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Article
Publication date: 25 June 2021

Mazna Patka, Maryam Fuad Bukhash, Jigar Jogia, Mariapaola Barbato and Mona Moussa

The purpose of this study was to pilot an undergraduate teaching assistantship for Emirati students, an area of scholarship underexplored in the Middle East. The teaching

Abstract

Purpose

The purpose of this study was to pilot an undergraduate teaching assistantship for Emirati students, an area of scholarship underexplored in the Middle East. The teaching assistantship was developed to better prepare students for the workforce, amidst the push for Emiratization.

Design/methodology/approach

Over the course of one semester, four undergraduate teaching assistants documented their experience through reflexive journals that were analysed using a reflexive thematic analysis.

Findings

Undergraduate teaching assistants characterised their experience as providing professional development and learning to connect with student learners. Findings suggest that relationality may be an important factor in student engagement and learning.

Practical implications

Understanding the experience of undergraduate teaching assistants can help develop targeted opportunities to enhance career readiness. Exploring the role of relationality could be important in the training and development of the Emirati workforce and help address some of the gaps in skills. Understanding the way in which undergraduate teaching assistants perceive their teaching experience can also provide faculty with insight into their teaching practices.

Originality/value

This exploratory study shows that students are able to acquire skills that may be applied in a variety of work settings (e.g. balancing multiple responsibilities). However, undergraduate teaching assistants expressed wanting to connect with student learners; this may be more culturally rooted and is less explored within the Emirati context. Given the socio-cultural context of the United Arab Emirates (UAE), female Emiratis may benefit from work-type opportunities, which to the authors’ knowledge has not been explored previously.

Details

Higher Education, Skills and Work-Based Learning, vol. 12 no. 1
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 1 March 1996

Nina K. Stephenson and Linda St. Clair

Reference librarians in today's academic libraries are typically confronted with a growing array of simultaneous demands. Strained financial resources, staffing shortages, the…

Abstract

Reference librarians in today's academic libraries are typically confronted with a growing array of simultaneous demands. Strained financial resources, staffing shortages, the challenge of adding new services, the explosion of information, and the electronic revolution have complicated (and sometimes compromised) the delivery of quality services. In response to many universities' growing commitment to offer nontraditional degree programs, reference staff are also assuming more responsibility for night and weekend instruction.

Details

Reference Services Review, vol. 24 no. 3
Type: Research Article
ISSN: 0090-7324

Book part
Publication date: 18 January 2021

Novell E. Tani, Steven C. Williams, Rochelle Parrish, Cassidy Ferguson, Dominic Burrows and Angelique Reed

Black faculty members navigating the tenure process in higher educational settings, especially historically Black colleges or universities (HBCU), quickly learn within their…

Abstract

Black faculty members navigating the tenure process in higher educational settings, especially historically Black colleges or universities (HBCU), quickly learn within their careers that the job at hand requires a lot of time, energy, and persistence. Extant literature highlights the difficulties Black scholars face in such settings; however, it is vital to shedding light on the positive aspects that occur daily. This chapter highlights a component of collaboration that is often under shadowed in the educational setting, the faculty–graduate student partnership. Given the lack of resources and infrastructural elements that often plague HBCUs, in comparison to other institutions, faculty members inadvertently and unconsciously establish partnerships with advanced undergraduate and graduate students. Without the assistance of young, emerging scholars, tenure-earning faculty may struggle with maintaining a healthy work–life balance. Moreover, forging strong partnerships with mentees aids in faculty and student development alike. This narrative encompasses the views, experiences, and perceptions of a young, tenure-earning faculty member. Additionally, past and present graduate students provide insight on perceptions of faculty–student interactions and their subsequent development as scholars, researchers, and clinicians.

Details

The Beauty and the Burden of Being a Black Professor
Type: Book
ISBN: 978-1-83867-267-6

Abstract

Details

Beyond Small Numbers
Type: Book
ISBN: 978-0-76230-562-9

Book part
Publication date: 11 January 2016

Ira Abdullah, Alisa G. Brink, C. Kevin Eller and Andrea Gouldman

We examine and compare current practices in teaching preparation in U.S. accounting, finance, management, and economics doctoral programs.

Abstract

Purpose

We examine and compare current practices in teaching preparation in U.S. accounting, finance, management, and economics doctoral programs.

Methodology/approach

We conduct an anonymous online survey of the pedagogical training practices experienced by Ph.D. students in accounting, finance, management, and economics programs in the United States.

Findings

Results indicate that accounting, finance, and management perform similarly with respect to providing doctoral students with first-hand teaching experience and requiring for-credit courses in teacher training. Accounting and management appear to utilize doctoral students as teaching assistants less than the other disciplines. A lower proportion of accounting doctoral students indicate that their program requires proof of English proficiency prior to teaching, and pedagogical mentoring is rare across disciplines. Accounting and management doctoral students feel more prepared to teach undergraduate courses compared to finance and economics students. However, all disciplines indicate a relative lack of perceived preparation to teach graduate courses.

Practical implications

This study provides empirical evidence of the current practices in pedagogical training of accounting, finance, management, and economics doctoral students.

Social implications

The results highlight several areas where accounting could possibly improve with regard to pedagogical training in doctoral programs. In particular we suggest (1) changes in the teaching evaluation process, (2) development of teaching mentorships, (3) implementing a teaching portfolio requirement, and (4) incorporation of additional methods of assisting non-native English speakers for teaching duties.

Originality/value

The study fills a gap in the literature regarding the pedagogical training in accounting doctoral programs.

Details

Advances in Accounting Education: Teaching and Curriculum Innovations
Type: Book
ISBN: 978-1-78560-767-7

Keywords

Abstract

Details

Carl J. Couch and The Iowa School
Type: Book
ISBN: 978-1-78743-166-9

Article
Publication date: 14 May 2018

David Knight, Timothy Kinoshita, Nathan Choe and Maura Borrego

This paper aims to determine the extent to which graduate student funding portfolios vary across and within engineering, life sciences and physical sciences academic fields for…

Abstract

Purpose

This paper aims to determine the extent to which graduate student funding portfolios vary across and within engineering, life sciences and physical sciences academic fields for degree recipients. “Graduate student funding portfolios” refers to the percentages of students funded by fellowships, research assistantships, teaching assistantships, personal means and other sources within an organizational unit.

Design/methodology/approach

Using data from the Survey of Earned Doctorates data set, the authors analyze doctoral students’ self-reported primary mechanisms of funding across and within academic fields varying along the Biglan taxonomy. The authors used cluster analyses and logistic regression to investigate within-field variation in funding portfolios.

Findings

The authors show significant differences in doctoral student funding portfolios across dimensions of the Biglan taxonomy characterizing academic fields. Within those fields, the authors demonstrate considerable variation in funding; institutions cluster into different “modes” of funding portfolios that do not necessarily map onto institutional type or control variables.

Originality/value

Despite tremendous investment in graduate students, there has been little research that can help characterize at the program-level how graduate students are funded, either by internal or external mechanisms. As programs continue to feel the pressures of more limited resources coupled with increasing graduate enrollment demands, investigating graduate student funding at a macro level is becoming increasingly important so programs may better understand constraints and predict shifts in resource availability.

Details

Studies in Graduate and Postdoctoral Education, vol. 9 no. 1
Type: Research Article
ISSN: 2398-4686

Keywords

Book part
Publication date: 16 October 2003

John D Daniels

This paper highlights the evolvement of international business curricula during the 1990s, with an emphasis on occurrences at IU. Because business students are increasingly…

Abstract

This paper highlights the evolvement of international business curricula during the 1990s, with an emphasis on occurrences at IU. Because business students are increasingly entering universities with more international experience and international learning expectations than in the past, business schools must respond with course content changes; however, not all professors feel comfortable in adding substantial international content to their courses. Business schools have responded in three organizational ways – separation, infusion, and diffusion – none of which has been without problems. During the 1990s, IU followed a combination of the first two.

Details

Leadership in International Business Education and Research
Type: Book
ISBN: 978-1-84950-224-5

Book part
Publication date: 29 November 2014

Joseph O’Shea and Latika L. Young

In this chapter we argue that inquiry-based learning can be efficacious in providing diverse and flexible levels of challenge to promote educational growth across a variety of…

Abstract

In this chapter we argue that inquiry-based learning can be efficacious in providing diverse and flexible levels of challenge to promote educational growth across a variety of populations. In this way, we position inquiry-based pedagogy as a way to support equality within education, as the practice promotes the academic and personal development of each unique student. We ground our argument in a philosophical approach that advocates for equality of educational growth as the principal guiding and evaluating measure. We outline how a university can take a scaffolding approach to embedding research-focused, inquiry-based learning throughout the curricular and co-curricular landscape of an institution, presenting an approach that facilitates students’ growth toward open inquiry and the highest levels of scholarship. Within an era of scarce resources, we focus on programs representing a wide range of cost and scalability so that they can be implemented to best suit individual institutional needs.

Details

Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-235-7

Article
Publication date: 5 September 2016

Jane Ellen Dmochowski, Dan Garofalo, Sarah Fisher, Ann Greene and Danielle Gambogi

Colleges and universities increasingly have the mandate and motivation to integrate sustainability into their curricula. The purpose of this paper is to share the strategy used at…

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Abstract

Purpose

Colleges and universities increasingly have the mandate and motivation to integrate sustainability into their curricula. The purpose of this paper is to share the strategy used at the University of Pennsylvania (Penn) and provide an evaluation of its success and guidance to others creating similar programs.

Design/methodology/approach

This article summarizes Penn’s Integrating Sustainability Across the Curriculum (ISAC) program. ISAC pairs Penn undergraduate research assistants with instructors in a collaborative effort to incorporate sustainability into courses.

Findings

In concert with other Penn initiatives (a course inventory, faculty discussion groups and a research network), ISAC increases Penn’s sustainability-related courses and creates dialogue regarding how various disciplines contribute to sustainability.

Practical implications

The program described in this article is replicable at other institutions. The authors demonstrate that the logistics of recruiting students and establishing the program are straightforward. Undergraduate students are on campus; their pay requirements are modest; and they are desirous of such research experiences.

Social implications

The ISAC program inculcates a cultural and behavioral shift as students and faculty approach sustainability issues collaboratively, and it facilitates the development of a shared language of environmental sustainability. Such social implications are difficult to quantify, but are nonetheless valuable outcomes.

Originality/value

The faculty–student partnership used to facilitate the integration of sustainability into courses at Penn is original. The ISAC program provides a framework for engaging students and faculty in curriculum development around sustainability in a manner that benefits the student research assistants, the participating faculty and future students.

Details

International Journal of Sustainability in Higher Education, vol. 17 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

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