Relevant bibliographies by topics / University of Birmingham. Faculty of Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'University of Birmingham. Faculty of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "University of Birmingham. Faculty of Education"

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Pressey, Andrew. "A quiet revolution." Journal of Historical Research in Marketing 9, no. 4 (2017): 511–34. http://dx.doi.org/10.1108/jhrm-05-2017-0018.

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Purpose The study aims examine the popular master narrative that marketing education in Britain first appeared in the 1960s and understand if its origins can in fact be traced to an earlier period. This is undertaken through an examination of the courses taught from 1902 to 1969 at the Faculty of Commerce, University of Birmingham, Great Britain. Design/methodology/approach The study draws on a number of primary source materials held at the archives at the Cadbury Research Library, University of Birmingham, that are related to the Faculty of Commerce. Findings The study identifies that marketing courses were being taught in Britain long before the 1960s by the new business schools; we can trace its origins to the beginning of the twentieth century at Birmingham. From 1902 onwards, marketing was consistently part of the syllabus of the undergraduate programme and it became part of the core syllabus of the post-graduate programme. Research limitations/implications The findings of the study require marketing education scholars and scholars of the emergence of marketing thought to revise their beliefs concerning the emergence of marketing education in Great Britain and situate this in an earlier period. Originality/value The paper demonstrates the historical value of studying early commerce syllabi and the manner in which marketing-themed content was delivered to students.
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Gash, Sarah. "Educating the business information professional." Business Information Review 12, no. 2 (1995): 42–51. http://dx.doi.org/10.1177/026638219501200204.

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Sarah Gash is Senior Lecturer at the University of Central England in Birmingham. Previous positions include: Course Resources Officer, Brighton Polytechnic and Faculty Liaison Officer, W Australia Institute of Technology. Author of Effective Literature Searching for Students, Gower 1989 and Business Information & How to Find It, Routledge, 1995.
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Young, F. "The critic and the visionary." Scottish Journal of Theology 41, no. 3 (1988): 297–312. http://dx.doi.org/10.1017/s0036930600031446.

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The first Edward Cadbury Professor of Theology was H. G. Wood. The subject of his Inaugural Lecture given in 1940 was The function of a Department of Theology in a modern University. Appropriately enough he took up the views of John Henry, Cardinal Newman, the one Birmingham theologian whose work is on the way to becoming classic. In the present climate, Newman's book The Idea of a University is worth looking at again. As he showed over a hundred years ago, purely utilitarian values cannot produce good education. Nor can a general acquaintance with a bit of everything. Specialisation and in-depth study is the only way to learn how to think rather than pick up information jackdaw-like. Scholarly grappling with the great minds of the past, the so-called ‘irrelevant’ and ‘ivory-tower’ occupation of those who inhabit an Arts Faculty, is essential for the formation of minds. ‘To open the mind, to correct it, to refine it, to enable it to know, and to digest, master, rule, and use its knowledge, to give it power over its own faculties, application, flexibility, method, critical exactness, sagacity, resource, address, eloquent expression’ – this Newman regarded as ‘an object as intelligible as the cultivation of virtue’.1 Society needs minds and not just technicians, and in an institution which is concerned with truth, the whole truth and nothing but the truth, theology is indispensable to the universality which a University should embrace.
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Luker, Austin, Abhishek Reddy, Laura Lockwood, et al. "3.65 WOUNDED HEALERS: DISTRESS AMONG UNIVERSITY OF ALABAMA AT BIRMINGHAM RESIDENTS AND FACULTY AS ASSESSED BY THE WELL-BEING INDEX." Journal of the American Academy of Child & Adolescent Psychiatry 58, no. 10 (2019): S216. http://dx.doi.org/10.1016/j.jaac.2019.08.228.

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Enja, Manasa, and Irena Bukelis. "30.1 BURNOUT AMONG THE UNIVERSITY OF ALABAMA AT BIRMINGHAM RESIDENTS AND FACULTY USING THE MASLACH BURNOUT INVENTORY: A PILOT STUDY." Journal of the American Academy of Child & Adolescent Psychiatry 59, no. 10 (2020): S210. http://dx.doi.org/10.1016/j.jaac.2020.08.270.

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Shank, Christopher D., Elizabeth N. Kuhn, Mark N. Hadley, and Beverly C. Walters. "Developing Physician Leadership in Hospital Policy Development: A Case Study of Resident-Driven Policy Initiatives in the Department of Neurosurgery at the University of Alabama at Birmingham." Neurosurgery 86, no. 1 (2019): 150–53. http://dx.doi.org/10.1093/neuros/nyz002.

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Abstract The bulk of a resident's daily work is patient care related; however, other aspects of residency training are vital both to a resident's education and to the advancement of the field. Basic science and clinical research are the more common academic activities in which residents participate after completion of daily patient care objectives. Less frequently, residents participate in a process vital to the delivery of efficient, cost-effective, and safe patient care: hospital policy development. Two policies were identified as outdated or absent: (1) the process for the declaration of brain death and (2) a policy for the use of hypertonic saline in the Neurosciences Intensive Care Unit. The policies were rewritten after review of the existing policy (when applicable), other institutions’ examples, national guidelines, and state and federal laws. Once written, proposals were reviewed by department leadership, hospital ethics, legal counsel, ad hoc specialty committees, the Medical Directors Council, and the Medical Executive Committee. After multiple revisions, each proposal was endorsed by the above bodies and ratified as hospital policy. Residents may make a substantial impact on patient care through active participation in the authorship and implementation of hospital policy. The inclusion of residents in policy development has improved the process for declaring brain death and management of patients with devastating neurological pathology. Resident involvement in hospital policy initiatives can be successful, valuable to the institution, and beneficial to patient care. Resident involvement is predicated on faculty and institutional support of such endeavors.
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Sands, Roberta G., L. Alayne Parson, and Josann Duane. "Faculty Mentoring Faculty in a Public University." Journal of Higher Education 62, no. 2 (1991): 174–93. http://dx.doi.org/10.1080/00221546.1991.11774114.

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Sands, Roberta G., L. Alayne Parson, and Josann Duane. "Faculty Mentoring Faculty in a Public University." Journal of Higher Education 62, no. 2 (1991): 174. http://dx.doi.org/10.2307/1982144.

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Heiman, Rob. "University Faculty in Hospitality Education." Hospitality Education and Research Journal 11, no. 3 (1987): 71–75. http://dx.doi.org/10.1177/109634808701100308.

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Ginsberg, Rick, and Lynn K. Rhodes. "University Faculty In Partner Schools." Journal of Teacher Education 54, no. 2 (2003): 150–62. http://dx.doi.org/10.1177/0022487102250308.

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Dissertations / Theses on the topic "University of Birmingham. Faculty of Education"

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Seagle, Edward Earl Jr. "Faculty Burnout In The California State University System." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3362.

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Purpose. The purposes of this study were to determine: (a) to what extent does faculty burnout exist within the California State University (CSU) system; (b) the correlation between faculty burnout and various demographic factors; (c) the correlation of the measured variables of burnout as related to self-perceptions; and (d) the dimensions of burnout within the CSU system. Procedures. Full-time faculty from each of the 19 CSU campuses were surveyed. Two questionnaires were used to canvass respondents' feelings of burnout: (a) Maslach Burnout Inventory (MBI) and (b) Faculty Feeling Survey. The number of responses analyzed was 370. Findings. Comparing the CSU faculty with MBI norms, CSU faculty scores indicated fewer feelings of being overworked, mentally exhausted, and experiencing ambivalence toward recipients of their services. Respondents' scores indicated slightly higher feelings of personal accomplishment as compared to the MBI norms. Comparing CSU faculty scores with various demographic data, the findings show no significant difference among the 19 campuses, department size, marital status, and the highest degree earned. Demographic variables which indicated significance were the job classification of Assistant Professor reporting the lowest burnout on both Personal Accomplishment subscales; tenure track faculty were less burned out and experienced higher personal accomplishment; newer faculty experienced lower burnout on Personal Accomplishment-Intensity subscale; females rated higher burnout on both Emotional Exhaustion subscales than males, yet more personal accomplishment. The 31 to 40 age group reported the lowest burnout on Personal Accomplishment subscales; Blacks indicated lower burnout on Personal Accomplishment-Frequency subscale; and faculty in their present job for five years or less demonstrated higher burnout on both Emotional Exhaustion subscales. Faculty with 6 to 10 years total teaching experience displayed higher burnout on Depersonalization-Frequency; faculty missing more work days reflected higher burnout on Emotional Exhaustion-Frequency; and the majority of faculty who had not taken a sabbatical revealed they were less burned out on the Personal Accomplishment-Intensity subscale than did those who had taken a sabbatical.
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Quinlan, James E. "Profiles of software utilization by university mathematics faculty." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180441531.

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Barry, Irene Doyle. "Student and faculty readiness for distance education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0031/MQ47435.pdf.

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Alenezi, Hanadi. "Evaluation of faculty perceptions of online dental education in the Kuwait University Faculty of Dentistry." Thesis, University of the Pacific, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1588024.

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<p>In recent years, online learning has become a recognized method for delivering educational content in numerous institutions of higher education. Despite the prevalence of this new method of education and training, few studies have been performed regarding online learning in the field of dental education. This research describes and analyzes faculty perceptions in the Kuwait University-Faculty of Dentistry regarding online dental education. Out of sixty-six full-time faculty members thirty-three of them have responded to questionnaires regarding their perceptions. The data were analyzed for themes and patterns. There was a general positive perception toward online learning as a good tool to enhance dental education. When replying to questions about the challenges and obstructions of online learning, faculty members&rsquo; answers indicated that a lack of time and administrative support created barriers to teaching online learning courses. </p><p> Viewpoints of the faculty members were further analyzed by age, gender, education level, and teaching experiences. The results showed some variation in the levels of agreement toward online learning based on various components of identity. Females were slightly more positive about online teaching and learning. However, there were no noticeable differences between faculty members of different ages. The academic positions did correlate with perceptions: those who hold the highest academic position (professors) had the least favorable perceptions of online teaching. Further, participants who had 6 to 10 teaching experience years had a stronger positive attitude than those who had been teaching for fewer than 5 years or more than 16 years. </p><p> <i>Keywords</i>: online education, dental education, web-based learning, distance learning, e-learning, faculty perception. </p>
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Alzoubi, Fawaz. "EVALUATION OF FACULTY PERCEPTION OF CASE-BASED LEARNING SEMINARS IN KUWAIT UNIVERSITY-FACULTY OF DENTISTRY." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/3538.

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The objective of this study was to evaluate the faculty perception of case-based learning weekly seminars held in Kuwait University-Faculty of Dentistry. Case-based learning (CBL) has been described in the dental literature as an important method for distilling the basic knowledge learned in texts and lectures and applying it to a patient's circumstances. To enhance the integration between disciplines and minimize isolated learning, the Faculty of Dentistry-Kuwait University created comprehensive dental care 3 (CDC) seminars. Those weekly seminars include real cases presented by fifth, sixth, and seventh-year clinical year students, facilitated by a case-based teaching and learning approach. Literature suggests that a shift to a more problem-based learning curriculum can represent a substantial challenge for many faculty members who may be unfamiliar with the process. This research investigated the experiences and perceptions about CBL of faculty in one dental school. Subjects were invited to volunteer to answer a questionnaire. The survey included 25 "forced choice" questions and three open-ended optional questions. Most participants believed that faculty members do not understand the difference between problem-based learning and case-based learning. In addition, results showed that casebased learning was found to be beneficial not only for students, but also for faculty. Although the majority of the participants agreed that case-based learning was not a useful method for preparing students for written assessments, the majority agreed that case-based learning improves the integration between theory and clinical application. It was noted that case-based learning can be time consuming for both faculty and students. In general, faculty members agreed that case-based learning improves clinical skills, treatment planning skills for comprehensive dental patients, and clinical problem-solving as students progress from their fifth to seventh years.
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Hamel, Annette N. "Speaking of Difference: Ohio University Administrators and Faculty MembersConceptualize Faculty Diversity." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1528295119497784.

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Khatoon, Binish. "The uptake of electronic/mobile technologies in dental education at the University of Birmingham." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6306/.

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The aim of this study was to gain a better understanding of the uptake of new mobile technologies and how they are utilized by staff and students in dental education. A questionnaire was distributed to students at the University of Birmingham, Dental School. Follow up one-to-one interviews were conducted. Tutors were interviewed to understand their attitude and understanding towards the use of electronic/mobile technologies. It is apparent that smartphones are more convenient for students to learn and as a resource to advice patients on their clinic. They are using them on the go in preference to any other device and use the support of mobile tools such as phone apps. Emails are used by students for more formal messages and Instant Messaging and social networking sites are used for shorter messages. Students thought that changes were necessary in the way that they communicate and research their studies. There is an all-embracing use, by both tutors and students of mobile learning tools. Learners wish to embed tools such as Instant Messaging in their learning areas but not without the approval of their respected tutors. Institutions should be aware of such changes and look to adapt their learning practices to mobile technologies.
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Searcy, Darlene G. "Electronic mail usage by full-time teaching faculty, faculty of education, University of Manitoba." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0011/MQ32244.pdf.

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Sechrist, Scott Richard. "Organizational citizenship behaviors and technologically proficient university faculty." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539618639.

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As institutions of higher education seek to meet the demands of a changing technological environment, they are compelled to push for increased faculty use of technology in their instructional and scholarly pursuits. as more faculties adopt these innovations, universities find themselves unable to provide the necessary technological support required. Filling this support gap are the techno-profs, faculty members who are technologically proficient, have a network of technological resources, reside at the department level, and are willing to assist most everyone who asks for help.;The purpose of this study was to determine if the techno-profs within various university administrative units have common social and personal characteristics, provide similar technological contributions to their units, exhibit characteristic organizational citizenship behaviors (OCB), and experience positive or negative effects on their careers as a result of these discretionary behaviors.;Social network analysis of the results of a World Wide Web based survey of two academic departments at two universities in the southeastern United States revealed three techno-profs to whom other faculty went for assistance. Semi-directed interviews of the three techno-profs, their deans, and the information technology administrators at both institutions were conducted using a conceptual framework of the university as a social organization based upon the works of Goran Ahrne (1994) and Shirley, Peters, & El-Ansary (1976).;It was concluded that by relying so heavily on techno-profs to provide technological expertise and by providing them the most advanced technological resources, organizations, in essence maintain these faculty in a position that benefits the institution, but is often detrimental to the individual. Techno-profs can easily attribute an exaggerated worth to their technological abilities and importance to the organization as the university pays little heed to their contributions at promotion and tenure time.;Further research is needed to evaluate the effects of OCB on faculty in disciplines other than Humanities, and at different points along the faculty career path. A study of the financial impact of OCB is also needed.
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Sarinzhipov, Aslan. "Opportunities for faculty to influence academic matters at Kazakh National University and Eurasian National University." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592375.

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<p> Kazakhstan's higher education system is based on the Soviet governance structure, limited academic freedom and no autonomy from the state. In such a system faculties are contract employees delivering predesigned courses with no incentive to bring new ideas and methods. But employers and the general public are concerned with the mismatch between market demand and curricula of universities. Qualitative research based on two case studies collected evidence on the opportunities for faculty to influence academic affairs of the two most prominent research universities in Kazakhstan. The study gave a detailed picture of state controls, hierarchical structures and limited role of faculty at the higher education institutions under investigation. The national universities of Kazakhstan were also compared with the University of West Florida, a public research university of similar size which is based on academic freedom, shared governance and faculty authority over academic matters. Conceptual framework for the analysis is based on the theory that university governance differs from other organizations in its involvement of faculty in decision making on academic affairs. The power is shared with faculty because of their recognized knowledge and authority in teaching and research in their particular professional fields. </p><p> The study identified that the national universities in Kazakhstan are established regulated and run like government organizations with a hierarchical structure. The existing centralized and stricter controlled environment results in frustrated and demotivated faculty who are not able to produce good quality teaching and research. Universities are required to produce similar academic programs and courses and offer a limited number of majors approved by the inter-ministerial committee. Structures of degree programs are set according to State Standards and contain certain share of mandatory courses which are provided by the Ministry. The universities are managed by the rectors who have wide powers especially in hiring and promotion of faculty as well as on other academic matters. </p><p> The research identified a number of shortcomings and mismatches with international theory and international best practice. If national universities are to develop they have to be allowed to compete and have freedom to innovate. The national universities need the governing boards to be introduced. Increasing faculty participation will be central to promoting key values of higher education such as academic freedom, autonomy and transparency. Empowering faculty will contribute to their greater responsibility and engagement in developing higher education institutions and their core functions of teaching, research and community service.</p>
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Books on the topic "University of Birmingham. Faculty of Education"

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Department of Education & Science. Report by HM Inspectors on Birmingham University, Facultyof Education, initial teacher training. Department of Education and Science, 1988.

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Rolf, David. The first decade: A Faculty of Education in the University of Birmingham, 1976-1986. University of Birmingham, Faculty of Education, 1986.

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University of Birmingham. Faculty of Law. The Birmingham Law Faculty: The first sixty years. (University of Birmingham, Faculty of Law), 1988.

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Admissions, California Legislature Senate Special Committee on University of California. Faculty diversification in higher education: Hearing. [The Committee], 1989.

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Thursby, Jerry G. US faculty patenting: Inside and outside the university. National Bureau of Economic Research, 2007.

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The twenty-first century university: Developing faculty engagement in internationalization. Peter Lang, 2010.

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Department of Education & Science. Report by HM Inspectors on City of Birmingham Polytechnic: Faculty of Education and Teacher Training, Faculty of Art and Design : initial teacher training. DES Dispatch Centre, 1985.

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Department of Education & Science. Report by HM Inspectors on Birmingham Polytechnic: Faculty of Education, professional training of primary school teachers. Department of Education and Science, 1988.

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System, North Dakota University. Higher Education Research Institute (HERI) 2001-02 faculty survey. North Dakota University System, 2003.

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Calam, John. Affecting eternity: Origins of the University of British Columbia's Education Faculty. Pacific Educational Press, 2007.

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Book chapters on the topic "University of Birmingham. Faculty of Education"

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Khasanova, Gulnara F., and Mansur Galikhanov. "Poster: Technological University Faculty Attitudes Towards Online Education." In Educating Engineers for Future Industrial Revolutions. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68198-2_27.

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Ehara, Takekazu. "Faculty Perceptions of University Governance in Japan and the United States." In Higher Education Dynamics. Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3383-4_4.

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Vellamo, Tea, Elias Pekkola, and Taru Siekkinen. "Technical Education in Jeopardy? Assessing the Interdisciplinary Faculty Structure in a University Merger." In The Responsible University. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25646-3_8.

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Ehara, Yoshihiro, Yoshihiro Abe, Kazuko Fujimoto, et al. "Interprofessional Education at the Keio University Faculty of Pharmacy." In Advanced Initiatives in Interprofessional Education in Japan. Springer Japan, 2010. http://dx.doi.org/10.1007/978-4-431-98076-6_6.

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Levy, Daniel C. "University Leadership: Slippage from Abiding to Peremptory Roles?" In The Promise of Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_43.

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AbstractOur university leadership strongly encourages you to attend today’s session on _____. This topic is of the utmost importance to us all.” Such urging populates the Inboxes of faculty, workers, and students at U.S. universities. They come from presidents, vice-presidents, deans, directors of diversity and inclusion offices, coordinators of training and development, and subordinates in the enlarging bureaucracy mobilized to support this leadership. Seminars train employees with “best practices” to improve their “cultural competencies” and correct their deficiencies. Meanwhile, senior administration’s moral purview extends to pronouncements on the political controversies of the day. Taken together, these internal and external roles mark huge scope for university leadership. Since when? Who signed such a contract when hired as faculty or paying tuition?
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Bayaga, Anass. "Faculty Views of Adaptive E-Learning in a South African University." In The Education Systems of Africa. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_7-1.

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Bayaga, Anass. "Faculty Views of Adaptive E-Learning in a South African University." In The Education Systems of Africa. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_7.

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Saleem, S. N., Y. Y. Sabri, and A. S. Saeed. "Radiology Education in the Faculty of Medicine at Cairo University (Kasr Al-Ainy Hospital)." In Radiology Education. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-68989-8_24.

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Morozumi, Akiko. "Faculty Participation in University Decision Making and Management in Japan." In Mass Higher Education Development in East Asia. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12673-9_19.

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Renc, Zdeněk. "Teaching artificial intelligence at the faculty of mathematics and physics, charles university." In Artificial Intelligence in Higher Education. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/3-540-52952-7_21.

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Conference papers on the topic "University of Birmingham. Faculty of Education"

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Morgado, Beatriz, Noelia Melero, Víctor Molina, and María Dolores Cortés-Vega. "Inclusive University Classrooms the importance of faculty training." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2630.

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The presence of students with disabilities in the universities is increasing. Faculty need to be trained in order to attend these students and with the objective to offer and inclusice education. The aim of this communication is to identify, describe and explain the barriers and aids that students with disabilities experience in university classroom. Forty four students with disabilitis participated in the research. A biographical narrative methodology was used. The university-life histories of the students were complied by making use of in-depth interviews, lifelines and photographs. Results indicate the important of faculty training in matters concerning disabilities and new technologies, informing to the faculty of the presence of students with disabilities in their classroom, the existence of a specific service to support the faculty and the important of iimproving a positive attitude toward the disability. These results are dicussed in line with other studies. Recommendations are maded according to inclusive education and offering keys to universities to provide training plans leading to inclusive education and learning.
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Sharkey, R. "University core skills: an engineering faculty led initiative." In Third Conference on Engineering Education - Access, Retention and Standards. IEE, 2003. http://dx.doi.org/10.1049/ic:20030209.

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Honzik, Lukas, and Jan Frank. "MATHEMATICAL COURSES ON CHILDREN’S UNIVERSITY AT FACULTY OF EDUCATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0108.

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Quan, Gina M., Joel C. Corbo, Courtney Ngai, Daniel L. Reinholz, and Mary E. Pilgrim. "Research on university faculty members’ reasoning about how departments change." In 2018 Physics Education Research Conference. American Association of Physics Teachers, 2019. http://dx.doi.org/10.1119/perc.2018.pr.quan.

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Changchun Zhan and Baozhen Dai. "Physical health status of faculty in Jiangsu University." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6130797.

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De-Juan-Vigaray, Maria D., Elena Gonzalez-Gascón, Juan José López-García, et al. "DIVERSITY: THE PERCEPTIONS AND VIEWS OF UNIVERSITY STUDENTS AND FACULTY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1101.

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Qian, Mengjie, Xizi Wei, Peter Jančovič, and Martin Russell. "The University of Birmingham 2017 SLaTE CALL Shared Task Systems." In 7th ISCA Workshop on Speech and Language Technology in Education. ISCA, 2017. http://dx.doi.org/10.21437/slate.2017-16.

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Gültekin, Mehmet, Betül Yar Sevmiş, Mediha Güner, and Ecmel Yaşar. "QUALITY OF FACULTY LIFE BASED ON THE VIEWS OF EDUCATION FACULTY STUDENTS: THE ANADOLU UNIVERSITY EXAMPLE." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1233.

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Lord, Susan M., Lisa Baird, Jane Friedman, Perla Myers, Sandra Sgoutas-Emch, and Michelle M. Camacho. "Innovative faculty cohort hire at the university of San Diego." In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344181.

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Martínez-Espinosa, Rosa María, and Luis Gras García. "EXCHANGE PROGRAMMES AT THE FACULTY OF SCIENCE. UNIVERSITY OF ALICANTE." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1185.

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Reports on the topic "University of Birmingham. Faculty of Education"

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Hepworth, Nick. Reading Pack: Tackling the Global Water Crisis: The Role of Water Footprints and Water Stewardship. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.109.

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The K4D professional development Reading Packs provide thought-provoking introductions by international experts and highlight the emerging issues and debates within them. They aim to help inform policies that are more resilient to the future. K4D services are provided by a consortium of leading organisations working in international development, led by the Institute of Development Studies (IDS), with the Education Development Trust, Itad, University of Leeds Nuffield Centre for International Health and Development, Liverpool School of Tropical Medicine (LSTM), University of Birmingham International Development Department (IDD) and the University of Manchester Humanitarian and Conflict Response Institute (HCRI). For any enquiries, please contact helpdesk@k4d.info
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously &amp; asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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