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1 – 10 of over 6000Meghan J. Pifer, M. Cynthia Logsdon, Maria Ibarra and Kevin Gardner
There is a need to support midcareer faculty who have demonstrated scholarly success but require additional development. The purpose of this study was to explore the effects of an…
Abstract
Purpose
There is a need to support midcareer faculty who have demonstrated scholarly success but require additional development. The purpose of this study was to explore the effects of an initiative for “star faculty” at midcareer, with an emphasis on the role of exceptional others in their professional growth.
Design/methodology/approach
This is an exploratory, single-site case study of a midcareer faculty excellence initiative. Data sources include document/site analysis and individual interviews.
Findings
Findings reveal the value of “exceptional others” in professional growth among high-performing midcareer faculty. Perceptions about excellence at midcareer emerged as an antecedent to developing midcareer faculty members. Analysis generated themes in behaviors related to supporting midcareer scholars’ professional growth.
Research limitations/implications
This study is an initial step toward refining concepts such as exceptional others, academic stars and scholarly advancement within the academy. There is a need for equity-minded research about these topics. In addition to replication across institutional and disciplinary contexts, there is also a need for longitudinal mixed-methods studies of midcareer faculty mentoring outcomes over time.
Practical implications
The study points to the role of the institution and its senior faculty in fostering midcareer scholarly excellence. Mentoring and development around individualized goals may be of value in addition to an emphasis on clarity around institutional expectations and norms in faculty performance reviews.
Originality/value
Midcareer faculty are a crucial component of the academy, yet they are often overlooked as needing career support, resources and development. This study focuses on mentoring and coaching for postsecondary faculty at midcareer and the role of exceptional others in facilitating faculty professional growth.
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Anchal Luthra, Shivani Dixit and Vikas Arya
The faculties are crucial to education. They should have enough training facilities and be encouraged to actively contribute to high-quality education and successful learning…
Abstract
Purpose
The faculties are crucial to education. They should have enough training facilities and be encouraged to actively contribute to high-quality education and successful learning. Faculty engagement and development activities should be explored and included in learning organizations and employee engagement in India. This paper aims to describe higher education as a learning organization. The research will also assess how faculty development programs affect faculty engagement behaviors in these institutions and if professional development mediates this effect, which has not been previously examined.
Design/methodology/approach
This study was conducted with quantitative data collected from 267 faculties through reliable and validated adapted questionnaires. Semistructured interviews were conducted with heads and professor-level faculties to gain insights into faculty development and engagement. Partial least squares structural equation modeling technique (PLS-SEM 3.3.6 version) was used to test the conceptually drafted model.
Findings
Faculty professional development programs shown to improve higher education faculty engagement and professional progress. The studies also showed that higher education institutions must prioritize faculty development to become learning organizations. Professional development reduced the direct effects of faculty development program (FDP) on faculty engagement. This suggests that professional growth mediates the research.
Practical implications
This research emphasizes and professional development to boost teacher involvement in B-Schools. Management must design faculty development programs to construct professional development and learning organizations, according to the results. Developing and writing rules that encourage faculty engagement in such internal and external programs would also enhance their academic and administrative abilities and assist higher education institutions become learning organizations.
Originality/value
The study is one of the few to examine the impact of faculty development programs and professional development on faculty engagement in higher education institutions, particularly B-Schools, and its competitive mediating role.
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Camila Marcela Sauer, Samer Skaik and Roksana Jahan Tumpa
LinkedIn, as a professional networking platform, plays a crucial role in connecting professionals globally and facilitating their professional growth. This study aims to analyse…
Abstract
Purpose
LinkedIn, as a professional networking platform, plays a crucial role in connecting professionals globally and facilitating their professional growth. This study aims to analyse the perceptions of architects and designers regarding the utilisation of LinkedIn for career development.
Design/methodology/approach
The research focuses on gathering professional perceptions and opinions through a qualitative analysis of primary data. A semi-structured interview approach was used for data collection. The study selected 12 actively engaged professionals from the architecture and design industry in Perth, Western Australia, who actively use LinkedIn.
Findings
The study's findings reveal diverse opinions and experiences among professionals in the architecture and design industry regarding LinkedIn. It identifies several positive impacts of LinkedIn on the Australian architecture and design industry. Architects and designers recognise the potential benefits of LinkedIn in expanding their professional networks, showcasing their work, accessing learning opportunities and contributing to industry outcomes. They also appreciate the platform's ability to connect them with peers, clients, suppliers and industry, fostering knowledge sharing and collaboration in the evolving work environment.
Originality/value
This study contributes to the existing literature by extending the understanding of the importance of self-presentation on LinkedIn, identifying factors influencing career goal achievement and highlighting the role of professional connections on social media. It establishes connections between 21st-century online innovations and their practical applications within the relevant context.
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Cecilia Woon Chien Teng, Raymond Boon Tar Lim and Claire Gek Ling Tan
Reflective practice (RP) is a key skill for developing one’s professional practice. It has, however, not been unanimously prioritised in public health (PH) competency and…
Abstract
Purpose
Reflective practice (RP) is a key skill for developing one’s professional practice. It has, however, not been unanimously prioritised in public health (PH) competency and education frameworks. Reflection activities are often unstructured in higher education. There is also a dearth of literature on the RPs of undergraduate PH students. This study aims to explore in greater depth how RP helps undergraduate PH students explore their own learning in internships.
Design/methodology/approach
Reflection prompts were designed using the DEAL model. 124 written reflection entries from 32 students were collected and analysed thematically using a deductive-inductive approach. The conceptual framework of internship learning goals by Ash and Clayton (2009) was used to guide the deductive analysis.
Findings
Three themes were identified: initial engagement with reflective learning; gradual integration of reflective learning, and a transformative phase involving professional development, personal growth, civic learning, growth through struggle, being confronted with differences in expectations, and skill acquisition.
Originality/value
This study extends the limited evidence regarding RP in undergraduate non-medical PH education, and contributes toward informing the revision of undergraduate PH programmes, for example, by integrating structured reflection earlier in the curricula, and establishing/supporting mentorship programmes between institutions. The findings call for PH educators to be more intentional in creating opportunities to nurture RP among budding PH professionals.
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Joanna C. Weaver, Tionge C. Matangula and Gabriel Matney
This qualitative study extends jigsaw lesson study (JLS) by focusing specifically on the impact of feedback on teacher candidates’ (TCs') professional knowledge and instructional…
Abstract
Purpose
This qualitative study extends jigsaw lesson study (JLS) by focusing specifically on the impact of feedback on teacher candidates’ (TCs') professional knowledge and instructional growth in the teacher-educator classroom.
Design/methodology/approach
For this study, JLS took place in two different methods courses and followed the lesson study (LS) framework using the small group rotations of JLS. In each course, the JLS small group teams taught another team before receiving feedback and revising their lessons. Then they would teach another group. After each iteration, teams debriefed and reviewed the feedback to revise their lessons and prepare for reteaching. Following the JLS process, TCs reflected on the impact of feedback in a post-survey that was analyzed, coded and aligned with their lesson iterations and revisions.
Findings
Both integrated language arts (ILA) and math TCs reported that receiving peer feedback improved their lessons, instructional materials, revisions and student engagement. Through collaboration, TCs valued peer dialog, multiple perspectives and TCs learned to provide and receive constructive feedback professionally. Overall, feedback and collaboration helped strengthen their lesson planning as they considered multiple perspectives. Feedback helped TCs consider differentiation and the diversity of learners as well as student engagement while building their professional knowledge.
Originality/value
Although a previous study has shown an impact of JLS in ILA teacher-education courses with a broader scope in mathematics courses, this study focused on the JLS process in two teacher-education courses. Furthermore, current research tends to focus on the LS process, but this study focused specifically on TCs’ perceptions of the impact of feedback of their professional and instructional growth.
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Liliia Latypova and Tatiana Baklashova
The problem of introducing novice teachers into the profession and professional development of future teachers is urgent due to the social significance of the professionalism…
Abstract
The problem of introducing novice teachers into the profession and professional development of future teachers is urgent due to the social significance of the professionalism factor in Russian continuous teacher education. Special attention on the part of the country's government, as well as local authorities, is paid to projects related to the effective adjustment of novice teachers in the professional pedagogical environment. This process implies joint work of school, university, ministry and department leaders and staff.
The leading mechanisms for the professional development of novice teachers are modernisation of initial teacher education and reflexive management technologies in schools. The creation of qualitatively new content and conditions of scientific and methodological support for novice teachers requires the development of network and productive innovations in the education system. It also implies the development of organisational models for the professional development of novice teachers, implemented at different levels.
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Teresa Villacé-Molinero, Laura Fuentes-Moraleda, Alicia Orea-Giner, Rocío González-Sánchez and Ana Muñoz-Mazón
This study aims to investigate how university students experience a skill transformation process aligned with the sustainable development goals (SDGs). This transformation occurs…
Abstract
Purpose
This study aims to investigate how university students experience a skill transformation process aligned with the sustainable development goals (SDGs). This transformation occurs through their participation in a service-learning programme alongside an international volunteering project. The theoretical framework for understanding this skill transformation process is based on the “rite of passage”.
Design/methodology/approach
Qualitative methodology is adopted by conducting 23 online surveys with volunteers (virtual and onsite) and five with coordinators across the rite of passage phases. Volunteering was carried out in five Mayan indigenous communities in Mexico as part of an international cooperation project with the goals of supporting community-based tourism development and strengthening volunteers’ skills in accordance with the SDGs.
Findings
Results show that international volunteering programmes for university students significantly enhance their interpersonal and professional skills, demonstrating strong potential for implementing the SDGs. These programmes provide learning and education opportunities for both volunteers and local communities. Volunteers gain a broader perspective on gender equality and cultural barriers. Additionally, volunteering supports sustainable tourism, economic worth and collaboration among institutions. Both volunteers’ personal characteristics (educational level and sociocultural context), as well as their sociocultural context, influenced the perception of the skill transformation process and learning about the SDGs. Finally, a new educational university programme in volunteering aligned with SDGs is proposed.
Practical implications
This research examines the practical ramifications of incorporating volunteer programmes into university courses. Universities must include these initiatives in their educational systems as a means of enhancing student learning.
Social implications
A new educational university programme in volunteering aligned with SDGs is proposed. This study suggests a shift in university mindset, as well as increased funding for training and adherence to the SDGs.
Originality/value
This study pioneers the rite of passage framework in an international volunteer tourism project facilitated by universities, emphasizing volunteering as a valuable tool for SDG implementation, considering the interrelationships between objectives.
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Kevin Östergård, Suvi Kuha and Outi Kanste
The purpose of this study is to identify and synthesise the best evidence on health-care leaders’ and professionals’ experiences and perceptions of compassionate leadership.
Abstract
Purpose
The purpose of this study is to identify and synthesise the best evidence on health-care leaders’ and professionals’ experiences and perceptions of compassionate leadership.
Design/methodology/approach
A mixed-methods systematic review was conducted in accordance with the Joanna Briggs Institute methodology for mixed-methods systematic reviews using a convergent integrated approach. A systematic search was done in January 2023 in PubMed, CINAHL, Scopus, Medic and MedNar databases. The results were reported based on Preferred Reporting Items for Systematic Reviews and Meta-analyses. The data was analysed using thematic analysis.
Findings
Ten studies were included in the review (five qualitative and five quantitative). The thematic analysis identified seven analytical themes as follows: treating professionals as individuals with an empathetic and understanding approach; building a culture for open and safe communication; being there for professionals; giving all-encompassing support; showing the way as a leader and as a strong professional; building circumstances for efficient work and better well-being; and growing into a compassionate leader.
Practical implications
Compassionate leadership can possibly address human resource-related challenges, such as health-care professionals’ burnout, turnover and the lack of patient safety. It should be taken into consideration by health-care leaders, their education and health-care organisations when developing their effectiveness.
Originality/value
This review synthesised the knowledge of compassionate leadership in health care and its benefits by providing seven core elements of health-care leaders’ and professionals’ experiences and perceptions of compassionate leadership.
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The professional development (PD) of teachers is vital to student learning, yet PD continues to be plagued by positivist assumptions and low teacher buy-in. Because PD is based on…
Abstract
Purpose
The professional development (PD) of teachers is vital to student learning, yet PD continues to be plagued by positivist assumptions and low teacher buy-in. Because PD is based on persuasion, and because the roles of PD providers and receivers are not as discrete as they appear, rhetorical theory offers a valuable framework for understanding teacher PD. This study applied rhetorical theory to educator PD to elucidate the complex roles that educators take on as the event unfolds, whether in person or on social media.
Design/methodology/approach
This collective instrumental case study used a holistic design structure to examine how educators embrace, resist or otherwise respond to the roles they are given in PD in person and using social media; and how educators use the affordances of X (formerly Twitter) to shift rhetorical roles in X-based PD activities. A taxonomy was developed to apply the theory accurately and consistently. Data collection included semi-structured interviews and participants’ PD-related X use. Interviews were analyzed using descriptive coding by theme. X data was analyzed in three dimensions by use type, topic and rhetorical move.
Findings
The participants exhibited enthusiasm about both receiving and providing PD. Analysis of the participants’ perceptions of their PD and of their PD-related X use revealed shifting and layered ways they embrace, resist and otherwise engage with the roles they are given in PD, as well as the complex ways they used the affordances of X to engage with all of the available roles online.
Originality/value
In examining teacher PD using an ecological model of the rhetorical situation, this case study demonstrated the usefulness of rhetoric as a framework for PD that recognizes the nuanced and powerful roles teachers fulfill in their own PD activities in person and on social media.
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Shanjida Alam and Shamima Yesmin
Internships are widely used as one of the best learning tools for professional practice. The purpose of this research paper is to comprehend to what extent the LIS interns become…
Abstract
Purpose
Internships are widely used as one of the best learning tools for professional practice. The purpose of this research paper is to comprehend to what extent the LIS interns become competent with practical tasks through this program, current facilities offered by the internship-offering institutions and their plan in this regard.
Design/methodology/approach
This study used a mixed-method approach. To examine LIS students’ practical experience, this study conducted a survey. Participants were 110 students having internship experience from the LIS bachelor’s degree offering universities of Bangladesh. For qualitative data, representatives of internship-offering institutions were interviewed.
Findings
Results indicate that there is a certain lack of coordination between theoretical knowledge with practical demonstrations. Some essential ICT-based tasks missed out from this program like library automation software (e.g. KOHA); online-based cataloging such as Machine Readable Cataloguing, Resource Description and Access; digital library software (Greenstone); Institutional Repository software (Dspace, EPrint, etc.); virtual library services; radio frequency identification, etc. which should be taken into consideration in internship modules. Including faculty members and practitioners is suggested for a model internship framework ensuring ever-advanced LIS education. There is no significant difference between interns’ gender with their satisfaction level.
Research limitations/implications
The major limitation of this study is the absence of coverage of faculty perceptions regarding Internships. As in the higher education institution, the three stakeholder groups’ subsets, namely, faculty members, practitioners and students are parallelly important to take any initiative.
Practical implications
The input from interns will assist the industries in redesigning their modules in light of interns’ feedback to best prepare interns for the competitive job market.
Originality/value
Internship in LIS education is not a new research area; however, research attempts to show students’ experience along with organizations’ preparedness in offering internships is new in nature.
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