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

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Published: 4 June 2021

Last updated: 5 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Hull, John M., and Michael Grimmitt. "Teacher Education in RE at the University of Birmingham." Religion & Public Education 12, no. 4 (1985): 150–52. http://dx.doi.org/10.1080/10567224.1985.11487896.

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12

Tingle, John. "The relevance of law to patient safety education and training." British Journal of Nursing 29, no. 1 (2020): 64–65. http://dx.doi.org/10.12968/bjon.2020.29.1.64.

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13

Flores, Araceli, and Christina M. Rodriguez. "University Faculty Attitudes on Affirmative Action Principles Toward Faculty and Students." Equity & Excellence in Education 39, no. 4 (2006): 303–12. http://dx.doi.org/10.1080/10665680600934149.

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14

Lumpkin, Angela. "A Model for Mentoring University Faculty." Educational Forum 75, no. 4 (2011): 357–68. http://dx.doi.org/10.1080/00131725.2011.602466.

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15

Bird, Barbara J., and David N. Allen. "Faculty Entrepreneurship in Research University Environments." Journal of Higher Education 60, no. 5 (1989): 583. http://dx.doi.org/10.2307/1982268.

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16

Ponak, Allen, Mark Thompson, and Wilfred Zerbe. "Collective bargaining goals of university faculty." Research in Higher Education 33, no. 4 (1992): 415–31. http://dx.doi.org/10.1007/bf00973764.

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17

SCOTT, TOM. "Memorial University Faculty of Medicine." Academic Medicine 75, Supplement (2000): S424—S425. http://dx.doi.org/10.1097/00001888-200009001-00124.

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18

STE-MARIE, MICHELINE, and KAREN MANN. "Dalhousie University Faculty of Medicine." Academic Medicine 75, Supplement (2000): S426—S428. http://dx.doi.org/10.1097/00001888-200009001-00125.

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19

BOUDREAU, J. DONALD. "Faculty of Medicine, McGill University." Academic Medicine 75, Supplement (2000): S444—S446. http://dx.doi.org/10.1097/00001888-200009001-00130.

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20

Chambers, Betsy. "Dalhousie University Faculty of Medicine." Academic Medicine 81, no. 2 (2006): 161. http://dx.doi.org/10.1097/00001888-200602000-00012.

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21

Cummings, Beth-Ann, Marion Koch, Melanie Mondou, Catherine Millar, and Michelle Elizov. "McGill University Faculty of Medicine." Academic Medicine 95, no. 9S (2020): S592—S595. http://dx.doi.org/10.1097/acm.0000000000003309.

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22

Delva, Dianne, and Lynette Reid. "Dalhousie University, Faculty of Medicine." Academic Medicine 85 (September 2010): S620—S623. http://dx.doi.org/10.1097/acm.0b013e3181eab097.

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23

Pickering, Joyce, and Maryse Grignon. "McGill University Faculty of Medicine." Academic Medicine 85 (September 2010): S639—S643. http://dx.doi.org/10.1097/acm.0b013e3181eabf43.

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24

Phuong, Tam T., and Gary N. McLean. "The experiences of Vietnamese university faculty in relation to their faculty development." Asia Pacific Education Review 17, no. 4 (2016): 599–608. http://dx.doi.org/10.1007/s12564-016-9454-5.

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25

Tyulkov, Igor Aleksandrovich, Iana Aleksandrovna Gritsiuk, and Valerii Vasilevich Lunin. "Pedagogical component of classic chemistry education in university." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2014): 3–14. http://dx.doi.org/10.51314/2073-2635-2014-2-3-14.

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The article describes the current situation of teacher training for chemistry teacher in schools and universities. Presents the interaction experience of Сhemistry Faculty with Faculty of Teacher Education, Moscow State University. Shown that at the Сhemistry Faculty assembled a unique methodological material on the organization of competitions in chemistry at various levels. Within the program “MSU - School” is working to improve the skills of chemistry teachers of secondary schools.

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26

Friesen, Rhonda. "Faculty Member Engagement in Canadian University Internationalization." Journal of Studies in International Education 17, no. 3 (2012): 209–27. http://dx.doi.org/10.1177/1028315312451132.

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27

Perna, Frank M., Bart M. Lerner, and Michael T. Yura. "Mentoring and Career Development among University Faculty." Journal of Education 177, no. 2 (1995): 31–45. http://dx.doi.org/10.1177/002205749517700203.

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Historically, the major theories of career development have directly or indirectly implicated the role of older adults in the personal and professional development of young adults. Increasily, attention has been focused on explaining the dynamics and effects of these mentoring relationships. In this article we review and discuss the research relating to mentoring and university faculty career development.

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28

Parson, L. Alayne, Roberta G. Sands, and Josann Duane. "Sources of career support for university faculty." Research in Higher Education 33, no. 2 (1992): 161–76. http://dx.doi.org/10.1007/bf00973577.

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29

Weiler, William C. "Why do faculty members leave a university?" Research in Higher Education 23, no. 3 (1985): 270–78. http://dx.doi.org/10.1007/bf00973790.

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30

CASIRO, OSCAR G., and CHERYL KRISTJANSON. "University of Manitoba Faculty of Medicine." Academic Medicine 75, Supplement (2000): S420—S423. http://dx.doi.org/10.1097/00001888-200009001-00123.

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31

PETERSON, LINDA N. "University of Ottawa Faculty of Medicine." Academic Medicine 75, Supplement (2000): S433—S437. http://dx.doi.org/10.1097/00001888-200009001-00127.

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32

DUBÉ, SERGE, ANDRÉ FERRON, and CLAUDE L. MORIN. "Faculty of Medicine, University of Montreal." Academic Medicine 75, Supplement (2000): S447—S450. http://dx.doi.org/10.1097/00001888-200009001-00131.

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33

Tonin, Paul, Stacey Bernstein, Pier Bryden, et al. "University of Toronto Faculty of Medicine." Academic Medicine 95, no. 9S (2020): S579—S582. http://dx.doi.org/10.1097/acm.0000000000003316.

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34

Flynn, Leslie, and Denise Stockley. "Queen’s University Faculty of Health Sciences." Academic Medicine 95, no. 9S (2020): S575—S578. http://dx.doi.org/10.1097/acm.0000000000003489.

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35

Coderre, Sylvain, Wayne Woloschuk, Janet Tworek, et al. "University of Calgary Faculty of Medicine." Academic Medicine 85 (September 2010): S615—S617. http://dx.doi.org/10.1097/acm.0b013e3181eaae7a.

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36

Moineau, Geneviève. "University of Ottawa Faculty of Medicine." Academic Medicine 85 (September 2010): S633—S636. http://dx.doi.org/10.1097/acm.0b013e3181eab8bd.

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37

Rosenfield, Jay. "University of Toronto, Faculty of Medicine." Academic Medicine 85 (September 2010): S637—S638. http://dx.doi.org/10.1097/acm.0b013e3181eabe59.

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38

Gaukroger, Alison, and Leonard Schwarz. "A University and its Region: student recruitment to Birmingham, 1945‐1975." Oxford Review of Education 23, no. 2 (1997): 185–202. http://dx.doi.org/10.1080/0305498970230204.

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39

Parle, J., S. Greenfield, C. Thomas, et al. "Community-based clinical education at the University of Birmingham Medical School." Academic Medicine 74, no. 3 (1999): 248–53. http://dx.doi.org/10.1097/00001888-199903000-00014.

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40

Marsh, Josephine Peyton, and Deborah Gonzalez. "University Faculty Talk About Practitioner Research: A Conversation." Journal of Adolescent & Adult Literacy 63, no. 4 (2019): 479–81. http://dx.doi.org/10.1002/jaal.1026.

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41

Eggins, Heather. "The Impact of Government Policy on University Faculty." New Directions for Teaching and Learning 1997, no. 72 (1997): 23–30. http://dx.doi.org/10.1002/tl.7203.

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42

Lipka, Orly, Marlyn Khouri, and Michal Shecter-Lerner. "University faculty attitudes and knowledge about learning disabilities." Higher Education Research & Development 39, no. 5 (2019): 982–96. http://dx.doi.org/10.1080/07294360.2019.1695750.

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43

Mendoza, Pilar, Secil Dayioglu Ocal, Ze Wang, and Enyu Zhou. "Faculty norms and university/industry linkages in STEMM." Studies in Higher Education 45, no. 7 (2018): 1474–87. http://dx.doi.org/10.1080/03075079.2018.1541451.

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44

Blackburn, Robert T., Stephen M. Horowitz, Dee W. Edington, and Donald M. Klos. "University faculty and administrator responses to job strains." Research in Higher Education 25, no. 1 (1986): 31–41. http://dx.doi.org/10.1007/bf00991876.

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45

Saleh, Hanadi Kassem. "Computer self-efficacy of university faculty in Lebanon." Educational Technology Research and Development 56, no. 2 (2007): 229–40. http://dx.doi.org/10.1007/s11423-007-9084-z.

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46

Bayaga, Anass, Michael J. Bossé, John Sevier, et al. "University Faculty Opinions of Preservice Teachers’ Technological Readiness." Canadian Journal of Science, Mathematics and Technology Education 21, no. 1 (2021): 44–64. http://dx.doi.org/10.1007/s42330-021-00138-6.

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47

WHITFIELD, A. G. W. "Higher Medical and Surgical Degrees of the University of Birmingham." Medical Education 1, no. 5 (2009): 359–62. http://dx.doi.org/10.1111/j.1365-2923.1967.tb01733.x.

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48

Peters, Bethany, and Michael E. Anderson. "Supporting Non-Native English Speakers at the University." Journal of International Students 11, no. 1 (2021): 103–21. http://dx.doi.org/10.32674/jis.v11i1.1200.

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This study reports on a survey designed to understand the experiences of faculty and staff who work with non-native speakers of English (NNESs) at a U.S. public research university. Over 1,500 faculty and staff responded to the survey, and the findings highlight their perspectives on the benefits of having non-native English speakers on campus, as well as the challenges that they experience in teaching and advising this population of students. We conclude with a discussion about possible resources and strategies that may provide enhanced support for NNES and the faculty and staff who work with them.

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49

Aslan, Sevda. "University students’ opinions regarding school vandalism in Turkey." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (2018): 162–70. http://dx.doi.org/10.18844/prosoc.v4i8.3027.

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In this study, the aim is to determine university students’ opinions regarding school vandalism. The study group consisted of 203 first- to fourth-year students studying at Faculty of Humanities and Social Sciences, Yıldırım Beyazıt University; Gazi Faculty of Education, Gazi University; Faculty of Health Science, Kırıkkale University; Faculty of Education; Faculty of Education, Hacettepe University; Faculty of Agriculture, Omer Halis Demir University; Faculty of Economics and Administrative Sciences; Faculty of Arts and Sciences and Faculty of Education in Spring 2016–2017 academic year[AQ: Please approve edits made to sentence ‘Faculty of Education. . . ’]. In this study, university students’ views regarding school vandalism form were developed by the researcher in order to determine the views of university students. The study is a descriptive type of study. These forms consisting of 20 items were designed as a five-point Likert-type scale. The frequencies and percentages will be calculated later on. It was found that students’ positive perceptions about damage to the property by someone exposed to violence. On the other hand, their most negative perceptions were increase in vandalism as the students’ age increases. Keywords: University students, school vandalism, student views.

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50

Benn, Tansin. "Reflections on a Degree Initiative: The UK's Birmingham Royal Ballet dancers enter the University of Birmingham." Research in Dance Education 4, no. 1 (2003): 5–16. http://dx.doi.org/10.1080/14647890308304.

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