there is a need for greater promotion from the upper level decision-makers at the university if they wish to see greater use of electronic resources in teaching and research. Strategic conceptual models designed to provide solutions to the current problems and to help in setting policies and decisions for the effective use of EIR in teaching and research are given.
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Mokoditoa, Jocelyn Molly. "Academic staff recruitment and retention strategies at the University of Limpopo." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/393.
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Thesis (MPA)--University of Limpopo, 2011<br>The paper examines the causes of the high turn-over rate and the non-retention of the academic staff at the University, and come up with possible solutions to curb the problem. The study addresses the factors that affect the academic staff recruitment and retention strategies. The paper further address identification of factors contributing to the high turnover rate of the academic staff at the University of Limpopo, analyze causes of the problems, work on the feedback obtained from interviewees, and make recommendations that will enable the University to come up with possible and implementable strategies for the recruitment and retention of the academic staff.
This was evident by the results of the study through the literature review and the interviews held that academic staff recruitment and retention is a problem. It is therefore advisable for the University to take note of the results of this study, and that there should be a turn-around strategy that could be implemented and monitored.
The Human Resource department should have a database that tracks the career path of all academic staff, and notify all appointees who are coming up for tenure. This notice could go out at the start of the last but one year before the appointees become eligible for appointment with tenure. The university must develop a culture of reasonable, clearly articulated, and enforced deadlines for processing applications for promotion. Human Resources department have a role to play in the promotion process as well. Access to information about the promotion process can be enhanced by revamping the websites for some of the institutions which are not really helpful in this respect. Relevant documents (e.g., conditions of service, appointment and promotion guidelines, benefits) can then be made accessible via institutional websites in a very organized manner than is currently the case in many universities
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Al-Saadi, Khalifa Hamad. "The roots of satisfaction : the case of Sultan Qaboos University; a new university in a developing country." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319180.
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Elzawi, Abdussalam. "Attitudes of academic staff and students towards Internet usage for academic purposes in Alzawia University, Libya." Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34539/.
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The modern society is in the transition process from the Information Age to the Interaction Age so the attitude of academics and students towards Internet use is continuously changing. This study aims to investigate the attitudes of lecturers and students from Al-Zawiya University (AZU), Libya, towards the use of Internet technology for academic purposes and to formulate a set of recommendations for upgrading the quality and effectiveness of ICT implementation within the School of Engineering from AZU. The action research approach is used to develop a novel framework for increasing the effectiveness of ICT implementation in AZU. The framework aims to improve the Internet skills of lecturers and students, increase the impact of the Internet on their academic efficiency, solve the problems they face while using the Internet, and increase their satisfaction with the Internet facilities provided by AZU. This new framework is built on the basis of different existing models and frameworks (a two-dimensional model for ICT integration in education, the ASSURE model, an framework for HE internationalisation, the ICube model for teaching and learning activities in modern Higher Education institutions). The study includes an analysis of existing Internet use by academic staff and students which looks at various features of Internet usage, including purposes for using the Internet and users’ level of satisfaction with the Internet facilities provided by the university. The SPSS package is employed for qualitative analysis of sixty students’ answers to the questionnaires and shows that people’s skills, computing resources and infrastructure influence the efficacy of integrating computers into HE. Semi-structured interviews are used to determine the attitudes of twelve academics towards use of the Internet in two departments – Department of English Language (DEL) and Department of Electrical Engineering (DEE). The qualitative analysis of academics’ responses identifies the cognitive, performance and affective components of their outlook towards use of the Internet for teaching and research. In addition, the relationship between their answers and the research hypotheses shows that a combination of individual and social factors affects users’ perspectives regarding Internet usage. Finally, a set of recommendations for the enhancement of ICT implementation within the School of Engineering at Al-Zawiya University in Libya is formulated, aiming to enhance the quality of teaching, learning and research activities and the level of students’ satisfaction with the technology-enhanced approach to learning. The findings of this thesis might be of interest to managers, academics and other people involved in the design and development of strategies for ICT implementation in Libyan universities and similar developing countries.
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Kane, Kevin Lee. "University academic professional staff augmenting traditional faculty teaching, advising, and research roles /." [Ames, Iowa : Iowa State University], 2007.
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Howell, Gordon William, and res cand@acu edu au. "The Experience of University Academic Staff In their Use of Information Communications Technology." Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp164.10072008.
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This research explores issues encountered by academic staff in their adoption of technology within the teaching and learning environment. The context of this research is set within a global environment; where technology is seen as both underpinning and enabling the current period of rapid change. Both the literature and University documents purport that the use of technology is instrumental in the delivery of positive economic, educational and social change. The researcher identified a dissonance between administrative policy and practices, and academic practice in relation to the use of technology. Consequently, the purpose of this study was to explore the experiences of academic staff in their adoption of technology within the teaching and learning environment. The literature review generated following research questions: 1. Why do academic staff use information communication technology (ICT)? 2. How do academic staff use ICT? 3. What are the barriers to the use of ICT that have been identified by academic staff? 4. How do academic leaders promote the use of ICT in teaching and learning? As the adoption of technology is essentially a social process, the epistemological position of constructivism, using an interpretative perspective, was adopted for this research. The methodology of case study is utilised as it allowed detailed exploration of self-perceptions and lived experiences of the participants in relation to their use of technology within their professional practice. 21 participants were initially selected for this study. From this group of participants Rogers’ Theory of Diffusion was used to select those participants who could provide the most useful insights; resulting in the seven case studies documented in this thesis. Participants within the case studies ranged from those who were highly innovative, to those who were late technology adopters.This research concluded that for the academic mainstream, the deployment and availability of technology had reached a stage where hardware, software, internet connectivity and projection capability were no longer seen as impediments to their use of technology. All participants, ranging from the highly innovative to the late technology adopters, used technology for email, the world wide web (WWW), administrative tasks, and the preparation and presentation of their lectures. While the use of various technologies was universal among the participants, the predominant use of technology was to support the transmission mode of instruction. The research concluded that a constructivist educational approach was not closely linked to early technology adoption, but to the participants’ individual educational beliefs. The educational beliefs of the participants were in conflict with their experience of the University’s practices, which reflected a lack of instructional leadership in relation to the use of technology
Books on the topic "University academic staff"
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Academic staff evaluation and development: A university case study. University of Queensland Press, 1988.
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King, Malcolm. Administering a model of the activities of university academic staff. [Loughborough University], 1997.
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Jamieson, Claire. Managing dyslexia at university: A resource for students, academic and support staff. Routledge, 2007.
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Jamieson, Claire. Managing dyslexia at university: A resource for students, academic and support staff. Routledge, 2008.
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Boyle, P. Australian National University Student Evaluation of Teaching - ANUSET: A guide for academic staff. Australian National University, 1996.
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Coy, David V. The distribution of academic staff salary expenditure within a New Zealand university: A variance analysis. Division of Accountancy, Massey University, 1991.
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Simpson, Carl. Western Washington University library survey series, Fall 1996-97: Faculty and staff & administration. Office of Institutional Assessment and Testing, Western Washington University, 1998.
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McLachlan, Johanne. Staff development needs at UNSW libraries: A report on a series of workshops held for all levels of library staff in mid-1984. The Library, the University of New South Wales, 1985.
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Warner, Angela. Why do individuals belong to trade unions?: A study of academic staff at the University of Warwick. typescript, 1992.
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Edo State University. Seminar/Workshop forAcademic Staff. Evaluation of students achievement in the university system: First Seminar/Workshop for Academic Staff, 17th May, 1995. Edo State University Pub. House, 1995.
Find full textBook chapters on the topic "University academic staff"
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Whitehead, Stephen, and Pat O’Connor. "Academic Staff." In Creating a Totally Inclusive University. Routledge, 2022. http://dx.doi.org/10.4324/9781003277651-4.
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Vorster, Jo-Anne, and Lynn Quinn. "Re-Framing Academic Staff Development." In Pedagogic Frailty and Resilience in the University. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-983-6_8.
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Benson, Gleb, Inga Slesarenko, and Polina Shamritskaya. "The Impact of Academic Staff Development on the University Internationalization." In Interactive Collaborative Learning. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50337-0_59.
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Katiliūtė, Eglė, Živilė Stankevičiūtė, and Asta Daunorienė. "The Role of Non-academic Staff in Designing the Green University Campus." In Handbook of Theory and Practice of Sustainable Development in Higher Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47889-0_4.
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Tynan, Belinda, Carina Bossu, and Shona Leitch. "Academic Professional Development to Support Mixed Modalities." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_36-1.
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AbstractThis chapter will explore professional development (PD) of academic and teaching staff in the use of technologies to support learning in mixed modalities including blended and online modalities in higher education contexts. The authors will explore current practices in both face-to-face (f2f) and online/distance education contexts. A succinct annotated review of key seminal and recent texts will be provided of current trends in relation to PD of staff and the implications that arise from this research for practitioners. Two very different but relevant examples of PD will be provided to bring the discussion to life: (i) at the Open University, UK, and (ii) at Royal Melbourne Institute of Technology, Australia.
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Tynan, Belinda, Carina Bossu, and Shona Leitch. "Academic Professional Development to Support Mixed Modalities." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_36.
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AbstractThis chapter will explore professional development (PD) of academic and teaching staff in the use of technologies to support learning in mixed modalities including blended and online modalities in higher education contexts. The authors will explore current practices in both face-to-face (f2f) and online/distance education contexts. A succinct annotated review of key seminal and recent texts will be provided of current trends in relation to PD of staff and the implications that arise from this research for practitioners. Two very different but relevant examples of PD will be provided to bring the discussion to life: (i) at the Open University, UK, and (ii) at Royal Melbourne Institute of Technology, Australia.
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Bücker, Meike, Esther Borowski, René Vossen, and Sabina Jeschke. "How to Prepare Academic Staff for Their New Role as University Teachers? Welcome to the Seminar “Academic Teaching”." In Automation, Communication and Cybernetics in Science and Engineering 2013/2014. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08816-7_19.
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Oleksiyenko, Anatoly. "Enhancing University Staff Capacities for Critical Inquiry: Organizational Change, Professional Development and Cumulative Powers in Higher Education." In The Changing Academic Profession in Hong Kong. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56791-4_7.
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Hunt, Abigail, and Nick Taylor. "Collaborating with students to provide consultancy to Lincoln City Football Club and the visitor economy." In Managing events, festivals and the visitor economy: concepts, collaborations and cases. CABI, 2021. http://dx.doi.org/10.1079/9781789242843.00012.
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Abstract This chapter aims to demonstrate how collaborative working between university staff and students, particularly in the context of subject-based research and inquiry, can result in providing effective consultancy to external clients and address real-life challenges linked to the visitor economy. This aim is achieved through critical analysis of the literature around university staff and students collaborating in research and inquiry activities and the co-creation of academic communities of practice to provide business solutions, and examination of the University of Lincoln/Coventry University/LCFC project to ascertain the role the club has to play in developing 'Brand Lincoln' and the city's economy in the 2020s.
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Heller, Richard Frederick. "Solutions." In SpringerBriefs in Education. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-6506-6_3.
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AbstractUniversities should develop a system of trust in academic staff to replace managerialism, replace competition with collaboration, and adopt a global perspective to educational inequalities. Three new programmes are proposed. Universities should place education in a framework of environmental sustainability—the Distributed University, moving to online learning which will become the main mode of university education in the future.
Conference papers on the topic "University academic staff"
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Kosova, Robert, Valentina Sinaj, Antonino Scarelli, Anna Maria Kosova, and Alma Stana. "Academic staff performance evaluation, using decision analyses method and application." In University for Business and Technology International Conference. University for Business and Technology, 2017. http://dx.doi.org/10.33107/ubt-ic.2017.124.
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Lukkarinen, Anna, and Paula Koivukangas. "Relationship between student guidance and academic achievement." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8180.
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We assess how different types of guidance offered to first-year students are related to the students’ subsequent academic performance. Using data from a student survey conducted at a Finnish business university, as well as the university’s student database, we build regression models to predict student performance. We find that guidance on choosing a major subject and guidance on study methods are significant predictors of subsequent performance. More tactical types of guidance are not statistically significant, and can be rather considered as enablers. The quantitative findings are supported by verbal feedback collected from students. We conclude that guidance offered to students at the start of their university careers can bear fruit still several years afterwards. The findings have implications for university educators and staff responsible for the orientation of first-year students. Educators and staff can seek to enhance academic achievement by ensuring that students are equipped with sufficient methods and skills necessary for their university studies and by providing students with extensive information on possible study paths beyond the first year.
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Chen, Yuren, Yutian Xiao, Weiqiang Lin, and Shihui Guo. "Research on using library academic database for university-level staff recruitment." In the Seventh International Symposium of Chinese CHI. ACM Press, 2019. http://dx.doi.org/10.1145/3332169.3332177.
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Ergen, Ahu. "UNDERSTANDING THE HEALTHY LIFESTYLE BEHAVIORS AND LIFE SATISFACTION OF STUDENTS AND STAFF IN A UNIVERSITY." In 23rd International Academic Conference, Venice. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.023.034.
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Yaacob, Nurli. "Workload Of Academic Staff In Malaysian Public University: Perspectives Of Top Management." In ILC 2017 - 9th UUM International Legal Conference. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.03.89.
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Isa, K., and H. Kadir@Shahar. "Factors associated with stress among academic staff at a Malaysian public university." In PROCEEDINGS OF 8TH INTERNATIONAL CONFERENCE ON ADVANCED MATERIALS ENGINEERING & TECHNOLOGY (ICAMET 2020). AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0052834.
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Rusakova, Agnese, and Sanita Baranova. "The Inclusion of Non-Tenured Staff in Institutional Quality Culture." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.60.
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The paper is reviewing an array of recent literature sources arguing that the Neoliberalism and the New Public Management are the driving forces behind the observable increase in numbers of terminated employments in several countries in recent decades. The further focus of the literature review is on recent researches suggesting that the non-tenured staff members tend to have less pedagogical skills and are excluded from the internal quality culture. The synthesized findings of the both review sections suggest that the inclusion of the non-tenured staff into the institutional quality culture can augment the quality of higher education. This constitutes the core motivation for the authors to further research within this article whether the tendencies of increasing share of non-tenured staff members can be identified in Latvia as well. The empirical section of this article is based on statistical analysis of data from different reliable sources. The study suggests that due to shrinking higher education market and necessity to handle the impact of 2008-2012 Economic crisis, the share of academic faculty staff is being consolidated around the core elected faculty staff. Nevertheless, it is important to consider a timely inclusion of the non-tenured staff into the institutional quality culture. However, in view of recent higher education reforms and new academic career model being introduced, it is hard to predict the further dynamics of the non-tenured positions in higher education of Latvia. This paper is an effort to start filling the existing research gap in the emerging but under-researched subject of non-tenured staff in Latvia.
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Fernandes, Sandra Raquel Gonçalves, Paula Morais, Diana Mesquita, Marta Abelha, Sara Fernandes, and Ana Sílvia Albuquerque. "The Centre for Excellence in Teaching (CET) at Portucalense University: goals, strategies and expected outcomes." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8257.
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This paper presents part of the change process carried out at the Portucalense University (UPT), Portugal, aimed at promoting student centred teaching and learning. To attain this goal, the Centre for Excellence in Teaching (CET) was created to support academic staff in the achievement of this outcome. The objectives of the CET are to promote pedagogic training sessions for academic staff, to develop pedagogical resources and publications and to create a website for the dissemination of best practices and for the recognition of teaching quality at UPT. The preliminary results of the implementation of the activities developed by the CET reveal a positive participation and involvement of academic staff. Teachers showed interest in developing active learning strategies and openness to change their teaching practices. Some examples of the activities implemented by teachers, in the first semester of 2017/2018, are briefly presemted in this paper.
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Nixon, Kate, and Katya Henry. "The use of a publishing platform to facilitate the adaptation and development of Open Textbooks: A Pilot Report." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0151.
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After a successful proof of concept to expand the university’s commitment to Open Educational Resources (OER), a pilot program was launched to facilitate the adaptation and development of Open Textbooks by academic staff for students as well as broader audiences. The pilot involved the use of the publishing platform Pressbooks as a mechanism to raise awareness of Open Educational Resources, and to provide a university-supported tool with which to develop Open Textbooks. Commencing in Semester 2, 2020, participants in the pilot received vendor training from Pressbooks, as well as support from learning and teaching and library staff. Pilot participants used the Pressbooks platform in a number of ways. Academics created textbooks as course material in a single unit, academics adapted open textbooks for Australian contexts over a number of units, and academics created open textbooks based on their research and not for a specific unit of study. Of the 13 pilot participants, five open textbooks were created, with one still in development. Responses to the pilot were mixed. Student feedback on the use of Pressbooks indicates that they enjoyed the structured and easy-to-read course material. Other students expressed frustration with the higher workload expectations of consuming material online prior to participating in synchronous classes. Students appreciated the zero cost of engaging with an open textbook. Academic feedback was also mixed, with some appreciating the flexibility and engagement that they can achieve in Pressbooks. Others were discouraged by the amount of time spent on creating material for little perceived benefit. The majority of academic staff who developed a textbook using Pressbooks would like to continue to use the platform.
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Adamska, Małgorzata. "EXPECTATIONS OF GENERATION Z - A CHALLENGE FOR ACADEMIC DIDACTIC STAFF." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/05.
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The social, cultural, and technological aspects of the environment significantly affect the generation Z student’s behaviour. Expectations regarding teachers' work are rising and students' commitment to learning is declining. The aim of the article is to present challenges posed before the didactic process, based on the research results regarding the role and significance of the didactic staff in the opinion of generation Z. The presented issues constitute an introduction to a discussion regarding the current approach to the educational process, in the light of technological and social challenges. The methods selected for the purposes of this study are an analysis based on a profound source literature query, which was combined with empirical research performed among students at the Opole University of Technology, using the computer-assisted web interviewing method, by means of a proprietary survey questionnaire. Research results constitute an essential source of knowledge regarding factors that, in the opinion of generation Z students, have the most significance for the efficiency of the educational process, and for the construction of interpersonal relations between students and lecturers. On the basis of the achieved results, recommendations for the didactic staff were developed, regarding the creation of new, engaging didactic forms, and assuming the role of a mentor both for the career, as well as life path. The key value achieved in a result of the research is primary data, constituting the basis for developing a recommendation regarding challenges posed before the academic didactic staff.
Reports on the topic "University academic staff"
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McReynolds, Stephanie JH, Peter Verheyen, Terriruth Carrier, and Scott Warren. Library Impact Research Report: Distinct Academic Learning Communities at Syracuse University Libraries. Association of Research Libraries, 2022. http://dx.doi.org/10.29242/report.syracuse2022.
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As part of ARL’s Research Library Impact Framework initiative, a team at Syracuse University Libraries conducted a study to explore the impact of embedding three “distinct academic learning communities” in Syracuse University’s Bird Library: the Blackstone LaunchPad; the Center for Learning and Student Success; and the Syracuse Office of Undergraduate Research and Creative Engagement. Three objectives guided the team: (1) explore how the libraries impact the communities; (2) determine how the communities impact the libraries; and (3) identify methods/metrics that could demonstrate reciprocal impact and be useful to the Association of Research Libraries (ARL). Impact was explored from multiple perspectives, including community directors, community participants, the libraries’ dean, and libraries’ staff. Results point to the value of the library as a central and interdisciplinary academic space for the communities, one that helps break down disciplinary borders by allowing community participants to more easily meet and collaborate with students from other schools and colleges.
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Gordon, Shannon, and Alison Hitchens. Library Impact Practice Brief: Supporting Bibliometric Data Needs at Academic Institutions. Association of Research Libraries, 2020. http://dx.doi.org/10.29242/brief.waterloo2020.
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This practice brief presents research conducted by staff at the University of Waterloo Library as part of the library’s participation in ARL’s Research Library Impact Framework initiative. The research addressed the question, “How can research libraries support their campus community in accessing needed bibliometric data for institutional-level purposes?” The brief explores: service background, partners, service providers and users, how bibliometric data are used, data sources, key lessons learned, and recommended resources.
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Hudson Vitale, Cynthia, and Judy Ruttenberg. Investments in Open: Association of Research Libraries US University Member Expenditures on Services, Collections, Staff, and Infrastructure in Support of Open Scholarship. Association of Research Libraries, 2022. http://dx.doi.org/10.29242/report.investmentsinopen2022.
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Open access (OA) and the broad sharing of research outputs has been empirically shown to accelerate scientific progress and benefit society and individuals at scale through improved health outcomes, socioeconomic mobility, and environmental well-being, to name a few. Academic research libraries, for their part, have made significant investments in opening up research and scholarship—particularly research conducted on their campuses and made available through journal subscriptions. Yet these investments are difficult to collect given their distribution across many budget lines, the lack of standardized reporting categories, and inconsistent data collection practices. In May–June 2022 the Association of Research Libraries (ARL) undertook a survey of its US-based academic research libraries to better understand OA expenses. This report presents the survey results.
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Davis, Greg, Katie Wampole, and Linda Anderson. Library Impact Practice Brief: Supporting Library Spaces Research in the Iowa State University Library with Project Outcome. Association of Research Libraries, 2022. http://dx.doi.org/10.29242/report.iowastateu2022.
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In the busy world of academic research library assessment work, can simple and easy-to-use outcome-based assessment tools contribute in meaningful and actionable ways to library decision-making? This was the question at the center of a project conducted by staff in the Iowa State University (ISU) Library’s Assessment and Planning unit as part of the library’s participation in the ARL Research Library Impact Framework initiative. The ISU project was done in support of the ARL research question, “How do library spaces facilitate innovative research, creative thinking, and problem-solving?” The ISU research project was based on the use of the Association of College and Research Libraries (ACRL) Project Outcome for Academic Libraries survey tool. In the ISU project, data was collected and analyzed using the Project Outcome spaces survey, once every semester, from the fall of 2018 through the fall of 2021. The ISU project was designed to identify benefits of the Project Outcome survey through the hands-on use of the Project Outcome tool kit and to share those findings. This practice brief also provides information on how to use Project Outcome. A goal of the project was to support and encourage other ARL libraries in their own use of the Project Outcome resources.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, et al. IKT for Research Stage 8: Dissemination. University of Dundee, 2022. http://dx.doi.org/10.20933/100001255.
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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, et al. IKT for Research Stage 3: Proposal Development. University of Dundee, 2022. http://dx.doi.org/10.20933/100001250.
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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 3: Proposal Development.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, et al. IKT for Research Stage 5: Data Collection. University of Dundee, 2022. http://dx.doi.org/10.20933/100001252.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 5: Data Collection.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, et al. IKT for Research Stage 6: Data Analysis. University of Dundee, 2022. http://dx.doi.org/10.20933/100001253.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 6: Data Analysis.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, et al. IKT for Research Stage 7: Reporting. University of Dundee, 2022. http://dx.doi.org/10.20933/100001254.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 7: Reporting.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, et al. IKT for Research Stage 4: Study Design. University of Dundee, 2022. http://dx.doi.org/10.20933/100001251.
Full textAbstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 4: Study Design.