Fumi heather presentation[1]
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The document discusses criteria for academic promotions in UK higher education institutions in relation to third stream activities like knowledge transfer, public engagement, and leadership/management. It finds that while individuals and institutions take different approaches, third stream activities are only part of the consideration for promotions and other motivations and barriers exist. It recommends supports like skills development, appropriate measurement, and rewards to encourage cultural change and the integration of third stream activities in academic roles and promotions.
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This document outlines steps for creating an annotated bibliography and evaluating academic articles. It discusses finding relevant sources, taking notes, citing sources, writing critiques, and reviewing critiques. It provides examples of article critiques and evaluates strengths and limitations. The document aims to help participants learn a strategic approach to critiquing articles and understanding what makes for a strong evaluation.
'Reconfiguring teaching as a research based profession: possibilities, proble...
'Reconfiguring teaching as a research based profession: possibilities, problems and politics.' University of West of Scotland, Workshop 6, GTC Scotland National Education Conference, 28 May 2009.
This workshop will explore current thinking about ways in which teacher professionalism might be enhanced, particularly through a growing emphasis on research, and the challenges which this might pose to existing practices among the major stakeholders.
Conceptualizing Education Faculty Development
This presentation was made at the 2010 Northeast Group on Educational Affairs annual conference. It describes education competency domains for hospital-based faculty at Baystate Medical Center, the Western Campus of Tufts University School of Medicine. These competencies will become inreasingly important as graduate medical education transitions to competency-based milestones.
Insead
The document discusses the challenges facing schools and leadership in education. It identifies 7 key contextual issues, including declining funding for public education and a lack of focus on the emerging future economy. It also outlines 5 key challenges for schools, such as building adaptive capacity and ensuring equity of outcomes. The document argues that educational reforms have had little measurable impact. It advocates for Renaissance leadership approaches in schools that practice personal mastery, have a global mindset, enable collaborative professional autonomy among teachers, and focus on equity. The document concludes with 5 big messages, including that schools need less state control and more support for leadership and teachers.
The war for talent in higher education
This presentation discusses the issue of shortage of talent in the higher education sector and proposes various strategies to overcome the challenges. It discusses faculty talent issues in the indian higher education context.
2009 siym theory, research, practice, and profession evidence_final
The document provides an overview of the objectives and themes of a summer institute focusing on the interplay between theory, research, and practice in the field of youth mentoring. It discusses the origins and development of the mentoring field, challenges in expanding the knowledge base and sharing information between practitioners and researchers. It also outlines conceptual frameworks for mentoring relationships, principles of research design and statistical analysis, and models for the interrelations between theory, research and practice. The summer institute aims to contribute to the development of the field by convening professionals and researchers for substantive discussions to promote new collaborations and improvements in youth services.
Scholarly activity, curriculum development and student involvement
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This document discusses engaging students in research and inquiry within community and further education institutions that provide higher education (CBHE). It reviews literature on integrating research-based learning and scholarly activity into the curriculum. The document presents strategies for involving students in research, such as having them work on research teams, applied research projects, or student-led journals. It also discusses developing students' research skills progressively throughout their studies. Overall, the document argues that engaging students in research and inquiry can enhance their learning experience and help develop skills needed for their future professions.Strategies for Developing & Supporting Pedagogic Research & Scholarship of Te...
Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009. Conference convened by Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport.
Scholarship of Teaching: Advancing your career
1. Distinguish Boyer’s types of scholarship in higher education
2. Identify sources of evidence that can demonstrate your scholarship of teaching
3. Apply the values and practices of your profession or discipline to your scholarship of teaching
4. Develop & present a career plan for your scholarship of teaching
Preparing business and law students for sustainable careers: research informe...
Workshop presented by Alex Tymon and Charlotte Harrison.
Event: Employability & Enterprise Conference, University of Portsmouth
Dennis Pruitt, CBMI 2016 - Enrollment Management
Dennis Pruitt, CBMI 2016 - Enrollment ManagementUniversity of South Carolina Division of Student Affairs and Academic Support
"Enrollment Management," presented by Dennis Pruitt at the College Business Management Institute, 2016
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Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs. Career Course Competitive
The document summarizes a presentation given by Amy O'Donnell at the 2009 MwACE Annual Conference about career courses at the University of Toledo College of Business Administration. It discusses how the college implemented required 1-credit career development courses to better prepare students for internships and jobs. A survey of recruiters found that most felt colleges should require career courses and believed students who take such courses are more competitive, though many were unaware of the UT program. The presentation concluded that employers support enhancing competitiveness through mandatory career curriculum.
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Career Exploration: A STRATEGY FOR ENHANCING CAREER READINESS AMONG INCOMING...
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'Reconfiguring teaching as a research based profession: possibilities, proble...
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Scholarly activity, curriculum development and student involvement
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More from National Coordinating Centre for Public Engagement
Connect and create presentation
This presentation discusses the Beacons for Public Engagement project established in 2008 to support UK higher education institutions in embracing public engagement. Six pilot projects were funded along with a national coordinating center. In 2010, staff from across the projects met to share learning, with a focus on rewarding and recognizing public engagement and evaluating culture change.
Beacon gathering Conversation Cafe feedback
This document summarizes feedback from a Conversation Café discussion around reward and recognition. The meeting was divided into six tables, each addressing a different aspect of reward and recognition. Delegates circulated between three tables for 20 minute conversations on prompts. Table facilitators summarized previous conversations. In the end, groups identified key insights and recommendations, which were reported back to the whole group. The document outlines the discussions and feedback from two of the tables on appraisals/performance reviews and recruitment/promotions. It notes questions that came up in the conversations and recommendations identified by the groups.
Beacon gathering table feedback
The document summarizes discussions from a Conversation Café feedback session divided into six tables, each addressing a different aspect of reward and recognition for public engagement. At each table, facilitated conversations were held, with key insights and recommendations identified. Tables addressed topics like how to better include public engagement in appraisals and promotions, addressing barriers like workload models, and ways to recognize and incentivize public engagement contributions and student participation.
Beacon gathering feedback from evaluators
Seven evaluators are working across a project funded by UK Funding Councils, Research Councils UK and the Wellcome Trust to evaluate culture change at different beacons and the NCCPE. The evaluators spent the morning reflecting on the lessons they were learning about the issues, challenges and opportunities being faced in each setting from their work.
Beacon gathering plenary
The plenary session was chaired by Erinma Ochu of Manchester Beacon. The panel included Gerry Kelleher, Deputy Vice Chancellor of Strategic Planning from Manchester Metropolitan University, and Keith Barnes, Pro Vice Chancellor of Strategic Partnerships from the University of Salford. The session was funded by UK funding councils, Research Councils UK, and the Wellcome Trust.
Connect create beacon
Presentation given at the Beacons for Public Engagement gathering in Manchester 2010. Find out more about the project here www.publicengagement.ac.uk
Fumi heather presentation[1]
The document discusses criteria for academic promotions in UK higher education institutions in relation to third stream activities like knowledge transfer, public engagement, and leadership/management. It finds that while individuals and institutions take different approaches, third stream activities are only part of the consideration for promotions and other motivations and barriers exist. It recommends supports like skills development, appropriate measurement, and rewards to encourage cultural change and the integration of third stream activities in academic roles and promotions.
Gathering presentation 2010
The document discusses eight focal points for embedding public engagement at institutions. It focuses on mission, leadership, partnership, support, learning, reward, and recognition. Specifically, it discusses recognizing and rewarding staff involvement in public engagement through recruitment, promotion, workload plans and performance reviews. It provides examples from different universities of how they have incorporated public engagement into appraisals, promotions criteria, job descriptions, awards and incentives.
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Fumi heather presentation[1]
- 1. Academic Promotions Criteria for Third Stream Activity Heather Squires University of Bristol and NCCPE What is known about the criteria for Academic promotions in UK HEIs in relation to 3 rd stream activity: KT, PE and leadership/management?
- 2. Synergies between Research , Teaching and 3 rd Stream Research Teaching Third Stream Public engagement Knowledge exchange Leadership/management
- 3. Key Findings Individuals/Institutions Context Diversity, Segmentation: emerging model s Academic Promotions only part of the story Motivations & Barriers Limited research : not financial Time Bureaucracy Rewards Rewards Formal/informal mix Extrinsic/intrinsic Skills Development For early career researchers it matters (reward) Career Pathways ¼ of HEIs have pathways for staff in enterprise: ‘ What it is to be an academic’? Measurement Limited research on how best to measure: (enterprise) Long term, range of indicators important Leadership and Management Different institutional priorities Leadership at multiple levels key (training as reward)
- 4. Supports for Cultural Change Skills development training Measurement Rewards Intrinsic Extrinsic Career pathways Motivations Incentives Recognition Workload models Awareness Sharing good practice Promotion Informal Formal