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Article
Publication date: 10 March 2021

Yuriy Timofeyev and Oksana Dremova

This exploratory study aims, firstly, to analyse and categorise judgements on ethical behaviour and actual behaviour of university educators. Secondly, the study addresses the…

Abstract

Purpose

This exploratory study aims, firstly, to analyse and categorise judgements on ethical behaviour and actual behaviour of university educators. Secondly, the study addresses the impact of demographic data, such as gender, age and role on these issues.

Design/methodology/approach

We utilised online survey data from academic employees of four leading universities in Russia, who are involved in teaching activities. In this study, we used correlation, regression and factor analyses.

Findings

Our results demonstrate that teaching, while too distressed to be effective, is a common experience among university educators. By contrast, the rarest categories include teaching under the influence of drugs or alcohol. In addition, there is a high congruence between beliefs and respective behaviours. Females are typically more ethical in both judgements and actual behaviour. Factor analysis of behaviours yielded 16 interpretable factors.

Practical implications

Firstly, the salary of the university educators should be adequate and competitive and match with their workload. Secondly, the work of the educators should be given recognition that may become their stimuli for improvement in university teaching. Thirdly, universities should develop ethics centres, which help faculty members and students to take the right decisions in situations involving questionable behaviour in the classroom. Lastly, the development of ethical codes, for faculty members and students, may become their guidance in situations with ethical dilemmas.

Originality/value

This study contributed to the very limited research on the ethical aspects of higher education in Russia.

Details

Journal of Applied Research in Higher Education, vol. 14 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 15 June 2021

Irsyadillah Irsyadillah and Mohamed Salem M Bayou

This study aims to investigate the selection and use of introductory financial accounting (IFA) textbooks in the context of achieving the objectives of accounting education to…

Abstract

Purpose

This study aims to investigate the selection and use of introductory financial accounting (IFA) textbooks in the context of achieving the objectives of accounting education to provide both discipline-specific skills and liberal education.

Design/methodology/approach

This paper adopts a qualitative research design to collect data through semi-structured interviews with 33 accounting educators across Indonesia. This study uses the institutional theory approach to explain how accounting textbooks are selected and used to meet the objectives of accounting education at universities.

Findings

The study provides evidence of the adoption of a systematic procedure for the selection of recommended IFA textbooks. The selection was driven by the technical-regulatory objective of providing technical training. This objective also guides the use of the recommended textbooks. In a sense, accounting educators were more concerned about responding to institutional pressures of preparing accountants for work in the accounting industry rather than providing students with a liberal education that promotes critical thinking and problem-solving skills.

Research limitations/implications

This study focuses on the selection and use of IFA textbooks. Further research should examine the contents of various accounting textbooks and obtain feedback from the people involved in the publication of the textbooks.

Originality/value

The findings of this study have important implications for accounting educators. They can use these findings to improve their selection and use of accounting textbooks.

Details

Meditari Accountancy Research, vol. 30 no. 2
Type: Research Article
ISSN: 2049-372X

Keywords

Book part
Publication date: 9 December 2016

Radmila M. Rasmussen

This chapter exemplifies how assessment is performed in innovation and entrepreneurship (I&E) at the university education and how educators apply and view formative assessment as…

Abstract

Purpose

This chapter exemplifies how assessment is performed in innovation and entrepreneurship (I&E) at the university education and how educators apply and view formative assessment as an important tool in enhancing students’ learning outcomes.

Methodology/approach

A case study methodology was applied to characterize the diversity of assessment and evaluation in I&E-education. Covering major scholarly disciplines 10 cases were selected based on mapping of course outlines obtained from university databases across 7 Danish universities. Semi-structured interviews were conducted with course responsible educators focusing on alignment between learning goals, assessment forms and criteria, and feedback.

Findings

The analysis shows that educators emphasize the importance of formative and learner-centered assessment forms alongside summative, credit-giving assessment. Educators experience that logbooks, learning journals, prototypes, informal feedback session with stakeholders have a crucial potential for enhancing students’ transformative learning.

Research limitations

This study is descriptive and solely based on the educators’ perspectives. To provide more scientifically sound knowledge on the relationship between assessment types and I&E learning outcomes, future research should include students’ perspective and preferably apply both quantitative experimental and qualitative research designs.

Practical implications

The study provides inspiration to educators, researchers, and policy-makers on how to conduct assessment that stimulates students learning in I&E-education.

Originality/value

Considering that the research on how assessment in I&E-education impacts students learning is limited, this study provides important contribution by identifying links between formative assessment types and enhancement of student learning.

Details

Innovation and Entrepreneurship in Education
Type: Book
ISBN: 978-1-78635-068-8

Keywords

Book part
Publication date: 10 August 2023

Frances Rust and Diane Yendol-Hoppey

This chapter examines the professional background, trajectories, and learning of a broad group of teacher educators involved in initial teacher education. The work specifically…

Abstract

This chapter examines the professional background, trajectories, and learning of a broad group of teacher educators involved in initial teacher education. The work specifically identifies those who shape the practice of teaching. The authors who are members of the International Forum on Teacher Educator Development (InFo-TED) were key to the creation of InFo-TED, NA (North America), which has used Zoom technology to launch and spread its efforts. Its central purpose is to spur teacher educators and policymakers to embrace new ways to educate all children.

Article
Publication date: 22 February 2021

Sarah Osborne and Kate Hogarth

Students, faculty staff and universities thrive and reach their full potential through planning and a sense of community. In a few short weeks, COVID-19 unravelled months of…

Abstract

Purpose

Students, faculty staff and universities thrive and reach their full potential through planning and a sense of community. In a few short weeks, COVID-19 unravelled months of planning, separated the university community and shifted tertiary education to remote learning. This created a triangulated expectations–performance gap as to what could be reasonably implemented to support student learning, support educators and provide a continued sense of community. The purpose of this paper is to consider how educators could implement strategies to close the expectations gap created by COVID-19 remote learning.

Design/methodology/approach

The authors consider the expectations gap through pre-COVID-19 pedagogical strategies and teaching methods, then outline how we modified them into COVID-19 teaching approaches and designs.

Findings

The authors found that although expectations differ between university administration, students and faculty staff, there are a number of paths educators can take to close the expectations gap, facilitate interaction and engagement while gently encouraging self-driven student learning in a difficult time.

Originality/value

The practical exemplars identify steps educators can take as support mechanisms for student learners to embrace and take control of their own education in the remote learning environment and convey the importance of maintaining a sense of belonging. This creates an improved teaching environment for educators and an enhanced learning environment for students.

Details

Accounting Research Journal, vol. 34 no. 3
Type: Research Article
ISSN: 1030-9616

Keywords

Article
Publication date: 9 September 2022

Eunice Okyere, Mosese Salusalu, Ramneek Goundar and Kissinger Marfoh

The purpose of this study is to explore online teaching experiences of educators in Fiji National University (FNU). Although they quickly adapted to online teaching, their…

Abstract

Purpose

The purpose of this study is to explore online teaching experiences of educators in Fiji National University (FNU). Although they quickly adapted to online teaching, their experiences are yet to be explored and documented, hence the relevance of this study.

Design/methodology/approach

This study used phenomenological research design to understand the lived experiences of participants' regarding online teaching. A total of 58 in-depth interviews were conducted among educators, at various levels and analysed thematically using an inductive approach.

Findings

The findings show online teaching challenges including difficulties maintaining students' engagement, teaching practically oriented courses, assessing students and embracing change, limited knowledge impact and output, anxiety and stress, inadequate teaching environment, increased workload and unstable Internet. The facilitators and enablers were flexibility, free Internet, creating conducive environment, Moodle training, skills acquisition and support from faculty members' and information technology team. Recommendations for improvement ranged from modifying course outline, summarising previous lessons, reducing course load, adequate assessment tools, incentives, guidelines enforcement to regular training.

Originality/value

This is an original work carried out by the researchers in a specific context. The findings suggest the need to address various challenges for effective online teaching. School managers' and relevant key stakeholders need to understand educators’ teaching experiences as well as their recommended improvement strategies, to enhance online teaching.

Details

Qualitative Research Journal, vol. 23 no. 1
Type: Research Article
ISSN: 1443-9883

Keywords

Article
Publication date: 3 July 2017

Ingrid Mulà, Daniella Tilbury, Alexandra Ryan, Marlene Mader, Jana Dlouhá, Clemens Mader, Javier Benayas, Jirí Dlouhý and David Alba

The world is shaped by an education system that reinforces unsustainable thinking and practice. Efforts to transform our societies must thus prioritise the education of educators

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Abstract

Purpose

The world is shaped by an education system that reinforces unsustainable thinking and practice. Efforts to transform our societies must thus prioritise the education of educators – building their understanding of sustainability and their ability to transform curriculum and wider learning opportunities. The purpose of this paper is to focus on university educators and critically review the professional development and policy landscape challenges that influence their effective engagement with Education for Sustainable Development (ESD). The paper is informed by a pan-European collaboration involving 33 countries that identified emerging scholarship and practice in this area and assessed the lessons learned from ESD professional development initiatives. It sets the context for a special issue titled “Professional Development in Higher Education for Sustainable Development” that draws together a collection of articles focusing on professional development of university educators across the world.

Design/methodology/approach

This paper provides a critical review of existing practice, international policy frameworks and literature relating to ESD, professional development and higher education. It examines innovative initiatives worldwide that seek to improve the capability of educators in higher education to integrate ESD into academic practice at individual, disciplinary and institutional levels. A rigorous process of selection was applied and overseen by an international expert group. This ensured that the initiatives sought educational change in ESD, and not simply the embedding of content about sustainability into learning opportunities. It also assured that the initiatives had a clear and intentional professional learning process to underpin the engagement of participants with ESD.

Findings

ESD has grown in visibility and status worldwide, with a clear increase in activity in higher education. The sector is viewed as a significant force for change in societies, through the education provision it offers to future professionals and leaders in all sectors. However, universities currently lack capacity to integrate ESD effectively into mainstream teaching practices and the training they provide for academic staff or to integrate ESD into their institutional teaching and learning priorities. Many ESD activities remain focused on teaching issues arising in sustainable development research and delivering specialist modules or courses in sustainability. Very few countries and institutions have significant staff development programmes to enhance the ESD competences of university educators and build their academic leadership capabilities for ESD. The contributions to this special issue show the need for greater understanding of the multi-level task of integrating ESD into professional development activities, not just for individual impact in the classroom but to advance institutional change and decisively influence the teaching and learning discourse of higher education.

Originality/value

There are few research studies and documented activities on ESD professional development in higher education available in the literature. This paper attempts to explore what ESD professional development involves and describes its complexity within the higher education sector. The special issue provides a collection of innovative research and practical initiatives that can help those involved in education and learning to develop ESD as a priority for future university innovative pathways.

Details

International Journal of Sustainability in Higher Education, vol. 18 no. 5
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 25 October 2018

Philip Baron and Anne Catherine Baron

When comparing pre-school teachers with university lecturers, society generally acknowledges the latter as a highly skilled professional, while the former does not achieve such…

Abstract

Purpose

When comparing pre-school teachers with university lecturers, society generally acknowledges the latter as a highly skilled professional, while the former does not achieve such admiration or financial reward. Upon studying this status quo, the authors introduce ethically resilient teaching as a set of seven + one common qualities that are shared by both levels of educators. The purpose of this paper is to present these qualities, describing how they relate to the function of teaching and learning with the aim of bridging the perceived gap between these two levels of educators.

Design/methodology/approach

Over several years, the authors observed patterns in the ideas and comments surrounding ethically resilient teaching that have arisen in teacher training sessions in both the pre-school and university domains. Through these reflexive communal conversational training sessions, attributes that are commonly associated with ethics and resilience in teaching and learning were identified. These attributes were then clustered into seven groups or qualities which represent the authors (and their participants’) compilation of ethically resilient teachers.

Findings

Ethically resilient teachers are not specific to a single educational level with there being considerable overlap in the qualities that describe ethically resilient teaching in both the pre-school and university levels.

Research limitations/implications

The study considers two educational contexts: pre-schooling and tertiary education only. The outcomes arise from an urbanised South African multicultural context.

Practical implications

The qualities (seven + one) that describe ethically resilient teachers may be used as predictors for ethical resilience in teaching in both the pre-school and university levels.

Social implications

There are many ethical teachers who leave the vocation as they are not resilient. There are many resilient teachers who would not be labelled as ethical. It is proposed that ethics should be a qualifier to the term resilience in terms of teaching and learning for highly effective sustainable pedagogy.

Originality/value

The topic of ethically resilient teaching has not been found in the literature. The authors have proposed that an ethically resilient teacher is one who for various reasons, has found a strategy for continuing in a self-fulfilling vocation as a teacher in which his or her students achieve their goals in a sustainable manner. These teachers are steadfast, hardy and committed, even in the face of turbulence and are deeply concerned with their students’ results and experiences within the classroom.

Details

Kybernetes, vol. 48 no. 4
Type: Research Article
ISSN: 0368-492X

Keywords

Book part
Publication date: 4 August 2021

Shamim C. Suryavanshi

The Government of India’s National Policy of Education 2020 stipulates that in the following five years all stand-alone teacher education colleges will be required to convert to…

Abstract

The Government of India’s National Policy of Education 2020 stipulates that in the following five years all stand-alone teacher education colleges will be required to convert to multidisciplinary higher education institutions. This calls for a complete overhaul of the country’s vast, diverse, and age-old system of teacher preparation. Evidence-based policy implementation is thus the need of the hour. This chapter attempts to aid the process by presenting insights from a comparative education research on pre-service teacher education (PSTE) of secondary school teachers at stand-alone teacher education institutions (TEIs) in the Indian city of Mumbai and university-based teacher education in the Chinese city of Hong Kong. Documentary sources, field visits, and 57 interviews form the basis of the findings. The dimensions for comparison include academic freedom and autonomy; pathways to PSTE; linkages of teacher education providers; and role and working conditions of teacher educators. The chapter deduces the core differences in teacher education at stand-alone TEIs vis-à-vis that at a university and draws out implications of shutting down the former. It concludes by laying down a road map for the effective universitization of teacher education in India that will result in genuinely improving teacher quality.

Details

Building Teacher Quality in India: Examining Policy Frameworks and Implementation Outcomes
Type: Book
ISBN: 978-1-80071-903-3

Keywords

Article
Publication date: 8 February 2024

Mohamed Mousa, Rami Ayoubi and Vesa Puhakka

This paper aims to answer the question: To what extent should neurodiverse students experience improved access to public universities in Egypt and why?

Abstract

Purpose

This paper aims to answer the question: To what extent should neurodiverse students experience improved access to public universities in Egypt and why?

Design/methodology/approach

A systematic qualitative research method was used with data collected through semi-structured interviews with 44 educators in four universities in Egypt. A thematic approach was implemented to analyze the collected data.

Findings

The addressed educators believe that greater representation of neurodiverse students in their schools should be a priority for the following four reasons: first, neurodiverse students represent a promising new market segment schools could benefit from; second, recruiting more neurodiverse students represents a chance for schools and faculties to prove the social role they can undertake; third, schools can benefit from the unique skills many neurodiverse students have, particularly in mathematical and computational skills; and fourth, the greater the representation of neurodiverse students, the more research projects and funding opportunities educators can obtain.

Originality/value

This paper contributes by filling a gap in diversity management, higher education and human resources management in which empirical studies on the representation of neurodiverse individuals in public universities have been limited so far.

Details

Higher Education, Skills and Work-Based Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2042-3896

Keywords

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