To see the other types of publications on this topic, follow the link: University academic staff.
Dissertations / Theses on the topic 'University academic staff'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'University academic staff.'
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.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Patrick, Helen. "Academic staff in university departments of education." Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/35660.
Full textAbstract:
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.
2
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.
Full text
3
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.
Full text
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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
7
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.
Full text
8
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/.
Full textAbstract:
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.
9
Kane, Kevin Lee. "University academic professional staff augmenting traditional faculty teaching, advising, and research roles /." [Ames, Iowa : Iowa State University], 2007.
Find full text
10
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.
Full textAbstract:
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
11
Howell, Gordon William. "The experience of university academic staff in their use of information communications technology." Thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/cb175bb01b854e4a993d3267f31d3e81c9cb7b6d80599f0ea3524056f8b7b55c/3486832/64922_downloaded_stream_147.pdf.
Full textAbstract:
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.;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.
12
Ros, Vutha. "Progress and constraints on professional development of university academic staff in Cambodia : a case of a university." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209649.
Full textAbstract:
Professional development is pivotal for academic staff (Akiba, & LeTendre, 2009; Brew, 1995; Day & Sachs, 2004; Kahn & Walsh, 2006; Richards & Farrell, 2005). However, little is known about professional development of the academic staff in Cambodia. To fill this gap, this study aims at investigating the progress and constraints on the Cambodian academic staff’s professional development. This qualitative research study involves semi-structured interviews with eight academic staff, three heads of the department and a vice rector at a university in Cambodia.
The study has found that although there are several forms of professional development self-pursued by the academic staff and offered by the university, the academic staff’s professional development is limited. The university fails to provide adequate professional development to the academic staff. Moreover, the academic staff are not actively engaged in professional development. Based on the findings, the study also suggests some recommendations for the university.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
13
Brent, Gayle Trisha. "Exploring academic staff perceptions of employability-based learning in STEM." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/385558.
Full textAbstract:
This thesis reports the results of research that explored academic staff perceptions of employability-based learning. It highlights six key themes that emerged from the research, with a specific focus on the challenges to embedding employability, and an identification of associated opportunities. This research is significant because there is substantial evidence to suggest embedded employability-based learning initiatives are not necessarily having significant impact (e.g. Bennett, Richardson & MacKinnon, 2016), despite the volume of work being done to develop frameworks and models of employability that attempt to align graduates’ skills with employers’ needs (e.g. Pegg, Waldock, Hendy-Isaac & Lawton, 2012).
The six themes identified range in scope from broad perspectives about the changing purpose of university education, through to local level concerns about staff willingness and efficacy with respect to embedding employability-based learning. Specifically, the research identified factors that impact academic staff attitude to employability-based learning including the effect of the disparity between perceived expectations on individual academics compared with university-level initiatives; implications arising from unrealistic staff workloads; and the effect of student attitude towards employability on staff willingness to innovate and introduce embedded employability-based learning. The research also revealed academic staff perceptions of the opportunities to address employability, including the potential to leverage academic-industry connections and academic-student connections to enhance student- industry connections.
The practical output from this research is a holistic model that presents key areas for consideration for university leaders and curriculum designers to help assess a university’s strategic readiness to embed employability. The model emphasises practical action at each of the hierarchical tiers of the University, and it acknowledges the extent to which action in one leadership tier will impact the potential for action in each of the subsequent tiers. The model focuses on pragmatic considerations to overcome the challenges to embedding employability identified by those on the ‘front line’ of teaching – academic staff, and, by identifying potential actions, it provides insight about potential opportunities. The research was conducted as a qualitative study, based on twelve semi-structured interviews with academic staff who all had some interest in or experience teaching employability or experiential learning (authentic learning activity and assessment).<br>Thesis (Masters)<br>Master of Education and Professional Studies Research (MEdProfStRes)<br>School Educ & Professional St<br>Arts, Education and Law<br>Full Text
14
Clayton, Peter, and n/a. "User involvement in academic library strategic planning: congruence amongst students, academic staff and libary staff at the Canberra College of Advanced Education." University of Canberra. Library and Information Studies, 1988. http://erl.canberra.edu.au./public/adt-AUC20050627.142122.
Full textAbstract:
The present study attempted to answer two questions: do academic library users have a distinctive and useful input
to make to library strategic planning? If they do, what mechanisms will permit them to participate effectively in this
planning process?
To address these questions research was carried out in two stages at a single institutional site, the Canberra College
of Advanced Education. The first of these utilised a structured group discussion process, Nominal Group Technique
(NGT). This was used both as an indicator of user planning priorities and as a pilot research technique contributing to
the design of a subsequent survey. This survey obtained a response rate of over 90 percent from a sample of 379.
The study attempted to establish that academic staff and students do have a worthwhile input to make to planning by
testing for congruence between the rankings of library planning priorities of these user groups and the rankings of
planning priorities of Library staff. No strong positive correlations were established between the priorities of student
groups and Library staff, although in the survey the priorities of academic staff and Library staff were found to be
related. These results suggest users do have a worthwhile input to make to library strategic planning. Other tests for
congruence were also applied between and within respondent groups, because if a group was found to have different
priorities there would be a prima facie case for consulting members of that group as part of the planning process.
Both mechanisms used in the present study were considered successful. User surveys have been employed for
planning in previous studies with a future-oriented component. However, it appears that this may have been the first
formally reported application of NGT to library management. Experience in the present study suggests it is a highly
suitable technique for situations such as strategic planning, where generation of ideas or comment on priorities is
required.
However, an attempt to establish congruence between the results obtained using NGT and those obtained from the
survey yielded inconclusive results. It is believed that major changes in the institutional environment were principally
responsible for this, although a methodological limitation may also have contributed.
The study concludes with suggestions for further research.
15
Nwokeocha, Stella-Maria. "Academic staff working conditions, organizational commitment and performance of Nigerian universities." Thesis, Anglia Ruskin University, 2015. http://arro.anglia.ac.uk/552644/.
Full textAbstract:
This thesis explored the academic staff working conditions, organizational commitment and performance of Nigerian universities. There is a general thinking that there has been a decline on the motivation of the average academic staff in Nigerian university system leading to brain drain situation and a decline in quality of performance of the universities. Incidentally, there is limited empirical evidence comprehensive enough to serve as a framework of what the academics need at work to make them more inclined to remain in their universities, including university performance. This thesis explored the topic in a comprehensive way with academics from six Nigerian universities. It answers the question what and how did the perceived obstacles to academic staff organizational commitment and university performance in Nigeria evolve, and what can be done to improve it? The research design was cross-sectional. Qualitative and quantitative information were gathered to uncover the historical origin of the problems; satisfaction with current working conditions, issues of personal growth, organizational commitment, and university performance. A sample of 248 academics participated in the study. Historically, both structural and managerial issues, internal and external factors, were implicated in the evolution of the problems in the university system. Satisfaction with teaching resources and facilities was poorest. Factors important for personal growth were the same as those that would make the academics more inclined to stay, though, concern with basic salary and welfare were more prominent in decision to stay. Reference to comparable situations with colleagues elsewhere was basis for need to improve on some work factors like salary. The thesis concludes that, deficiency-growth factors, intrinsic-extrinsic factors, and equity issues are important in dealing with the organizational commitment and performance problems in the Nigerian universities studied. Sugestions and limitations of the study are provided.
16
Essack, Shaheeda. "Towards academic staff development in the faculty of arts at the University of Durban-Westville." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52036.
Full textAbstract:
Thesis (MPhil)--University of Stellenbosch, 2000.<br>ENGLISH ABSTRACT: The aim of this study was to investigate .the need for a staff development programme for
academics in the Faculty of Arts at the University of Durban-Westville. This thesis has
five chapters. Chapter One is the introductory chapter and examines the nature of the
study in relation to the aims of the study, sub-problems, various definitions of staff
development and formulates a hypothesis. The hypothesis states that: "There is a
definite need for an academic staff development programme in the Faculty of Arts at the
University of Durban-Westville." This hypothesis is then followed by a motivation and
rationale of the study followed by a discussion of background studies on staff
development. The limitations, strengths and scope of the study are presented followed
by some preliminary considerations.
Chapter Two provides an in-depth examination of staff development. It begins with a
critical discussion of the various philosophies that underpin staff development practices.
These philosophies include positivism, hermeneutics and the political nature of staff
development. This is followed by a discussion on the goals of higher education and its
link to staff development. Special reference is made to the South African context, quality
assurance in South African universities and staff development programmes at the
Historically Black Universities. Thereafter, an in-depth discussion of the link between
teaching and learning is presented. This is accomplished by referring to theories of
teaching and learning in higher education. Once this is completed, the entire spectrum of
staff development activities is presented. This discussion begins with a description of the
various competencies of the lecturer followed by a presentation of two models on staff
development. The following staff development practices are then discussed in detail:
induction programmes, seminars and workshops, reflective teaching and self-directed
practice, mentoring, consultation, personal growth contracts, the cascades method and
micro-teaching. This discussion is consolidated by presenting the case of the University
of Durban- Westvi11e and motivating for the need for academic staff development in the
Faculty of Arts.
Chapter Three presents the research design and methodology - it outlines the steps
undertaken in the current study. Both qualitative and quantitative methods of research
were utilized. The primary means of collecting data was the survey which included the
dissemination of questionnaires to both third year students and lecturers in the Faculty of
Arts. Students were selected from the population of third year students in the Faculty of
Arts. A proportional stratified randomized sampling procedure was applied to both the
population of staff and students.
Chapter Four presents the analysis of the data in a systematic way. The student
questionnaire is analyzed followed by an analysis of the staff questionnaire. These
results are presented in table form, followed by a discussion. There are 38 tables in this
chapter.
Chapter Five is the final chapter that presents the conclusions drawn from the study and
provides recommendations for the establishment of a staff development programme.<br>AFRIKAANSE OPSOMMING: Die doel van hierdie navorsing was om die behoefte te bepaal vir 'n
personeelontwikkelingsprogram vir akademici in die Fakulteit Geesteswetenskappe aan
die Universiteit van Durban-Westville. Hoofstuk Een is die inleidende hoofstuk en
ondersoek die aard van die navorsing in verhouding tot die doelwitte daarvan, subprobleme,
verskeie definisies van personeelontwikkeling, en formuleer 'n hipotese. Die
hipotese stel dit so: ''Daar is 'n besliste behoefte aan 'n personeelontwikke1ingsprogram
in die Fakulteit Geesteswetenskappe aan die Universiteit van Durban-Westville."
Hierdie hipotese word dan gevolg deur 'n motivering en 'n grondrede vir die navorsing.
'n Bespreking van die agtergrondstudies oor personeelontwikkeling volg daarop. Die
beperkinge, sterk punte en omvang van die navorsing word dan voorge1e. Daarna volg 'n
paar inleidende beskouinge.
Hoofstuk twee bied 'n diepgaande ondersoek na personeelontwikkeling. Dit begin met
'n kritiese bespreking van die verskillende filosofiee wat onderliggende is aan
personeelontwikkelingspraktyke. Hierdie filosofieë sluit positivisme, hermeneutiek en
die politieke aard van personeelontwikkeling in. Dit word gevolg deur 'n bespreking van
die doelwitte van hoër onderwys en die verband wat dit met personeelontwikkeling het.
Daar word in die besonder verwys na die Suid-Afrikaanse konteks, gehalteversekering in
Suid-Afrikaanse unversiteite en personeelontwikkelingsprogramme by Histories Swart
Universiteite. Daarna volg 'n diepgaande bespreking van die verband tussen onderrig en
leer, waartydens daar na onderrig en leer-teorieë in die hoër onderwys verwys word.
Vervolgens word die totale spektrum van personeelontwikkelingsaktiwiteite ondersoek.
Hierdie bespreking begin met 'n beskrywing van die verskillende bevoegdhede waaraan
dosente moet voldoen, en word gevolg deur 'n voorlegging van twee
personeelontwikkelingsmodelle. Die volgende personeelontwikkelingspraktyke word
dan in besonderhede bespreek: orientingsprogramme, seminare en werkswinkels,
reflektiewe onderwys en selfgerigte praktyk, mentorskap, konsultasie, persoonlike
ontwikkelingskontrakte, die "cascades method" en mikro-onderrig. Hierdie bespreking
word dan saamgevat deur die saak van die Universiteit van Durban-Westville te stel. Die
behoefte aan personeelontwikkeling vir akademici in die Fakulteit Geesteswetenskappe,
word gemotiveer.
In Hoofstuk drie word die navorsingsontwerp en -metodologie uiteengesit. Dit
verduidelik die prosedure wat gevolg is in die navorsing. Beide kwalitatiewe en
kwantitatiewe ondersoekmetodes is gebruik. Die primere metode om data in te samel,
was die meningsopname wat die uitstuur van vraelyste vir beide derdejaarstudente en
dosente in die Fakulteit Geesteswetenskappe ingesluit het. Studente is gekies uit die
derdejaarstudente in die Fakultiet Geesteswetenskappe. 'n Proporsioneel gestratifiseerde
ewekansige monsternemingsprosedure is toegepas op beide die personeel en die studente.
Hoofstuk Vier bied 'n sistematiese ontleding van die response op die vraelyste. Die
studente se response op die vraelyste is ontleed en daarna is 'n ontleding van die
personeel se vraelyste gedoen. Die uitslae hiervan word in tabelvorm voorgelê en word
daarna bespreek.
17
Al, Mulhem Ahmed. "Developing an e-learning training package for academic staff in one university in Saudi Arabia." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3081.
Full textAbstract:
The focus of this study is the development of an e-learning training package for the academic staff in King Faisal University (KFU) in Saudi Arabia. Evidence suggests that there is a lack of training for academic staff in Saudi Higher Education on how to integrate e-learning in their teaching. Despite this, very little attention is paid in the research literature to the design and evaluation of e-learning training. There is no clarity therefore about what constitutes effective e-learning training in higher education. This study aimed to design, implement and evaluate a training package for the academic staff. The study was conducted in two phases: 1) identifying the e-learning training needs and preferences of the academic staff in KFU; 2) designing, implementing and assessing a training package based on identified needs and preferences, e-learning training literature and common learning theories in the field. The study was qualitative. In phase one, 69 questionnaires and 17 interviews were analysed. The survey findings showed that the academic staff do suffer from the lack of training. Furthermore, the data showed a disagreement with the existing literature about the factors that limit the academic staff’s use of e-learning. The academic staff’s preferences for their future e-learning training were also determined and used to inform the design of the training package. Key design features of the training package included: covering both technical and pedagogical aspects of Blackboard; using blended delivery and using both cognitive constructivism and social constructivism to underpin its pedagogy. Evaluation data collected from a range of sources suggest that the academic staff responded well to the design features of the training package and that the training had a positive influence on their practice. The study has proposed a model for the design and evaluation of e-learning training in higher education that based on five generic criteria including ownership, intersubjectivity, contextualisation, transformational potential and evidence based.
18
Gopal, Jeshika. "Emotional regulatory strategies of academic staff at a research intensive university in the South Africa." Diss., University of Pretoria, 2019. http://hdl.handle.net/2263/77820.
Full textAbstract:
There is currently little research focusing specifically on the emotional labour and regulation of academic staff in higher education institutions. This study provides insight into the emotional labour regulation strategies that academic staff use within the higher education context.
This research both explores and describes the emotional regulatory strategies that lecturers (including senior lecturers, associate professors and professors) use in a research-intensive academic institution in the South African context. Although previous research has shown that emotional labour is relevant in the higher education context for academic staff, little research has been conducted to uncover which regulation strategies academic staff use and why these strategies are employed.
This study was conducted using a qualitative method, in which a combination of snowball, convenience and purposive sampling strategies was used to gain access to the intended sample of fifteen participants. Face-to-face semi-structured interviews were the source of data collection and thematic analysis was used to analyse the data collected.
Emotional labour has been shown to affect the well-being of professionals in their workplace. Therefore, monitoring and controlling emotional labour is of paramount importance for a healthy workforce. In a higher education environment, the well-being of students is directly influenced by the well-being of the staff and the overall effectiveness of service delivery by the organisation (in terms of research outputs as well as teaching and learning). Evidently, the emotional labour and regulation thereof of the individual academic staff member may have far-reaching effects.
This study confirmed that emotional labour is experienced by academic staff within the university context. Moreover, the academic work context of academic staff involves a high degree of interaction with people that includes a range of diverse job tasks. The perceived display rules of the university were defined and described in this study. The emotional labour regulation strategies that academic lecturing staff utilise are those of deep, genuine and surface acting. However, the use of these strategies is not straightforward, as academic lecturing staff apply a range of these regulation strategies based on several reasons or rationales. These rationales further determine when an individual will select one or a combination of regulation strategies.<br>Dissertation (MCom)--University of Pretoria, 2019.<br>Human Resource Management<br>MCom<br>Unrestricted
19
Metcalfe, Anthea Gail. "A response to employment equity policy in a South African University: A case study of an academic mentoring programme." University of the Western Cape, 2008. http://hdl.handle.net/11394/7862.
Full textAbstract:
Magister Educationis - MEd<br>This study investigates the factors that conditioned the establishment of, and responses to, a centrally coordinated, institution wide change initiative aimed at promoting equity in the academic workplace in an historically white South African university. It is examined by presenting two kinds of analyses, firstly, an institutional analysis that explores the environmental and managerial conditionalities that influenced the reception, interpretation and responses to the national policy framework. Secondly, a bottom-up analysis that explores the distinctive disciplinary contexts that conditioned the responses of the participants. The study reveals that top-down approaches to managing change have limited capacity to influence the nature and pace of change on the ground, despite the best intentions of institutional managers. The study illustrates that the distinctive disciplinary context conditioned the responses to, and outcomes of the change initiative. In this study, the authority of the academic project powerfully trumps the legitimacy and credibility of the institutional transformation initiative.
20
Mabweazara, Rangarirai Moira. "Use of social media tools by library staff at the University of the Western Cape, South Africa and the National University of Science and Technology, Zimbabwe." University of the Western Cape, 2014. http://hdl.handle.net/11394/4120.
Full textAbstract:
Magister Artium - MA<br>Academic libraries in the economically developed countries have taken the lead in adopting and appropriating various social media platforms to enhance services offered to their patrons. However, there are many unanswered questions on how libraries in the economically developing countries of the South, Africa in particular, are using social media in their service delivery, as well as in the personal lives of their librarians. Against this backdrop, this study investigated how librarians at the University of the Western Cape (UWC), South Africa and the National University of Science and Technology (NUST), Zimbabwe deploy and appropriate social media technologies. It examined the familiarity, benefits, challenges as well as the factors shaping and constraining the use of social media by academic librarians in the two institutions. In doing so, the study adopted the Technology Acceptance Model (TAM) by Fred Davis (1989) as its conceptual framework. Methodologically, the study deployed a Web-based questionnaire (administered via e-mail) with 59 academic librarians at UWC and 40 academic librarians at NUST. To ensure the validity of the study the questionnaire was pretested among a few librarians at the NUST. The findings of the study show that UWC librarians are more adept at appropriating social media applications than NUST librarians. The study further revealed that UWC librarians are directly in charge of managing social media whereas at NUST the Information Technology (IT) department is responsible for managing the applications. Similarly, while UWC Library largely uses social media for marketing their services, NUST library uses the platforms for reference services. The study also notes that there is a thin line between personal and professional uses of social media. In particular, personal uses of the platforms have a direct influence on their use in work-related contexts. Some of the motivating factors for the use of social media by librarians across both universities are: patron demand, low cost, ease of use and functionality. The study also highlights the factors militating against the effective use social media and recommends that library management for both institutions should put in place supportive policies to encourage their effective use for the benefit of service users.
21
Turgeson, DeMil K. "University of Wisconsin - Stout faculty and academic staff members' use of computer technology in their courses." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005turgesond.pdf.
Full text
22
Van, Heerden Andale. "Factors affecting blended learning acceptance and utilisation amongst academic staff at the Nelson Mandela Metropolitan University." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/5098.
Full textAbstract:
Blended learning constitutes a key element of the NMMU’s Vision 2020; therefore, creating the expectation that academics from the NMMU will implement and utilise blended learning as part of their teaching pedagogy. Implementation reports drawn from Moodle (the learning management system utilised by NMMU) indicates that there are still numerous departments that are not fully utilising blended learning. The aim of this study was thus to determine the factors that impact on the acceptance and implementation of blended learning by academics at the NMMU. A modified version of the Technology Acceptance Questionnaire was electronically distributed to academics from the various NMMU campuses in order to collect the empirical data, with purposeful non-probability sampling being employed. The results indicated that factors, such as perceived usefulness, the student-centered nature of blended learning, the appeal of such environments to students, accessibility, as well as administrative- and communication benefits, had a positive influence on blended learning adoption. Lack of time and lack of knowledge with regard to blended learning use and implementation, concerns regarding accessibility, and lack of capacity and technical support were cited as issues that hampered blended learning implementation.
23
Chikono, Albert Nhawo. "Knowledge sharing practices amongst academics at the Zimbabwe Open University." University of the Western Cape, 2018. http://hdl.handle.net/11394/6426.
Full textAbstract:
Magister Library and Information Studies - MLIS<br>This study investigated knowledge sharing (KS) practices at the Zimbabwe Open University
(ZOU) in Zimbabwe. The study assessed the knowledge sharing practices in the ZOU
regional campus faculty departments and identified gaps, with the aim to find out how
knowledge is being managed, shared in an Open and distance learning institution and if
knowledge management (KM) is playing a role.
The quantitative study was undertaken at the 10 regional campuses of the Zimbabwe Open
University. A questionnaire survey was carried out to collect data from a sample of 100
academic staff in the 10 Regional Centres. The underlying question was whether the
university academic members were aware of the knowledge that exists, how this knowledge
is created and, shared and flows in the organization. The study also sought to establish the
views of academic staff, on the benefits that can be reaped from KM practices. The study
confirmed that there is willingness to engage in knowledge sharing activities. However, the
lack of a clear knowledge policy negatively impacts on the university’s ability to
competitively position itself in the knowledge economy as a knowledge driven university and
this impacts research productivity and distance learning course delivery at the ZOU. One of
the key recommendations emanating from this research is that the university should have a
Knowledge policy aligned to its strategic plan which will act as a guideline on the sharing of
knowledge internally and externally as well as make it mandatory for academic staff to
publish internally as well as to store their publications in the university repository.
24
Biyela, Sibongile Eunice. "The historical development of the University Zululand library with particular reference to buildings, staff, collection, and computerization (1960-1987)." Thesis, University of Zululand, 1988. http://hdl.handle.net/10530/1198.
Full textAbstract:
Submitted in partial fulfillment of the requirements for the B.A. Honours Degree in Information Studies, Department of Library & Information Studies, University of Zululand, South Africa, 1988.<br>This study is about the historical development of the University
of Zululand Library, with particular reference to i ts buildings ,
staff collection and computerization, from 1960 to 1987.
Also included in this study is t he branch library at Umlazi
Campus. The aim of the thi s study is to trace the history of the
University of Zululand Library from i ts inception i n 1960 to the
most recent structure completed in 1987, since this has not been
done before except the scattered information on the his t or y of
t his library •
25
Kuang, Huan, and 匡歡. "Academic staff perceptions of improving higher education evaluation : a case-study in the University of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198858.
Full textAbstract:
Driven by higher education quality assurance and accountability in recent decades, higher education evaluations have attracted momentous publics' attention. Internal evaluation and external evaluation varied with different emphases as well as distinct functions. However, external evaluation brought pressures and burdens to universities by focusing on outcomes and excessively intervening internal one. The overall aim of this study is to give suggestions which help improve the higher education evaluation system in Hong Kong.
This qualitative case-study explored evaluation purposes and evaluation impacts in The University of Hong Kong. Eleven interviews with academic staff were conducted to answer the research question "what are academic staff's opinions on how and why conducting internal and external evaluation?" Findings indicate the both internal and external are necessary because of the positive impacts on academic staff's development. This study also confirms the differences between internal and external evaluation in terms of the purpose and emphasis. To support the emergence of eminent evaluation, evaluator should provide clear purpose and mission statements as well as determine appropriate method and instrument. According to the data, evaluators need pay attention to data interpretation, fairness insurance, and stimulating motivation. Moreover, the value of improvement should be highlighted in evaluation practice and evaluation culture. This study also identifies areas for further research such as the comparison between Hong Kong and other higher education evaluation systems.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
26
Andrews, Victoria. "The influence of workaholism and burnout on the intention to quite amongst academic employees at a selected university n the Western Cape." University of the Western Cape, 2019. http://hdl.handle.net/11394/7223.
Full textAbstract:
Magister Commercii (Industrial Psychology) - MCom(IPS)<br>Universities worldwide have to contend with a changing landscape due to the massification of education, additional pressure being placed on academia with respect to research outputs, teaching a transforming student base, along with political and social pressures. In South Africa, in particular, there has been increasing pressure on government to effect socio-political and legislative changes to ensure that those that were previously disadvantaged are granted free educational opportunities. Within an academic milieu, talent retention of staff at higher education institutions (HEIs) in South Africa has become a challenge.
Research highlights many changes in the nature of work over the past few decades, including an increasingly prevalent culture of long working hours and increasing work intensity across many sectors. Within academia, recent research indicates a culture of increasing work intensity over time often combined with decreasing resources and competing demands. Once assumed to be a low-pressure job, research reports that significant mind set shifts have been needed within academia in order to cope with the heavy workloads, administrative, teaching, community outreach and publishing requirements and expectations within this group of employees. These additional expectations are likely to result in burnout, which is defined as a prolonged response or “‘psychological syndrome’” in response to chronic interpersonal stressors on the job. Burnout affects all professions but tends to be more pervasive in human service occupations such as education. Despite this evident recognition, there is a paucity of research on burnout among South African academics. Amongst the studies conducted, however, evidence suggests that burnout is escalating, and consequently academic careers are becoming less attractive.
The extant research reveals that the repercussions of burnout are accompanied by declines in mental and physical health, low morale, substance abuse, weakening of interpersonal relationships, deterioration in teaching and research performance, increased absenteeism and ultimately considerations of leaving the profession. This is likely to be exacerbated in those academics who display a propensity towards workaholism. Workaholism has become a prevalent phenomenon within organisations, which needs to be managed more effectively to offset its damaging effects on employee health and productivity. Associations have been established between workaholism, absenteeism, psychological ill -health, physical ill ill-health, stress and burnout. Faced with increasing professional and operational challenges, academics may develop the resultant impact and be inclined to intend to quit.
The main objective of the research study was to determine the relationship between workaholism and burnout on the intention to quit amongst academic employees at a uUniversity in the Western Cape. A quantitative method was used to generate the result by means of survey distribution to the targeted population. Convenience sampling was used to select academic staff in the study. Questionnaires were sent electronically and an additional one hundred and fifty 150 hardcopy questionnaires were administered. Fifty-three responses were received electronically, and fifty-three53 hardcopy completed questionnaires. In total, one hundred and six106 questionnaires were completed, of which one hundred 100 questionnaires were used for the study.
The surveys included a biographical questionnaire, Workaholism Analysis Questionnaire (WAQ) (2013), the Maslach Burnout Inventory (MBI) (1981) and the Turnover Intentions Questionnaire (TIQ) (2008). The results indicated that there is a significant positive relationship between Eemotional Eexhaustion and turnover, Eemotional Eexhaustion and workaholism, Ddepersonalisation and workaholism, and workaholism and turnover intention. In addition, the results further indicated a strong negative relationship between Ppersonal Aaccomplishment and Tturnover Iintention. The results further showed that a medium positive relationship between Ddepersonalisation and turnover intention exists. The regression analysis indicated that a significant proportion of the variance in turnover intention is explained by Eemotional Eexhaustion. Conclusions were drawn, and recommendations are made to the uUniversity in order to address this potential problem.<br>2021-04-30
27
Ntaka, Athanasia. "The Use of Social Media Sites by University Library Staff to Facilitate Undergraduate Students." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68483.
Full textAbstract:
This qualitative study aims to investigate the use of social media sites by university library staff to facilitate undergraduate students. Two Greek academic libraries were examined and the specific social media investigated was Facebook since it was the only common social media to both libraries. The method that was used was the interpretive method in order to gain better insight of students’ perceptions, motivations and request their suggestions regarding the use of social media by academic libraries. More specifically, twelve undergraduate students were interviewed and then the results were analyzed via Thematic Analysis. The results of this research showed that students appreciate the existence of their library’s Facebook page as an informational tool. On the other hand, improvements should be made regarding its use as a communication tool. Benefits, such as time gain, the ability to get in touch with new people, job opportunities, and reminders of important educational programs (Erasmus), were acknowledged by all students. Moreover, interesting suggestions were made, such as to increase the availability of open access books, the use of cameras for communicating with librarians via Facebook, and an increase in the number of photos of books. Other ideas were the ability to see the availability of books in the library, the ability to borrow them electronically, and the creation of a Facebook group to discuss common interests with other students.
28
Mbeba, Roland Darlington. "Job engagement and locus of control in relation to organizational citizenship behaviour among academic and non-academic staff of a South African university." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1633.
Full textAbstract:
This study investigated the relationship between job engagement and locus of control on the one hand, and organisational citizenship behaviour on the other among non-academic and academic employees of the University of Fort Hare. Job engagement and locus of control were the independent variables and organisational citizenship behaviour was the dependent variable. Data was drawn from a sample of 300 participants. A questionnaire was used to collect the data. It consisted of four sections including biographical and occupation data questionnaire. To measure job engagement, the 18-item Rich et al., (2010) job engagement scale, with a 5-point Likert scale was used. To measure locus of control, the 16-item Spector (1988) work locus of control scale was used, with 6-point Likert scale. To measure organisational citizenship behaviour, the Fox & Spector (2011) 20 item organisational citizenship behaviour questionnaire, with a 5-point Likert scale was used. Data was analysed using various statistical techniques including the Pearson Product Moment Correlation Technique and the generalised linear regression model. The results indicated that job engagement has a significant positive correlation with organisational citizenship behaviour and locus of control also has a significant positive correlation with organisational citizenship behaviour. However the results also indicated that when job engagement and locus of control are put together, they do not account for a significantly higher proportion of variance in organisational citizenship behaviour than each of them separately. Furthermore, as far as OCB-P and OCB-O are concerned, the results indicated a partial support of the research hypothesis that job engagement and locus of control together account for a significantly higher proportion of variance in organisational citizenship behaviour than any of the two separately. The study recommends that managers in organisations must focus on improving job engagement and promoting internal locus of control in order to ensure high levels of organisational citizenship behaviour.
29
Harding, Colleen Mary. "From alignment to emergent academic : the role of coaching and mentoring in supporting the development of academic staff in a post-1992 university." Thesis, Oxford Brookes University, 2012. https://radar.brookes.ac.uk/radar/items/7d844920-d11c-4248-9aac-58d7106f67cf/1.
Full textAbstract:
This research developed a qualitative Case Study to explore the role of coaching and mentoring in supporting the alignment of academic staff and organisational strategy. The study employed documentary data, interviews and a questionnaire to examine a four year period of a seven year change programme at a University in Southern England. Documents provide background to the case. Semi-structured interviews were conducted with fourteen leaders, two external coaches and eleven internal mentors. A questionnaire completed by thirty six academics preceded six semi-structured interviews with academic staff. Participant perceptions of alignment and their experiences of coaching and mentoring were analysed using a data coding approach influenced by Grounded Theory. As a result of this study, the researcher developed a Model for Improving Credibility in Insider Research to demonstrate how they dealt with the challenges of being an employee of the organisation in which the research was completed. The study shows how a new Strategic Plan impacted on academic staff roles. In responding to the changes, academics were faced with career, role, time and psychological challenges. The findings indicate that the alignment of academic staff and organisational strategy does not need to be a tension, but that it can provide opportunities for both organisation and individual if they can identify and focus on ways to fill the gap between them. The Individual and Organisation Alignment Map, developed from this study, demonstrates a new understanding of alignment of the individual within the organisational context. Coaching and mentoring helped academics to respond to the challenges by providing support for a focus on the future and forward momentum, as well as role implementation and psychological support. A new model showing how The Transitional Space Provided by Coaching and Mentoring can provide support for outer and inner world challenges has been developed as a result of this research. In addition, the new definition of ‘Emerging Academics’ developed during this study provides a different starting point for considering the career development of academic staff.
30
Maphile, Legopheng Marcus. "Investigating popular fiction development at the University of the Free State academic Library." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33782.
Full textAbstract:
The study seeks to find out students' and library staff's perceptions and experiences of the popular fiction collection at the University of the Free State's Sasol Library. The purpose of the study is to examine what these perceptions and experiences mean for the future expansion and development of the leisure collection. The Social Learning Theory guided the study. The study adopted a qualitative and quantitative approach whereby open- and close-ended questionnaires were distributed online to students and to library staff to gather research data. The population that participated in the study comprised undergraduate and postgraduate students and library staff. The study employed stratified random sampling as a research technique. The targeted population comprised 37,800 registered students and 61 library staff members accidentally sampled. This in turn gave sample sizes of 381 for students and 53 for library staff. Quantitative data was analysed using Google Forms and the Statistical Package for the Social Sciences (SPSS). Further, qualitative data was analysed thematically through content analysis. The study found that students enjoy reading popular fiction at the Sasol Library's fiction collection for leisure. The study also found that library staff support the existence of the leisure reading collection, even though a small number felt that its operations could be improved. The study therefore recommends that the university direct resources towards the expansion and improvement of the popular collection through the training of staff and stocking of reading genres that the students require.
31
Evans, Paul. "A multimedia system to instruct novice users of online library catalogues." View thesis, 1996. http://library.nepean.uws.edu.au/about/staff/thesis.html.
Full text
32
Al-Ghadyan, Abdulmohsen Abdulrazaq. "The attitudes of university academic staff towards e-learning and in-service training in Saudi Arabia : an analytical study." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/1748/.
Full text
33
Quinn, Lynn. "A social realist account of the emergence of a formal academic staff development programme at a South African university." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003954.
Full textAbstract:
Using social realist theory and particularly the morphogenetic/morphostatic methodology advocated by Margaret Archer, this study offers a critical examination of the emergence of a formal academic staff development programme at a small South African university (SSAU). Archer’s morphogenetic approach enabled an investigation of the interface between culture, structure and agency (at macro, mezo and micro levels) in order to theorize about the material, ideational and agential conditions that obtained and which in turn enabled the emergence of the Postgraduate Diploma of Higher Education (PGDHE) at the SSAU. The study therefore advances concrete propositions about the cultural, structural and agential conditions for transformation which existed at a particular time in the history of higher education (and the subfield of educational development) which enabled the introduction of the PGDHE. Analysis of the data suggests that what occurred at SSAU was a disruption of the morphostatic synchrony between structure and culture brought about by new discourses and structures emanating from the broader international and national higher education context. In particular, it seems that attempts at reconciling the constraining contradictions between the discourses and structures related to quality assurance on the one hand and educational development on the other resulted in a conjunction between transformation at the levels of both the cultural system and social structure. This conjunction, along with the actions of key Institutional agents and the morphogenesis of the staff of the Educational Development Unit, created sufficiently enabling conditions in the Institution for the introduction of the PGDHE. The research adds to knowledge through insights into the contribution that the ideas, beliefs, values, ideologies and theories about higher education broadly and about educational development specifically make to enabling or constraining conditions for the professionalization of academic staff in higher education institutions. It uncovers how relevant structures at the international, national and institutional levels can shape the practice of educational development and specifically staff development. It has generated insights into how the relevant people and the positions they hold can impact on staff development practices. In summary, the research could contribute towards emancipatory knowledge which could be used by SSAU and educational development practitioners elsewhere to inform future planning and decision making in relation to educational development and more specifically staff development practices in their contexts.
34
Simons, Abigail. "The relationship between occupational stress, coping and emotional intelligence in a sample of health profession academics at a historically disadvantaged university." University of the Western cape, 2016. http://hdl.handle.net/11394/5628.
Full textAbstract:
Magister Artium (Psychology) - MA(Psych)<br>Academe is no longer a low stress profession caused by the changing nature of academic work. Academics in health professions perceived a considerable degree of pressure related to the many roles they need to assume such as, teaching, administration, research, and community service. In addition, they are expected to continue practicing in their profession. Research has identified the key stressors experienced by academics, have recorded the debilitating effects of occupational stress and have emphasised that stress left unmanaged can result in burnout. However, such studies on academic well-being and occupational stress are lacking within the South African context. Similarly, studies into the coping strategies used by academic staff and the impact of emotional intelligence on stress and coping remain a focus for further research. Therefore, the overall aim of this study was to determine the relationship between occupational stress, coping and emotional intelligence among academic staff in health professions at a historically disadvantaged university. The study used an online survey design and the sampling frame comprised of all academic staff in a Faculty of Community and Health Sciences at a historically disadvantaged university. Descriptive statistics, correlation matrices and multiple regressions were used to analyse the data. Ethics clearance was obtained from the relevant university committee, and consent to conduct the study at the identified institution was given by the Registrar. As evidenced by the results, significant associations emerged between occupational stress, coping and emotional intelligence. Emotional intelligence was identified as an essential factor that can predict the subjective well-being among academics.
35
Alenezi, Omeir Yetaim. "Academic staff perceptions of the management of decision-making processes in the Education Faculties of King Saud University and the University of Leeds : a comparative analysis." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5051/.
Full textAbstract:
Decision-making in higher educational institutions is critical for achieving the universal goals of these institutions, particularly in terms of teaching and research related decisions. Decision-making affects the strategic plans and goals of universities in relation to designing modules, choosing teaching methods and participating in research grant applications, and more. Surveying literature indicates that few empirical studies have been conducted on the level of participation of academic staff in the various types of decision-making, which compares the participation of two universities from two different cultures. For this reason, this study aims at bridging the gap in knowledge in this area of research by studying the participation of academic staff in teaching, research, financial issues and administrative decision-making in the Faculty of Education at King Saud University and the School of Education at the University of Leeds. A triangulation approach is used which combines quantitative and qualitative research methods, documentary analysis and observations. 96 questionnaires were analysed from two universities and 18 in-depth interviews were conducted. The analysis focuses on similarities and differences between the actual and desired levels of participation in decision-making by the academic staff at both the aforementioned universities, with particular focus on cultural traces. This study finds that academic members of staff at the University of Leeds are more likely to actively participate in teaching, research, financial issues and administration related decisionmaking. Conversely, the academic staff of King Saud University desire to be more involved in all areas of decision-making.
36
Dowling-Hetherington, Linda. "Change in higher education and its impact on academic staff : the case of the School of Business at University College Dublin." Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538280.
Full textAbstract:
Change has become a much more prevalent feature of Higher Education (HE) with many trends apparent, including the focus on institutional management and leadership; changes in decision-making approaches; institutional re-structuring; and increased bureaucratisation. Yet, while the literature provides some understanding of how HE change is impacting upon institutions, the consequences of such change for the traditional values of academic life and work represents an under-researched aspect of HE in Ireland. To address this gap in understanding, a case study of the School of Business at University College Dublin (UCD), involving semi-structured interviews with academics and manager-academics, was undertaken. The aim of the research was to determine how, and to what extent, change in HE is impacting upon academic staff. The research explored the changing involvement of academics in decision-making and the impact of such change on traditional notions of collegiality; and examined the changes taking place in the role of the academic, including their academic freedom. The research provides evidence of a period of sustained institutional change at UCD and draws attention to the considerable tension surrounding the top-down manner in which change was implemented and the lack of involvement of academics throughout the change process. The research has contributed to our understanding of the changing HE landscape in Ireland and highlights the increasing tension between the traditional values of academics and the changing shape of university life. While the research evidence acknowledges that the level of academic freedom has somewhat contracted, it draws attention to the substantial loss of involvement of academics in School decision-making; the decline in collegiality; the increase in routine administrative duties and greater work intensification; and the increased emphasis on research productivity.
37
Ngabase, Xabiso. "The effect of perceived organisational support and organisational commitment on turnover intention among academic staff at the University of Fort Hare." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1007110.
Full textAbstract:
Perceived organisational support and organisational commitment plays a vital role in determining turnover intention. When employees feel that their organisation supports them levels of commitment can increase. Thus, employees feel more obligated because of favourable benefits such as organisational effectiveness and reduced turnover. The purpose of the present study was to investigate the effect perceived organisational support and organisational commitment have on turnover intention. The study followed a descriptive survey method. A questionnaire, measured on a Likert Scale was used to collect data from respondents. The sample comprised 98 academic staff at the University of Fort Hare and the response rate was 56.6 percent. The results indicated that perceived organisational support and organisational commitment are negatively and significantly related to turnover intention. The study also revealed perceived organisational support and organisational commitment on turnover intention did not account for a higher variance when put together, however moderate variance was found. Perceived organisational support in this study was identified as the most effective predictor of turnover intention. In addition to managerial implications and limitations of the study, direction for future research is also suggested at the end of this study. The findings of this study will help in terms of understanding the state of organisational commitment of academics and its relationship with their intentions to leave.
38
Atua-Ntow, Cynthia. "Staff assessment of the success of the integrated library system : the case of the University of Ghana Library System." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/59625.
Full textAbstract:
Library automation in Ghana began barely 13 years ago with the University of Ghana Balme Library being the first to start automation in 2003. Library automation is attained by means of a specific type of information system, an integrated library system (ILS). Given that modern academic libraries rely heavily on their ILS to meet user needs, the success of the ILS is vital. In 1999 Farajpahlou published a set of 26 criteria to assess the success of ILS in university libraries that was subsequently validated in both developing and developed countries (Iran and Australia). In this case study of the University of Ghana Library System (UGLS) Farajpahlou‟s original set of criteria was assessed for applicability and used to assess the success of the UGLS by surveying 28 randomly selected library managers, IT specialists and selected paraprofessionals who work with the UGLS ILS. The study showed that, in the opinion of these respondents, the UGLS ILS conclusively satisfies 13 out of the 16 criteria accepted by the research respondents out of the 26 criteria that constitute the Farajpahlou (1999, 2002) success criteria. This outcome suggests that the UGLS ILS may not be conclusively deemed to be successful. Furthermore, the study also suggests that, although Farajpahlou‟s success criteria can serve as a basis for the assessment of ILS success in academic libraries, some criteria may need to be altered or removed and additional criteria added to make it a more robust set of criteria to assess ILS success globally. This research contributes to studies that seek to assess the success of library automation in academic libraries in Ghana and also contribute to the development of potentially suitable success assessment criteria, which may be of value to both researchers and practitioners. Library automation in Ghana began barely 13 years ago with the University of Ghana Balme Library being the first to start automation in 2003. Library automation is attained by means of a specific type of information system, an integrated library system (ILS). Given that modern academic libraries rely heavily on their ILS to meet user needs, the success of the ILS is vital. In 1999 Farajpahlou published a set of 26 criteria to assess the success of ILS in university libraries that was subsequently validated in both developing and developed countries (Iran and Australia). In this case study of the University of Ghana Library System (UGLS) Farajpahlou‟s original set of criteria was assessed for applicability and used to assess the success of the UGLS by surveying 28 randomly selected library managers, IT specialists and selected paraprofessionals who work with the UGLS ILS. The study showed that, in the opinion of these respondents, the UGLS ILS conclusively satisfies 13 out of the 16 criteria accepted by the research respondents out of the 26 criteria that constitute the Farajpahlou (1999, 2002) success criteria. This outcome suggests that the UGLS ILS may not be conclusively deemed to be successful. Furthermore, the study also suggests that, although Farajpahlou‟s success criteria can serve as a basis for the assessment of ILS success in academic libraries, some criteria may need to be altered or removed and additional criteria added to make it a more robust set of criteria to assess ILS success globally. This research contributes to studies that seek to assess the success of library automation in academic libraries in Ghana and also contribute to the development of potentially suitable success assessment criteria, which may be of value to both researchers and practitioners.<br>Mini Dissertation (MIT)--University of Pretoria, 2016.<br>Information Science<br>MIT<br>Unrestricted
39
Van, der Walt Wynand Dawid. "Leading for innovation : an assessment of employee perceptions about leadership behaviours among senior and middle management staff at Rhodes University Library." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/59361.
Full textAbstract:
Organisations require a leadership cohort that can drive transformation from within, if they wish to adapt innovatively towards ensuring sustainable relevance in a volatile and highly competitive global market. The same applies to academic library services that serve the needs of their respective institutions. Yet, as indicated by various studies, little attention is paid to the nature of leadership required to take academic libraries forward in an age where, especially in the South African academic environment, the maxim of “business unusual” holds true.
Transformational leadership is described as visionary and adaptive leadership aimed at increasing morale and motivation of staff, with an emphasis on follower development and empowerment towards self-leadership, driving entrepreneurial activities (Goethals, Soreson and Burns 2004b: 1558). The study explores aspects of the nature of transformational leadership, as well as the extent to which transformational leadership behaviours and attributes are perceived as being evident among the middle and senior library staff members at the Rhodes University Library.
The Full Range Leadership Model (FRLM) provided the framework for this study, and the Team Multifactor Leadership Questionnaire (TMLQ) was adapted and administered (via the Mind Garden Transform Hosting Solution) to all 42 staff members of the Rhodes Library. The data analysis was done based on the collated on the Mind Garden Transform Hosting Solution.
Based on the analysis of the data, it was concluded that the RUL leadership team is perceived as being predominantly transformational in nature, but with evidence to suggest that transactional and non-leadership behaviours occur more frequently than are conducive towards innovation. This conclusion is supported by the assessment of the perceptions of leadership outcomes that indicate perceived levels of some ineffectiveness, some dissatisfaction and insufficient extra effort on the side of the leadership team.<br>Mini Dissertation (MIT)--University of Pretoria, 2017.<br>Information Science<br>MIT<br>Unrestricted
40
Zhu, Xiaotong. "Service quality and intercultural adjustment : exploring and comparing the perceptions of international students and academic staff of a UK Russell Group university." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/426874/.
Full textAbstract:
The importance of understanding international students' perceptions of the quality of their academic and intercultural experience has been increasingly recognised in higher education context. Previous studies have largely focused on a single perspective. This research presents a more comprehensive picture of service quality of UK higher education and international students' intercultural adjustment in the United Kingdom through investigating and comparing both students' and academics' perspective. A mixed-methods convergent parallel deign was implemented in a Russell Group university, with quantitative survey data collected from a convenient sample of 139 Chinese students and 27 academics, and qualitative interview data from a group of Chinese students (N=5) and academics (N=6). Both the quantitative and qualitative findings show that the perceptions of academics and Chinese students may be very different, even at the same university. There is also evidence for dynamics in these perceptions: 1) the perceptions are changeable over time; and 2) the service quality regarding the academic factor has a positive relationship to sociocultural adjustment. These findings have important implications for various higher education stakeholders across the university: it is critical to promote mutual and regular dialogue between academics and international students to make sure that they have a shared understanding and that the dynamics in their perceptions is captured. The findings also suggest caution when assuming, as is prevalent currently, that service quality of higher education and international students' intercultural adjustment can be comprehensively understood and efficiently improved from just one side's point of view.
41
Malapela, Thembani. "A study into the availability of and access to electronic journals for teaching and research by the academic staff at the Faculty of Agriculture, University of Zimbabwe." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13108.
Full textAbstract:
Includes bibliographical references.<br>Researchers have relied on journals as a source of current research information for more than 350 years. In sub-Saharan Africa, researchers and libraries complain about a lack of access to subscription electronic journals despite an increase in electronic journals access schemes for developing countries. Furthermore, African researchers lag behind in publishing their work when compared to their counterparts in the developed world. Research was carried out in the Faculty of Agriculture at the University of Zimbabwe, which sought to investigate electronic journal availability from the researchers’ perspectives; to discover how electronic journals are used for teaching and research; and how faculty use journals in their publications. To explore this multi-faceted objective, four key sub-objectives emanated from the main research objective. The first sub-objective was to determine to what extent the available electronic journal collections met faculty’s electronic journal teaching and research needs. The second was to establish journal usage through analysing journals cited in faculty research papers and reading lists given to graduate students. The third was to understand the problems if any, encountered in accessing electronic journals –establishing the nature and frequency of these problems. The last was to explore if academic staff desire and publish their research and in the process, to understand the obstacles they face. This study used methodological triangulation, and data was gathered through three main research methods. These were an electronic journal availability study, a 26 question- 7 survey, and a citation analysis. Each respective method addressed a respective sub-objective, with an overlap of methods for the fourth objective. The findings revealed that 85.5% of the required journals were available across the available electronic journals collections. Faculty members use electronic journals for their work; however, they need training to access and to be aware of what journal content is available. While faculty members aim to be published, evidence indicated that they use less recent journals in their published works. There was no evidence that suggested that access to electronic journals alone leads to increased publications.
42
Davids, John W. R. "Engaged scholarship at the South African College of Music of the University of Cape Town: An exploratory study of the perceptions and practices of full-time music academic staff." Master's thesis, Faculty of Humanities, 2018. https://hdl.handle.net/11427/32091.
Full textAbstract:
Debates concerning the concept of 'engaged scholarship’ (ES) in terms of university-society connectivity have become part of the discourse within the shifting South African higher education landscape after 1994. Given the legacy of historical inequalities continuing to permeate all spheres of South African society including higher education, the idea of social-justice-centred engaged scholarship forms the main thrust of the narrative in this thesis. Furthermore, with music inherently geared towards societal engagement, and 'engaged scholarship’ included in UCT’s latest Social Responsiveness Policy Framework, this thesis critically examines the ES responses - in terms of their perceptions and practices - of music academics at the SACM in post-1994 South Africa.
The opening chapter outlines the largely two-pronged research methodology approach pertaining to the analysis and findings of: (1) literature and documents, and (2) in-depth interviews of a representative sample of full-time SACM music academics. Chapter 2 provides a historical sociology unpacking the ES concept as part of an emergent University Third Mission. With developments largely unfolding at American universities, the first part of Chapter 2 shows the development of ES as essentially following two routes. Firstly the Triple Helix notion of university-industry-government (U-I-G) relations since the mid-20th century, identified by Etzkowitz as a 'Second Academic Transformation’ grafted on an earlier 19th century 'First Academic Transformation’ which began in Germany. Then secondly, in the 1990s a broadened view of scholarship aimed at making universities more relevant to the needs of society (i.e. via U-CS or university-civil society links) proposed by Boyer.
With the issue of an emergent University Third Mission also entering the South African higher education discourse after 1994, the second part of Chapter 2 highlights conceptual confusion by considering policy and conference debates on 'community engagement’ (CE), the preferred expression for university-society relations in South Africa. Unfolding developments at UCT however have resulted in a discourse of ES becoming integral to this university’s Social Responsiveness Policy Framework after 2012. Moreover with social justice largely absent from CE discourse and the Triple Helix, Cooper has proposed a Quadruple Helix whereby civil society is added as fourth helix (i.e. resulting in U-I-G-CS). The approach of this study, therefore, explores the concept of a social-justice-centred engagement (outlined in part three of Chapter 2) with which it strongly resonates.
Chapter 3 focuses attention on the milieu and ethos of UCT and the SACM, putting SACM music academics, part of an elite historically 'white’ university, in perspective. This highlights the entrenched hegemony of the historically 'white’ European settler institutional culture and 'orphan’ status of music indigenous to Africa at the SACM. Against this backdrop Chapter 4 provides a snapshot of the ES perceptions and practices of SACM music academics derived from the in-depth interviews. Importantly, with music largely absent from ES discourse, including at UCT, the critical analysis of the narratives of music academics form the basis for this thesis creating four music-specific ES categories in this chapter, and a proposed typology of music-specific ES in Chapter 5.
In addition, a particularly important finding in Chapter 5 depicts the SACM as probably the most engaged UCT department, mainly displaying elements of the Quadruple Helix (U-I-G-CS), but with this engagement significantly skewed towards largely 'white’ civil society. Moreover, given the historically Eurocentric ethos of the SACM, western classical music has retained its uncontested hegemony (including within the SACM student curriculum) despite the introduction in the 1980s of new streams of non-western classical music, including music indigenous to Africa. With reference to ES, the engagement of the majority of SACM music academics was, furthermore, found overwhelmingly to be with the elite social classes. However, 'black’ academics were significantly more engaged with the 'black’ working class than their 'white’ counterparts.
Considering the core findings above, pathways enabling the development of more balanced SACM-society relationships, particularly with the 'black’ working class majority have been proposed in the concluding chapter. A crucial recommendation is the decolonisation of the institutional culture and curriculum of the SACM, thereby restoring the former 'Other’, to 'Self’. These being spaces outside the comfort-zone of most music academics, it is suggested that music-specific ES research, potentially able to shift embedded reasoning, should become integral to the decolonisation process.
43
Fisher, Ronald James. "Gender and Emotions at Work: A Reconceptualisation of Work Commitment." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/366871.
Full textAbstract:
This thesis provides a different lens through which work commitment can be viewed, with a particular focus on how such commitment is gendered and emotionalised. The study is a qualitative investigation into how work commitment is gendered and emotionalised within a university-based workplace, highlighting the long-standing conceptual and methodological inadequacies of work commitment research. In addition, it also recognises the gendered and emotionalised nature of work commitment, through the development of a grounded theory of work commitment. The grounded theory of work commitment provides a significant addition to the current literature, and enables a depth of insight not yet achieved in previous theorising and conceptualisation of work commitment.
This study uses gender and emotion as a lens through which to study work commitment for several reasons. First, the theorising and conceptualising of work commitment to date has not fully considered the impact of gender and emotions upon how organisations and individuals describe and measure work commitment. Only a few studies have argued that commitment is a gendered construct with women ascribing different meaning to work commitment than men. Work commitment research has also not adequately addressed the importance of emotions as part of commitment, with emotional aspects of commitment being regarded as the efforts of organisational members to retain membership or embrace organisational goals and values. It is this lack of attention to the importance of the relationships between gender and emotions and their impact on work commitment, and how this relationship is understood from the perspective of organisational members, that underpins the need for research in this area Therefore, this study investigates and addresses the question: How is work commitment gendered and emotionalised? This thesis utilises a specific methodological and theoretical approach to the study of work commitment. In comparison to the extensive work commitment literature, which has been primarily functionalist in nature, utilising a dualistic ontology and positivistic epistemology, the study upon which this thesis is based uses a grounded theory approach. A focus on understanding from the perspective of people in the workplace, rather than a focus on measurement of a number of commitment related constructs, has allowed the researcher to delve deeper into important issues relating to commitment that have either been previously overlooked or only partly understood. For example, previous research has mainly regarded gender and emotions as independent, objective constructs, with no regard given to the intertwining relationships within which these constructs exist. In contrast, this research reconceptualises work commitment through accounts of the workers themselves. A grounded theory methodology and method is used to build a substantive theory of work commitment. Grounded theory provides an appropriate methodology and method to understand how commitment is gendered and emotionalised by building a theory based on the interpretations of workers of commitment in their workplace.
This research concludes that the work commitment of university academic staff is a gendered construct. Women are often faced with the competing demands of the greedy institutions of home and the workplace (Coser, 1974; Franzway, 2000). Maintaining an effective work/life balance has important implications for work commitment, with women being affected to a greater degree than men. In addition, the career building work activities of male staff, such as a focus on research, also impact unfairly upon women, for this activity is often at the expense of teaching and service to the university. This study also found that emotions are central in the construction of work commitment, not only in relation to the display of emotions but also in relation to the ways in which emotions are considered indicators of work commitment. Women tend to display emotions like caring, passion and excitement while men tend to show anger at perceived poor management and decision making.
This study makes an important contribution to the work commitment literature through illustrating how gender and emotions impact upon organisational, career and professional commitment, issues which have been neglected in previous research. The construction of a theory of work commitment, through the utilisation of a grounded theory approach, enables a theory of commitment to be built based on the lived interpretative experiences of organisational members.
The construction of a grounded theory of work commitment allows for illustration of commitment to organisation, profession and career as the common threads that link the sub-categories of the theory. As a result of the tendency of men to concentrate on research as a commitment to career, work that is less well regarded by decision makers, such as teaching and service, falls to women. Organisational commitment is weak amongst both women and men, with commitment at the departmental or school unit level not being reflected at the organisational level. Professional commitment is strong, and clearly gendered, with women associating teaching with the notion of profession. Career commitment for women is mainly centred on giving, learning and helping. For men, career commitment involves a focus on research and a commitment based on reciprocity. The grounded theory produced by this research is a substantive theory which focuses on behavioural phenomena involved in work commitment in the setting for the study. As a substantive grounded theory its findings may not be generalisable beyond the setting of the study.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>Department of Management<br>Griffith Business School<br>Full Text
44
Prather, JoNataye Arnitra. "A View from the Principal's Office: A Grounded-Theory Exploration of Principals' Perceptions of Non-Academic Barriers to Learning: Implications for School Social Work." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276782016.
Full text
45
Bele, Lungile Lindile Primrose. "Perceptions of the university of Zululand academics towards science shops." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1693.
Full textAbstract:
A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018<br>The study examined the perceptions of University of Zululand academic staff members towards adopting Science Shops. Science Shops represent a participatory action research programme which began in the Netherlands and introduced to the University of Zululand with a view to enhancing the university-community relationships. The study specifically focused on the academic staff members who participated in the NUFFIC training programme that gave birth to the idea of Science Shops. NUFFIC is a Dutch acronym of The Netherlands Organization for International Cooperation in Higher Education - translated into English. The study used a qualitative research approach to explore the perceptions of academic staff about SSs. Qualitative research techniques were adopted for the study. A semi-structured questionnaire with open-ended questions was designed and used to obtain information from the ten (10) academic staff members who participated in the study. Focus group interviews were also conducted with the participants as a way of seeking additional information which was not covered in the questionnaire. The purposive sampling technique was used to select the participants from the four (4) Faculties at the participating institution, namely Faculties of Arts, Commerce, Administration and Law (CAL), Education, and Science and Agriculture. Overall, results revealed that the participants perceived Science Shops as an important programme that merited adoption and integration into the University curriculum. The majority of the participants also believed that Science Shops had the potential to restructure the University for relevance (as its motto goes), in teaching, research and community service. Furthermore, Science Shops were seen as a possible means to generate alternative income for the University. However, some challenges were highlighted by the participants which they saw as needing attention before the Science Shop concept could fall on fertile ground. These challenges included the overpopulated classrooms, inadequate knowledge and orientation about community engagement research, and the nature of research in the Science Faculty which appeared not to be amenable to community participation.
46
Volk, Burgess Susan Lizrene. "A Study of the Collaboration Between School And University Faculties In A Professional Development Academy." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/26734.
Full textAbstract:
The purpose of this study was to examine the events, processes, perceptions and changes that occurred as an elementary school faculty and a university faculty collaborated in a partnership formed by the creation of a Professional Development Academy (PDA). The study described how an elementary school faculty and a university faculty collaborated as they implemented a PDA. Research questions were: (1) What contributing factors led to the school and university facultiesÆ Â collaboration during the first three years of the pilot PDA, 1993-1996? (2) How did the school and university faculties collaborate for change during the first three years of the pilot PDA? (3) As a result of collaboration between the school and university faculties during the first three years of the pilot PDA, what changes occurred at the school and university?
A descriptive case study approach was used to explore behaviors within these groups during the three pilot years of the PDA. The study included interviews, and a review of documents and artifacts. Four classroom teachers were randomly selected from the elementary school, four professors were selected from the university and two administrators: one from the school and one from the university, were interviewed. Responses from the interviewees were initially categorized into KaganÆ Âs (1991) six categories of collaboration and into three sections: before the PDA began, during the three years of the PDA, and reflections at the end of the three pilot years of the PDA. KaganÆ Âs categories for collaboration are: formation, conceptualization, development, implementation, evaluation, and termination/reformation stages. Documentation from the participants and PDA files were analyzed.
Six factors were found to contribute to collaboration between faculties: a wish to know the other colleagues personally; maintenance of "we're in this together" attitude; willingness to accept additional responsibilities; investment in making the PDA work; discovery of opportunities for leadership and input; and synergy between coordinators and administrators.
There was evidence that collaboration occurred because of a welcoming and supportive climate; open communication; active involvement by both faculties; validation of teachers and professors; and support for goals and recommendations.<br>Ed. D.
47
Goolnik, Geoffrey M. "Ontological experiences from a university's change management of its online learning initiative and associated Continuing Professional Development opportunities for academic staff." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=14450.
Full text
48
BONELLI, EMANUELA. "Progettazione e sperimentazione di un intervento di Accoglienza Anticipata e Integrata in Università Cattolica." Doctoral thesis, Università Cattolica del Sacro Cuore, 2007. http://hdl.handle.net/10280/143.
Full textAbstract:
La ricerca presentata si inserisce nell'ambito dell'orientamento universitario quale studio di nuove metodologie in tema di orientamento richieste dalla riforma universitaria (a partire dalla Legge delega 127 del 1997). Con il nuovo sistema universitario, l'orientamento acquista un rilievo di primo piano, infatti, il D.M. 509/99, in attuazione alla delega (Legge 127/97), include l'orientamento tra le attività formative che devono essere obbligatoriamente previste nei regolamenti didattici d'ateneo. Il suddetto scenario ha motivato la presente ricerca tale da prevedere all'interno dell'Università Cattolica del Sacro Cuore di Milano un intervento di accoglienza orientativa anticipata ed integrata che si inserisce nelle attività insite nei Progetti ponte con l'obiettivo di sostenere le nuove matricole alla presa di decisione orientativa, per accogliere adeguatamente gli studenti in università e favorirne l'inserimento nel nuovo contesto di studi. Si tratta, pertanto, di una ricerca applicata con la finalità di valutare il servizio di accoglienza erogato. Questa riflessione su nuove metodologie di azione orientativa ha delineato nuove collaborazioni del CROSS (Centro di Ricerche sull'Orientamento Scolastico-professionale e sullo Sviluppo delle organizzazioni dell'Università Cattolica del Sacro Cuore di Milano) sia con i servizi alla persona interni all'università sia con enti esterni al fine di garantire servizi orientativi adeguati ai bisogni della persona.<br>The introduced search becomes part in the University Guideline which study of new methodologies in topic of guideline demanded from the University Reform (the Law delegation 127 of 1997). With the new university system, the guideline acquires an important relief, as a matter of fact, the D.M. 509/99, in performance to the law 127/97, includes the guideline between the formative activities that must obligatorily be previewed in the didactic regulations of athenaeum. The aforesaid scene has motivated the present such search to inside preview of the Università Cattolica del Sacro Cuore di Milano as an participation of orientativa acceptance anticipated and integrated that becomes part in the activities inborn in the Progetti ponte to support the new matriculations to the taken one of orientativa decision, in order to receive adequately the students in university and to favor of the insertion in the new context of studies. This is, therefore, a search applied with the purpose to estimate the distributed service of acceptance. This reflection on new methodologies of orientativa action has delineated new collaborations of the CROSS (Centro di Ricerche sull'Orientamento Scolastico-professionale e sullo Sviluppo delle organizzazioni dell'Università Cattolica del Sacro Cuore di Milano) with the inner services to the person to this university and with external agencies to the aim to guarantee services oriented adapts to the needs of the person.
49
Wyatt, Jennifer Lynne. "Student, staff advisor, and faculty advisor perceptions of academic advising." 2006. http://www.lib.ncsu.edu/theses/available/etd-03272006-113122/unrestricted/etd.pdf.
Full text
50
Soulignavong, Latsanyphone. "Managing the academic profession: academic career, organizational work, and staff development at the National University of Laos." Doctoral thesis, 2017. http://hdl.handle.net/1822/50875.
Full textAbstract:
Tese de Doutoramento em Educação (especialidade em Organização e Administração Escolar)<br>This qualitative case study is aimed at investigating the issues concerning the academic profession at
the National University of Laos (NUOL), which consists of the academic career, the organizational work,
and staff development. The literature of academic profession, academic roles, the survey of academic
profession, academic career, educational management, organizational models (bureaucratic model,
collegial model, political model and organized anarchy model), human resources management models
(Harvard model, Michigan model and Guest model), staff development models and approaches are
reviewed and applied throughout this study. The data was gathered qualitatively through the
questionnaire, semi-structured interviews, and documents from four faculties: Faculty of Language
Education, Faculty of Economic and Business Management, Faculty of Natural Sciences and Faculty of
Architecture at the NUOL.
It was found that the NUOL academics have four main roles: teaching, administration, research and
service. They spend more than 50% of their working time with teaching. Then they have to deal with the
administrative work. Research comes third. There are several problems in order to obtain academic
positions and they believe that academic positions are less important than the administrative positions
due to several reasons. Although, academics complain about the working conditions, low salary, and
inadequate budgets for doing research and others, they still want to continue doing this job because
they love their jobs. Academics do not seem to know much about the related rules and regulations of
the academics, they just follow others.
The NUOL academics were managed by combining four organizational models (bureaucratic, collegial,
political, and organized anarchy models). For the power of the decision-making is in the head of the
higher administrators, the academic are just followers. Moreover, there were various problems in
management, for example, the ineffective transferring of information. This could bring negative effects
on human resources development as well as the management in general. There are ineffective ways of
providing rewards because of the unclear and inappropriate criteria. Staff development plans are
unrealistic and do not match the needs of the academic staff.<br>Este estudo de caso qualitativo pretende investigar os problemas inerentes à profissão académica na
Universidade Nacional de Laos (NUOL), nomeadamente sobre a carreira académica, o trabalho
organizacional, e o desenvolvimento dos funcionários. Ao longo deste estudo, são revistos e aplicados
a literatura da profissão académica, as funções dos académicos, um inquérito da profissão académica,
a carreira académica, a gestão da educação, os modelos organizacionais (modelos burocrático,
colegial, político e de anarquia organizada), modelos de gestão de recursos humanos (modelos de
Harvard, Michigan e Guest), bem como modelos e abordagens de desenvolvimento de funcionários. Os
dados foram recolhidos qualitativamente através da realização de questionários e de entrevistas semiestruturadas,
e a partir da análise documentos de quatro faculdades da NUOL: Faculdade de
Educação Linguística, Faculdade de Economia e Gestão, Faculdade de Ciências Naturais e Faculdade
de Arquitetura.
Foi revelado que os académicos da NUOL possuem quatro funções principais: ensino, administração,
investigação e serviço. Mais de 50% do seu tempo de trabalho é ocupado em ensino. De seguida, têm
de fazer trabalho administrativo. A investigação surge em terceiro. Há vários problemas na obtenção
de posições académicas, e os académicos acreditam que, por motivos diversos, tais posições são
menos importantes do que as posições administrativas. Apesar de os académicos se queixarem das
condições de trabalho, do baixo salário, e dos orçamentos insuficientes para a investigação,
manifestam a vontade de permanecer nos seus empregos, pois é a sua paixão. Os académicos não
parecem estar muito a par das leis e regulamentos relacionados com a sua profissão, seguindo
apenas os outros.
A gestão dos académicos da NUOL foi feita através da combinação de quatro modelos organizacionais
(burocrático, colegial, político e de anarquia organizada). Uma vez que o poder e a tomada de decisão
recaem sobre o diretor das unidades de administração hierarquicamente superiores, os académicos
são apenas seguidores. Além disso, foram encontrados vários problemas na gestão, por exemplo, na
comunicação ineficaz da informação. Este fator pode causar efeitos negativos no desenvolvimento dos
recursos humanos e na gestão em geral. Também se assinala ineficiência na distribuição de
recompensas, devido a critérios pouco claros e inadequados. Os planos de desenvolvimento de
funcionários não são realísticos e não se adequam às necessidades dos funcionários da academia.