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Article
Publication date: 7 January 2019

Davoud Masoumi, Javad Hatami and Javad Pourkaremi

The purpose of this paper is to focus on mapping the ways in which HE institutions enhance faculty members’ professional development. More precisely, by introducing a case…

Abstract

Purpose

The purpose of this paper is to focus on mapping the ways in which HE institutions enhance faculty members’ professional development. More precisely, by introducing a case from one of the well-established universities in Iran, the authors aim to examine the focus of faculty development (FD) activities and how FD is conducted, with a view to shedding light on the challenges of and disparities between faculty roles and areas of FD in higher education (HE) in Iran as a developing country.

Design/methodology/approach

In order to explore and map the characteristics of FD and analyse the trends that Iranian HE institutions are experiencing in this area, a sequential explanatory multiple sources design, consisting of two distinct phases, was implemented (Creswell, 2012). In this design, the documents regarding the faculty professional development (decisions, agreements, The Job Structure Memorandum, and relevant documents and policies at the Iranian Ministry of Science, Research and Technology and the studied HE institution) were analysed first. Next, field records were collected by means of a series semi-structured interviews with faculty members in the given HE setting.

Findings

The analysis of the collected data brought to the surface three themes, namely, FD: policies and procedures, faculties professional development in practice, and associated challenges and future prospects. These initial findings helped to understand if and how FD activities occur as well as map the challenges and complexities in faculties’ CPD in Iranian HE. Further, it discusses possible solutions to develop relevant and practical professional development.

Research limitations/implications

This case study is partly limited to a group of faculty members’ experiences and reflections on FD in one Iranian HE institution. Conducting additional surveys and observations with a large sample of the faculties and students may verify and consolidate the findings of the study and contribute to further insights on the ways facultiesprofessional development can be transformed.

Practical implications

Taking into account the findings of the study, a dynamic framework for continued professional development of faculties in Iran is developed.

Originality/value

The findings of the study present valuable insights into the FD procedures, challenges and paradoxes that seem to shape FD in Iranian HE institutions. Moreover, the findings indicated much-needed structural modifications to simplify and harmonise the policies and procedures to harness profession development. To conclude, the initiatives and action plans that may contribute to FD and reshape the Iranian HE landscape is discussed. The applications and implications are also relevant for similar HE systems in developing countries.

Details

International Journal of Educational Management, vol. 33 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

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Book part
Publication date: 1 January 2006

Dana W.R. Boden

The purpose of this study was to determine not-yet-tenured university library faculty members’ views of 27 methods their department chair may use to support and enhance…

Abstract

The purpose of this study was to determine not-yet-tenured university library faculty members’ views of 27 methods their department chair may use to support and enhance the faculty member's professional development. The methods were derived from earlier qualitative research on department chairs in higher education. While academic teaching department chair roles have been the subject of the research literature for many years, little research has addressed library faculty perceptions of the department chair's role. The survey instrument used consisted of two parts: (1) a demographics section, consisting of five questions; and (2) a researcher-developed survey of faculty perceptions of the department chairs’ role in faculty development. Survey participants were asked to rate the importance of methods chairs may use in enhancing the professional activities of faculty. According to the not-yet-tenured library faculty members responding to this study, a chair engaging in the most important practices to enhance their faculty's professional development would be one who utilizes good communication, while acting as an administrative advocate.

Details

Advances in Library Administration and Organization
Type: Book
ISBN: 978-0-7623-1410-2

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Article
Publication date: 1 April 2009

Michael Solem and Kenneth Foote

This paper describes the development, implementation, and preliminary outcomes of Enhancing Departments and Graduate Education (EDGE) in Geography, a multiyear project…

Abstract

This paper describes the development, implementation, and preliminary outcomes of Enhancing Departments and Graduate Education (EDGE) in Geography, a multiyear project begun in 2005 to study the process of professional development in graduate geography in the U.S and sponsored by the National Science Foundation. As a research and action project responding to the needs of graduate geography programs, EDGE seeks to provide academic geographers with an empirical perspective of disciplinary as well as interdisciplinary and generic skills that M.A./M.S. and Ph.D. students develop as a result of graduate education. Related objectives are to understand how disciplinary skills are applied by geography graduates once they enter the professional workforce in both academic and nonacademic professional settings, and to gauge the extent graduate programs are sufficiently preparing geography graduates for those careers. We begin by summarizing the research goals and design of EDGE, highlighting the roles and contributions of geographers and educational researchers, and noting the interplay and synergy between disciplinary and interdisciplinary methodologies and practices. To date, research has focused on: (1) assessing contemporary workforce competencies in professional geography and (2) examining the role of department climate and culture on student experience and faculty development within masters and doctoral programs. Although the EDGE research efforts are still underway, we present some preliminary research findings and discuss the implications of those outcomes for professional development in geography and related social and environmental sciences. Also discussed is the complementary nature of disciplinebased and interdisciplinary professional development efforts.

Details

International Journal for Researcher Development, vol. 1 no. 1
Type: Research Article
ISSN: 2048-8696

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Book part
Publication date: 25 October 2021

Kelly Mack

The shift in undergraduate student demographic composition, particularly for the science, technology, engineering, and mathematics (STEM) disciplines, has been coupled…

Abstract

The shift in undergraduate student demographic composition, particularly for the science, technology, engineering, and mathematics (STEM) disciplines, has been coupled with an ever increasing need for faculty to be more culturally aware and responsive. Traditionally, higher education has relied on the professional development programs of disciplinary societies and associations to meet such needs. However, designing professional development for STEM faculty in ways that awaken awarenesses about racial differences and their impact on academic success requires more than the conventional faculty development offerings, which, more often than not, only give cursory nods to difference or limit programming to “cookbook” protocols of do's and don'ts. Indeed, today's STEM faculty professional development must be met with more sophisticated paradigms that foreground personal reflection and development. Safe brave spaces represent an ideal mechanism for supporting not only personal reflection but also the grappling with and letting go of the destructive values and beliefs that negatively impact undergraduate STEM student success. The chapter offers the reader a view into our perspective as conveners of safe brave professional development spaces. In it, we also share the words of a safe brave space occupier, demonstrating how the power of reflection can influence the value of safe brave spaces. As a result, the reader is left with a different lens through which STEM faculty professional development programs can and should be considered – whether it is who is in them, who is missing from them, or what is required to facilitate more productive interactions within them. Admittedly, there is more work yet to be done. Understanding that this work requires safety and bravery is a necessary next step.

Details

Re-conceptualizing Safe Spaces
Type: Book
ISBN: 978-1-83982-250-6

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Article
Publication date: 13 April 2015

Jason Rhode, Stephanie Richter, Peter Gowen and Murali Krishnamurthi

As faculty professional development increasingly occurs online and through social media, it becomes challenging to assess the quality of learning and effectiveness of…

Abstract

Purpose

As faculty professional development increasingly occurs online and through social media, it becomes challenging to assess the quality of learning and effectiveness of programs and resources, yet it is important to evaluate such initiatives. The purpose of this paper is to explore how one faculty development center experimented with using analytics to answer questions about the use and effectiveness of its web and social media resources.

Design/methodology/approach

The case study was based on direct observation of the center’s practice and review of selected data generated by the analytic tools.

Findings

Unfortunately, while some analytics are available from a variety of sources, they are often distributed across tools and services. The center developed an analytics strategy to use data from Google Analytics and social media reporting tools to assess the use of online and social professional development resources. Initial results show that the center’s online and social professional development resources are widely used, both within and outside the university. However, more work is necessary to improve the strength and scope of the available analytics.

Practical implications

As a result of the analysis, the center has streamlined online resources, targeted social media use, and has begun developing methods to allow faculty to report online resource use as professional development for academic personnel purposes.

Originality/value

Many faculty development centers have not explored methods of evaluating online and social media resources. This paper outlines a strategic evaluation plan to measure the usage of online resources as well as engagement and interaction through social media.

Details

Journal of Applied Research in Higher Education, vol. 7 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

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Article
Publication date: 11 October 2020

Tessa Withorn, Joanna Messer Kimmitt, Carolyn Caffrey Gardner, Anthony Andora, Cristina Springfield, Dana Ospina, Maggie Clarke, George Martinez, Amalia Castañeda, Aric Haas and Wendolyn Vermeer

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated…

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Abstract

Purpose

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

Findings

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 48 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

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Book part
Publication date: 16 August 2016

Alia Sheety, Elizabeth Moy, Judith Parsons, David Dunbar, Kathleen C. Doutt, Elizabeth Faunce and Leslie Myers

In an environment of constrained resources and related quality assurance efforts, a growing number of American institutions are tapping collaborative relationships to…

Abstract

In an environment of constrained resources and related quality assurance efforts, a growing number of American institutions are tapping collaborative relationships to develop creative ways to advance institutional outcomes. The Southeastern Pennsylvania Consortium for Higher Education (SEPCHE), a non-profit organization incorporated in 1993, is a collaborative of eight private colleges and universities located in the Greater Philadelphia region. SEPCHE’s institutions are small to mid-sized colleges and universities, and like other institutions of higher education, they are increasingly challenged by several environmental factors including diminished growth in enrollment; reduced family financial capacity; limitations in availability and types of funding; and greater demand for accountability.

This chapter highlights the challenges faced by faculty to ensure that students are learning at the highest levels while balancing teaching, research and institutional responsibilities, and the role that collaborative professional development can play in helping faculty attend to these challenges. Several examples illustrate how faculty-led professional development efforts have expanded professional and research capacity efforts across institutions.

The chapter includes faculty perspectives on what has helped and hindered adoption of these efforts within and across institutions. It assesses institutional conditions and supports for sustained collaborations. These efforts are part of an initiative examining faculty work and student learning in the 21st century funded by the Teagle Foundation.

Details

University Partnerships for Academic Programs and Professional Development
Type: Book
ISBN: 978-1-78635-299-6

Keywords

Content available
Article
Publication date: 2 October 2019

Tessa Withorn, Carolyn Caffrey Gardner, Joanna Messer Kimmitt, Jillian Eslami, Anthony Andora, Maggie Clarke, Nicole Patch, Karla Salinas Guajardo and Syann Lunsford

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated…

Downloads
4921

Abstract

Purpose

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

Findings

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 47 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

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Book part
Publication date: 20 October 2007

Janice L. Hutinger and Carol A. Mullen

Faculty study groups offer one means for encouraging teachers to lead other teachers. As a popular staff-development delivery model, faculty study groups can promote…

Abstract

Faculty study groups offer one means for encouraging teachers to lead other teachers. As a popular staff-development delivery model, faculty study groups can promote school success while encouraging a climate of teaching and learning leadership to be fostered. At issue, however, are issues of choice and empowerment with respect to teachers’ readiness to embrace imposed initiatives. This site-based investigation reports teachers’ perceptions of the benefits and disadvantages of the mandated study-group process. Mixed results with respect to compulsory professional development are described in the areas of growth and collegiality, student achievement, emotional support, time restraints, and personality conflicts.

Details

Teaching Leaders to Lead Teachers
Type: Book
ISBN: 978-0-7623-1461-4

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Book part
Publication date: 28 February 2019

Sayo O. Fakayode, Jennifer Jennings Davis, Linus Yu, Paulette Ann Meikle, Ron Darbeau and Georgia Hale

Strengthening the nation’s technological workforce, competing and expanding its relevance in the global economy, and maintaining personal as well as homeland security will…

Abstract

Strengthening the nation’s technological workforce, competing and expanding its relevance in the global economy, and maintaining personal as well as homeland security will be highly dependent on the quantity, quality, and diversity of the next generations of scientists, engineers, technologists, and mathematicians. Production of a diverse generation of human resources with relevant, competitive skills is critical. However, so too is the need to raise an enlightened citizenry with cross-cultural experience and cultural awareness competency, with a broad worldview and global perspectives. These requirements are critical to understanding the challenges and opportunities of scholarly activity in a pluralistic global environment and positioning ourselves to capitalize upon them. Scholars with cross-cultural experience and competency are empowered to adapt and work collaboratively, nationally and globally, with scholars of different races, geopolitical, socioeconomic, and cultural backgrounds. Development of effective strategies to transform science, technology, engineering, and mathematics (STEM) departments for inclusion and to broaden the participation in STEM across cultures, socioeconomic standing, race, and gender in higher education has been a dominant topic of pedagogical interest of national priority in the last several decades. However, success in these endeavors is achievable only through systemic change and a cultural shift to address the underlying root causes of socioeconomic disparity, gender, and racial disparities and a paucity of cultural awareness among all educational stakeholders. STEM departments can only be truly transformed for inclusion through the development of sensitive, creative, and student-engaging curricula and targeted recruitment and retention of underrepresented minorities in STEM. Formation of well-coordinated alliances spanning educational sectors, governmental and non-governmental organizations, and community engagement and outreach are also critical to promoting inclusive and broad participation in STEM education.

The first section of the chapter gives an introduction to various challenges, obstacles, and hindrances that prevent a successful transformation of K–12 science education as well as STEM departments in higher education for inclusion. The second section discusses historical perspectives of the University of Arkansas-Fort Smith (UAFS) – the institutional profile, missions, and visions of UAFS as a regional university. Policies and strategies for addressing the socioeconomic disparity, faculty gender, and racial disparities and cultural competency awareness at UAFS are also highlighted in this section. Other approaches including targeted efforts to recruit and retain underrepresented minority students, provision of financial assistance for students from low-income families, and a creative “Math-up” curriculum innovation to promote inclusive and broad participation in STEM at UAFS are highlighted in the latter section of the chapter. Formation of alliances between UAFS, local K–12 school districts, and governmental and non-governmental agencies to promote broad participation in STEM at UAFS are discussed. The last section of the chapter provides recommendations for adaptation and sustainability of strategies and efforts aimed at transforming national STEM departments for inclusion.

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