Leibowitz et al made a presentation on the Structure, Culture and Agency project, looking at the influence of institutional context on quality teaching and professional academic development.
The Professional Development of Academics with Regard to the Teaching Role –...Brenda Leibowitz
Presentation made at the UKZN Teaching and learning conference, September 2014. The focus is the professional development of academics with regard to their role as teachers.
ICWES15 - Retaining and Advancing Women Faculty. Presented by Dr Canan Bilen-...Engineers Australia
The document describes NDSU Advance FORWARD, a project funded by the National Science Foundation to promote the recruitment, retention, and advancement of women faculty through various programs and initiatives. It found that women faculty at NDSU reported higher stress, struggled with work-life balance, and rated the work environment and climate lower than male faculty. The project aimed to improve campus climate, support faculty recruitment and retention, and provide leadership opportunities through activities like advocacy training, mentoring programs, professional development grants, and evaluations of its efforts.
Forging Research Partnerships in Higher Education AdministrationUT Austin: ACA
Presented by Dr. Audrey Sorrells and Heather Cole at the 2011 ACA & APSA Professional Development Day conference on 2/17/11. Discusses the Research Initiative in the Office of the Dean of Students at UT Austin. This Research Initiative was created to bridge research to practice between academics, student services and community-based agencies to advance opportunities for collaboration and professional development within UT.
Leibowitz, bozalek, van schalkwyk and winbergAidan Kraak
1. The document examines structural and cultural factors that constrain or enable quality teaching and professional development of academics in South African universities.
2. It finds that factors like history, geography, resources, leadership stability, discourses around teaching, reward systems, and the capacity and status of teaching and learning centers interact in complex ways and differently across university contexts.
3. The study recommends national policies take into account the variation in local institutional contexts, and that properties examined can serve as strategies for enhancing professional development regarding teaching.
Career Decision-Making in the UAE Empowering Female Students for Future SuccessFelix Daniels, EdD
The presentation provided an overview of women's roles and career decision-making in the United Arab Emirates (UAE). It discussed how women's roles have changed over time in the Middle East, becoming more educated and represented in the workforce in the UAE. The presentation outlined theories of career development and applied them to female Emirati students, examining their self-efficacy around career decision-making using the Career Decision Self-Efficacy Scale. It found students scored around the 50th percentile in career decision-making self-efficacy and provided recommendations for student affairs professionals to better support these students through experiences, research, and family outreach.
The document discusses the Global Skills for College Completion (GSCC) program, which uses an online community and activity theory framework to facilitate professional development for community college faculty. GSCC aims to improve developmental education pedagogy. Key aspects highlighted by activity theory include: (1) how GSCC blurs boundaries between professional development and pedagogy, (2) contradictions that arise from tagging practices that spark innovation, and (3) changing faculty roles. While qualitative feedback was very positive, the program did not significantly increase student pass rates.
The Professional Development of Academics with Regard to the Teaching Role –...Brenda Leibowitz
Presentation made at the UKZN Teaching and learning conference, September 2014. The focus is the professional development of academics with regard to their role as teachers.
ICWES15 - Retaining and Advancing Women Faculty. Presented by Dr Canan Bilen-...Engineers Australia
The document describes NDSU Advance FORWARD, a project funded by the National Science Foundation to promote the recruitment, retention, and advancement of women faculty through various programs and initiatives. It found that women faculty at NDSU reported higher stress, struggled with work-life balance, and rated the work environment and climate lower than male faculty. The project aimed to improve campus climate, support faculty recruitment and retention, and provide leadership opportunities through activities like advocacy training, mentoring programs, professional development grants, and evaluations of its efforts.
Forging Research Partnerships in Higher Education AdministrationUT Austin: ACA
Presented by Dr. Audrey Sorrells and Heather Cole at the 2011 ACA & APSA Professional Development Day conference on 2/17/11. Discusses the Research Initiative in the Office of the Dean of Students at UT Austin. This Research Initiative was created to bridge research to practice between academics, student services and community-based agencies to advance opportunities for collaboration and professional development within UT.
Leibowitz, bozalek, van schalkwyk and winbergAidan Kraak
1. The document examines structural and cultural factors that constrain or enable quality teaching and professional development of academics in South African universities.
2. It finds that factors like history, geography, resources, leadership stability, discourses around teaching, reward systems, and the capacity and status of teaching and learning centers interact in complex ways and differently across university contexts.
3. The study recommends national policies take into account the variation in local institutional contexts, and that properties examined can serve as strategies for enhancing professional development regarding teaching.
Career Decision-Making in the UAE Empowering Female Students for Future SuccessFelix Daniels, EdD
The presentation provided an overview of women's roles and career decision-making in the United Arab Emirates (UAE). It discussed how women's roles have changed over time in the Middle East, becoming more educated and represented in the workforce in the UAE. The presentation outlined theories of career development and applied them to female Emirati students, examining their self-efficacy around career decision-making using the Career Decision Self-Efficacy Scale. It found students scored around the 50th percentile in career decision-making self-efficacy and provided recommendations for student affairs professionals to better support these students through experiences, research, and family outreach.
The document discusses the Global Skills for College Completion (GSCC) program, which uses an online community and activity theory framework to facilitate professional development for community college faculty. GSCC aims to improve developmental education pedagogy. Key aspects highlighted by activity theory include: (1) how GSCC blurs boundaries between professional development and pedagogy, (2) contradictions that arise from tagging practices that spark innovation, and (3) changing faculty roles. While qualitative feedback was very positive, the program did not significantly increase student pass rates.
The best of both worlds? Making the most of an organisational structure Melissa Bradley
This document summarizes a presentation given by Melissa Bradley and Chloé Gallien of the University of Kent on organizational structures in higher education. It begins with introducing the presenters and their roles in bringing academic administration services together under one structure at Kent. The presentation then discusses the pros and cons of centralized and decentralized organizational structures, using Kent as an example of a hybrid model. The presentation concludes by discussing some of the ways that Kent has tried to overcome limitations like silos through initiatives promoting collaboration and networking across faculties.
Using Professional Competencies in a Global Context to Mentor the Next Genera...Dawn Harris Wooten
This presentation offers some global perspective (Kuwait, South Africa, UK, and US) on the the connection between competency development and career progression for emerging student affairs professionals and the importance of mentoring in both informal and formal methods. Presentation features an intro to NAFSA and ACPA/NASPA Competency Frameworks, resources, and the need for more research on the importance of mentoring to facilitate professionalization of the field.
Clever Ndebele's presentation at ICED, Stockholm, June 2014Brenda Leibowitz
Clever Ndebele made a presentation on the Structure, Culture and Agency project at ICED, Stockholm, in June 2014. The data focuses on the voices of academics at Venda University, South Africa.
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
This document discusses using online mentoring to address issues of student persistence, retention, and graduation in higher education. It notes that only about two-thirds of first-year students stay in school, and only one-third graduate with a bachelor's degree. Online mentoring is proposed as a way to provide students emotional support, help them perform better academically, and encourage underrepresented groups to stay enrolled at lower cost than traditional face-to-face mentoring. The recommendation is that educational institutions should offer online mentoring programs to help more students persist and graduate.
The document discusses competing expectations and influences on doctoral education from different perspectives. It questions whether topics are driven more by knowledge economy goals or personal interests. Examining PhD in Higher Education students' topics, it analyzes how policy, management, and international factors may influence choices. It also compares operations and benchmarks between social science and natural science PhDs. Finally, it questions if alternative methodologies could promote social justice by focusing on lived experiences over policy implementation, and whether the "small" scale could address issues better than traditional approaches.
Developing Greater Impact with High-Impact Practices: Internships and Civic ...Ariane Hoy
Developing Greater Impact with High-Impact Practices:
Internships and Civic Engagement
A presentation at the 2015 Association of American Colleges and Universities Conference (Washington, DC) with
Jillian Kinzie, University of Indiana
Gregory M. Weight, Washington Internship Institute
Ariane Hoy, Bonner Foundation
This document discusses fostering innovation in community college environments. It describes how leadership differs from management in producing change rather than consistency. Culture comprises customs while innovation involves imagination and risk-taking. Attributes of innovative organizations include brainstorming, transparency, and appreciating failures. Challenges to innovation in community colleges include funding, staffing, and rigid policies. The author outlines two initiatives at Prairie State College to promote innovation: sabbaticals and a fund for experimental projects. While some sabbaticals succeeded, the project fund was withdrawn due to controversies over incentives and faculty workload policies. Lessons include considering data, hierarchy, and brainstorming alternative approaches.
The document is an inclusive retention toolkit created by the Division of Diversity and Community Engagement at The University of Texas at Austin. It provides strategies for improving retention of faculty, graduate students, and postdoctoral fellows by fostering an inclusive climate and culture. Some recommendations include articulating a commitment to diversity, conducting climate assessments, examining demographic data and inequities, utilizing retention resources, and establishing supportive policies. The toolkit aims to create a richer educational environment through diversity and inclusion.
This document summarizes Darren Cambridge's argument for using eportfolios for deliberative assessment. Some key points:
- Eportfolios can disrupt higher education by changing roles, pedagogy, programs, and student experiences, but this disruption allows for maximum impact if institutions embrace the implications.
- Assessment should make student learning visible to inform program improvements and demonstrate effects, going beyond just measuring minimum competencies to evaluating excellence and opportunities.
- Values like authenticity, integrity, and social responsibility are important but difficult to measure; eportfolios can capture students' reasoned stances based on evidence and put different positions into conversation.
- Deliberative eportfolio assessment moves from measuring outcomes to putting authentic
Presentation by Christine Nightingale (REF Equalities and Diversity Advisory Panel and Head of Equality and Diversity, De Montfort University) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
This document discusses cross-institutional collaboration to enhance student transition between institutions. It notes that students' experiences are complex, involving both academic and social factors. Effective collaboration requires coordination between different departments and student support services. Barriers include separate "silos" between departments and an emphasis on institutional autonomy. The document advocates for designated staff roles to facilitate collaboration, building relationships across institutions, and being flexible to overcome cultural divides.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document provides an overview of designing early alert programs aimed at fostering student success and persistence. It discusses defining early intervention, the history and purpose of early intervention programs, how they have developed on a national level, and the theoretical underpinnings that guide their design. The document outlines an agenda for a workshop on early intervention that will explore recent research, help participants identify at-risk students at their institutions, design systematic early alert programs, and develop networks to support students through bottlenecks in their first year.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Developing a vibrant research culture requires creating the right environments and engaging the community. It involves providing research facilities, organizing various events for discussions both formally and informally, getting the right people involved including students, faculty and staff, fostering the right attitudes of openness and sharing knowledge rather than having "lone ranger" mindsets, and creating opportunities for respectful debates and feedback.
Leveraging Early-Alert Programs to Foster Cross-Campus Collaborations Aimed a...Mike Dial
This document discusses early alert programs aimed at improving student belonging and success. It provides background on the history and rationale of early alert programs, as well as considerations for their implementation including the types of students targeted, timing, communication approaches, roles of different campus offices, and the level of technology versus human involvement. Research findings are presented on common early alert practices from a national survey of over 500 institutions. Key factors discussed include the prevalence and reach of programs, as well as the timing of monitoring, response approaches, and staff roles.
Academic Recovery: Designing a Seminar to Support Students on ProbationMike Dial
The document summarizes an academic recovery seminar designed for students on academic probation at the University of South Carolina. The seminar is a 3-credit graded course offered each spring semester. It utilizes appreciative advising and the transtheoretical model of behavior change to help students develop strategies for academic success, build community, and improve their GPA to return to satisfactory academic standing. Evaluation data found students who completed the seminar had higher GPAs, higher retention rates, and were more likely to return to good academic standing compared to similar students who did not take the course.
The document discusses global citizenship education in higher education institutions in Africa. It summarizes that there is no consensus on defining global citizenship in the African context. Strategies used to promote global citizenship education included international travel, language proficiency, service learning, curriculum content focusing on social justice and human rights, and use of social networks. The conclusion calls for reconceptualizing global citizenship with aspects of diversity, belonging and community in the African context. It also notes that further study is needed on internalizing global citizenship at the institutional level in African universities with local relevance.
This document summarizes Randy Bass's presentation on "Integration and Integrity: Higher Education in the New Learning Ecosystem" given at the University of California System Conference. Bass discusses the tension between integrated, holistic education versus a disintegrated, unbundled approach. He proposes "rebundling" education with design principles that are learner-centered, networked, integrative, and adaptive. This would involve reconsidering boundaries between curriculum and co-curriculum to support the whole student and empower learners through community and visible assessment. Systems-level changes are needed to reconnect what has been separated and ensure education acts with integrity by cultivating students and serving public good.
Richard Ehrlickman is the president of IPOfferings, which provides intellectual property (IP) consulting, brokerage, licensing, and due diligence services. The company helps clients monetize their IP assets through strategies like selling patents, acquiring patents for buyers, developing licensing programs, conducting patent enforcement, and evaluating IP holdings for mergers and acquisitions. IPOfferings has extensive experience in IP transactions and relationships with many patent buyers.
This document summarizes findings from a study on professional development opportunities for teaching at the University of Cape Town (UCT). It finds that while UCT provides many PD opportunities, academics are intrinsically rather than extrinsically motivated to participate. There is a perceived mismatch between senior management emphasizing research and the importance of teaching. Academics see risks to participation including sacrificing research time, wasting time on irrelevant activities, being seen as needing help with teaching, or being labeled as a "teaching person." Non-participation also carries risks such as not keeping up with new ideas or missing out on networking opportunities. The incentives and messaging around teaching versus research are unclear.
The best of both worlds? Making the most of an organisational structure Melissa Bradley
This document summarizes a presentation given by Melissa Bradley and Chloé Gallien of the University of Kent on organizational structures in higher education. It begins with introducing the presenters and their roles in bringing academic administration services together under one structure at Kent. The presentation then discusses the pros and cons of centralized and decentralized organizational structures, using Kent as an example of a hybrid model. The presentation concludes by discussing some of the ways that Kent has tried to overcome limitations like silos through initiatives promoting collaboration and networking across faculties.
Using Professional Competencies in a Global Context to Mentor the Next Genera...Dawn Harris Wooten
This presentation offers some global perspective (Kuwait, South Africa, UK, and US) on the the connection between competency development and career progression for emerging student affairs professionals and the importance of mentoring in both informal and formal methods. Presentation features an intro to NAFSA and ACPA/NASPA Competency Frameworks, resources, and the need for more research on the importance of mentoring to facilitate professionalization of the field.
Clever Ndebele's presentation at ICED, Stockholm, June 2014Brenda Leibowitz
Clever Ndebele made a presentation on the Structure, Culture and Agency project at ICED, Stockholm, in June 2014. The data focuses on the voices of academics at Venda University, South Africa.
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
This document discusses using online mentoring to address issues of student persistence, retention, and graduation in higher education. It notes that only about two-thirds of first-year students stay in school, and only one-third graduate with a bachelor's degree. Online mentoring is proposed as a way to provide students emotional support, help them perform better academically, and encourage underrepresented groups to stay enrolled at lower cost than traditional face-to-face mentoring. The recommendation is that educational institutions should offer online mentoring programs to help more students persist and graduate.
The document discusses competing expectations and influences on doctoral education from different perspectives. It questions whether topics are driven more by knowledge economy goals or personal interests. Examining PhD in Higher Education students' topics, it analyzes how policy, management, and international factors may influence choices. It also compares operations and benchmarks between social science and natural science PhDs. Finally, it questions if alternative methodologies could promote social justice by focusing on lived experiences over policy implementation, and whether the "small" scale could address issues better than traditional approaches.
Developing Greater Impact with High-Impact Practices: Internships and Civic ...Ariane Hoy
Developing Greater Impact with High-Impact Practices:
Internships and Civic Engagement
A presentation at the 2015 Association of American Colleges and Universities Conference (Washington, DC) with
Jillian Kinzie, University of Indiana
Gregory M. Weight, Washington Internship Institute
Ariane Hoy, Bonner Foundation
This document discusses fostering innovation in community college environments. It describes how leadership differs from management in producing change rather than consistency. Culture comprises customs while innovation involves imagination and risk-taking. Attributes of innovative organizations include brainstorming, transparency, and appreciating failures. Challenges to innovation in community colleges include funding, staffing, and rigid policies. The author outlines two initiatives at Prairie State College to promote innovation: sabbaticals and a fund for experimental projects. While some sabbaticals succeeded, the project fund was withdrawn due to controversies over incentives and faculty workload policies. Lessons include considering data, hierarchy, and brainstorming alternative approaches.
The document is an inclusive retention toolkit created by the Division of Diversity and Community Engagement at The University of Texas at Austin. It provides strategies for improving retention of faculty, graduate students, and postdoctoral fellows by fostering an inclusive climate and culture. Some recommendations include articulating a commitment to diversity, conducting climate assessments, examining demographic data and inequities, utilizing retention resources, and establishing supportive policies. The toolkit aims to create a richer educational environment through diversity and inclusion.
This document summarizes Darren Cambridge's argument for using eportfolios for deliberative assessment. Some key points:
- Eportfolios can disrupt higher education by changing roles, pedagogy, programs, and student experiences, but this disruption allows for maximum impact if institutions embrace the implications.
- Assessment should make student learning visible to inform program improvements and demonstrate effects, going beyond just measuring minimum competencies to evaluating excellence and opportunities.
- Values like authenticity, integrity, and social responsibility are important but difficult to measure; eportfolios can capture students' reasoned stances based on evidence and put different positions into conversation.
- Deliberative eportfolio assessment moves from measuring outcomes to putting authentic
Presentation by Christine Nightingale (REF Equalities and Diversity Advisory Panel and Head of Equality and Diversity, De Montfort University) at the Vitae event 'Preparing for the Research Excellence Framework: Researcher development, the environment and future impact' on 11 July 2012 in Manchester www.vitae.ac.uk/preparingfortheref
This document discusses cross-institutional collaboration to enhance student transition between institutions. It notes that students' experiences are complex, involving both academic and social factors. Effective collaboration requires coordination between different departments and student support services. Barriers include separate "silos" between departments and an emphasis on institutional autonomy. The document advocates for designated staff roles to facilitate collaboration, building relationships across institutions, and being flexible to overcome cultural divides.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document provides an overview of designing early alert programs aimed at fostering student success and persistence. It discusses defining early intervention, the history and purpose of early intervention programs, how they have developed on a national level, and the theoretical underpinnings that guide their design. The document outlines an agenda for a workshop on early intervention that will explore recent research, help participants identify at-risk students at their institutions, design systematic early alert programs, and develop networks to support students through bottlenecks in their first year.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
Developing a vibrant research culture requires creating the right environments and engaging the community. It involves providing research facilities, organizing various events for discussions both formally and informally, getting the right people involved including students, faculty and staff, fostering the right attitudes of openness and sharing knowledge rather than having "lone ranger" mindsets, and creating opportunities for respectful debates and feedback.
Leveraging Early-Alert Programs to Foster Cross-Campus Collaborations Aimed a...Mike Dial
This document discusses early alert programs aimed at improving student belonging and success. It provides background on the history and rationale of early alert programs, as well as considerations for their implementation including the types of students targeted, timing, communication approaches, roles of different campus offices, and the level of technology versus human involvement. Research findings are presented on common early alert practices from a national survey of over 500 institutions. Key factors discussed include the prevalence and reach of programs, as well as the timing of monitoring, response approaches, and staff roles.
Academic Recovery: Designing a Seminar to Support Students on ProbationMike Dial
The document summarizes an academic recovery seminar designed for students on academic probation at the University of South Carolina. The seminar is a 3-credit graded course offered each spring semester. It utilizes appreciative advising and the transtheoretical model of behavior change to help students develop strategies for academic success, build community, and improve their GPA to return to satisfactory academic standing. Evaluation data found students who completed the seminar had higher GPAs, higher retention rates, and were more likely to return to good academic standing compared to similar students who did not take the course.
The document discusses global citizenship education in higher education institutions in Africa. It summarizes that there is no consensus on defining global citizenship in the African context. Strategies used to promote global citizenship education included international travel, language proficiency, service learning, curriculum content focusing on social justice and human rights, and use of social networks. The conclusion calls for reconceptualizing global citizenship with aspects of diversity, belonging and community in the African context. It also notes that further study is needed on internalizing global citizenship at the institutional level in African universities with local relevance.
This document summarizes Randy Bass's presentation on "Integration and Integrity: Higher Education in the New Learning Ecosystem" given at the University of California System Conference. Bass discusses the tension between integrated, holistic education versus a disintegrated, unbundled approach. He proposes "rebundling" education with design principles that are learner-centered, networked, integrative, and adaptive. This would involve reconsidering boundaries between curriculum and co-curriculum to support the whole student and empower learners through community and visible assessment. Systems-level changes are needed to reconnect what has been separated and ensure education acts with integrity by cultivating students and serving public good.
Richard Ehrlickman is the president of IPOfferings, which provides intellectual property (IP) consulting, brokerage, licensing, and due diligence services. The company helps clients monetize their IP assets through strategies like selling patents, acquiring patents for buyers, developing licensing programs, conducting patent enforcement, and evaluating IP holdings for mergers and acquisitions. IPOfferings has extensive experience in IP transactions and relationships with many patent buyers.
This document summarizes findings from a study on professional development opportunities for teaching at the University of Cape Town (UCT). It finds that while UCT provides many PD opportunities, academics are intrinsically rather than extrinsically motivated to participate. There is a perceived mismatch between senior management emphasizing research and the importance of teaching. Academics see risks to participation including sacrificing research time, wasting time on irrelevant activities, being seen as needing help with teaching, or being labeled as a "teaching person." Non-participation also carries risks such as not keeping up with new ideas or missing out on networking opportunities. The incentives and messaging around teaching versus research are unclear.
The document discusses the need for educational research in South Africa to more deeply engage with theory in order to truly extend boundaries of knowledge. It argues researchers should use the rich context of South African higher education as an opportunity to enrich, rather than just apply, existing theories. The author advocates taking a sociological imagination approach - thinking critically about the interplay between individual experiences and social forces. This involves drawing on multiple perspectives, including from the global South, to have a dialogue that challenges dominant ways of thinking and better understands issues in their specific contexts.
The document describes the Stanford model for managing inventions from initial disclosure through patent prosecution, marketing, licensing, and spin-off company formation. It involves outreach to faculty and staff, evaluation of patentability, authorization for patent filing, management of patent prosecution, marketing and licensing efforts, and assistance in commercializing inventions through licensing agreements or new companies. The General Patent Corporation (GPC) aims to help individual inventors and research institutions realize value from their intellectual property and ensure the patent system works for all patent owners. GPC provides advisory services, IP valuation, licensing, and assertive patent licensing on a contingency basis.
Comment les entreprises françaises abordent les réseaux sociaux, quels usages en ont-elles, quels projets font-elles et quelles difficultés doivent elles affronter ? Nous avons interrogé 120 responsables communication et marketing pour en savoir plus.
Accessing professional development activities: a survey of health sciences ac...Brenda Leibowitz
This is a presentation of data from a survey sent to health sciences academics in the Western Cape, South Africa, regarding their participation in professional development activities and their attitudes towards academic development
Leibowitz being and becoming a good university teacherBrenda Leibowitz
presentation made by Brenda Leibowitz at the OLKC Conference in Milan in April 2015. The presentation concerns theory informing research on learning to teach
Beyond belonging - building mattering into programme design, Rebecca HodgsonSEDA
Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as approaches and interventions which show that the university cares, and that students and staff matter as individuals. This practical workshop will use a research-based framework and evidence informed recommendations, providing participants with tools to design and manage
programmes to enhance both student and staff experience.
This presentation provides an overview of student affairs and related topics. It begins with learning outcomes, which are to obtain contextual understanding of student affairs, frame current issues, and share views through discussion. It then discusses definitions of wisdom and viewing things with a "blank slate." The historical role of student affairs shifted from disciplinarian to educator. Student affairs is now a profession with standards and associations. Functional areas of student affairs are reviewed. Principles of good practice emphasize active learning and community. Assessment models like Astin's I-E-O are presented. Challenges facing higher education like funding and metrics are discussed. The presentation concludes with questions about the future of student affairs and collaboration with academic affairs.
Beyond belonging – building mattering into programme design, Rebecca HodgsonSEDA
Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as
approaches and interventions which show that the university cares, and that students and
staff matter as individuals. This practical workshop will use a research-based framework and
evidence informed recommendations, providing participants with tools to design and manage programmes to enhance both student and staff experience.
Why students engage in simulation and how it prepares them for workdebbieholley1
ALDinHE workshop
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
Why students engage in simulation and how it prepares them for workdebbieholley1
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
Authentic learning, emerging technologies and graduate attributes: Experience...husITa
The document summarizes a study on using emerging technologies to support authentic learning for social work students in South Africa. It found that while educators used some technologies like videos and podcasts, their use did not fully achieve authentic learning based on 9 criteria including real-world contexts, collaboration, and coaching. Technologies supported reflection and critical thinking skills but other skills like considering multiple roles and perspectives were lacking. The study recommends further research on how technologies can better align with graduate attributes and support authentic, skills-based learning to prepare social workers for an uncertain future.
The document discusses the role of the Student Experience Team in supporting inclusive practice at Sheffield Hallam University. The team works to: 1) support academic staff in course development and resources; 2) contribute to policies and strategic planning; and 3) analyze and develop student surveys to increase engagement. The university aims to recruit a broad range of students and support their retention, progression, employment and further study. Key aspects of inclusion discussed include transforming barriers, creating safe spaces, harnessing student experience, and teaching reflexively with cultural sensitivity.
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
"Student Affairs," 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.
Big Data Analysis on Student Learning & Course Evaluation in Waseda Universit...CHES_waseda_univ
This document summarizes a presentation about big data analysis on student learning and course evaluation at Waseda University in Japan. It discusses how accountability in higher education has increased in Japan due to globalization and demographic changes. Waseda University established the Center for Higher Education Studies to strengthen institutional research functions and use data analytics to support decision making. As a case study, the presentation analyzes data from an integrated data warehouse on student time spent studying and course grades. It argues this type of analysis can open a dialogue about benchmarks for student learning and theories of education within higher education.
Chris Winberg's presentation at ICED, Stockholm, 2014Brenda Leibowitz
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This document discusses the challenges facing higher education institutions and how student retention has become increasingly important due to declining state funding and pressure to keep costs low. It summarizes theories on student retention and highlights a study conducted at Murray State University that found students who used library resources and services were twice as likely to be retained as non-users. The study demonstrated moderate to strong correlations between library collections, instruction, facilities and the ten high-impact educational practices that improve student retention. While libraries currently rely too heavily on indirect and anecdotal measures, the era of big data provides opportunities to directly assess the impact of the library on retention through metrics like usage data and correlations with student success outcomes.
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Similar to Leibowitz, Bozalek, van Schalkwyk and Winberg presentation at ICED, Stockholm June 2014 (20)
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. Authors
• Brenda Leibowitz (University of Johannesburg)
• Vivienne Bozalek (University of the Western Cape)
• Chris Winberg (Cape Peninsula University of
Technology)
• Susan van Schalkwyk (University of Stellenbosch)
The National Research Foundation provided funding for
the project titled “Context, structure and agency”
(reference ESA20100729000013945)
3. Full team (2011-2013)
Rhodes University Chrissie Boughey, Lynn Quin, Jo
Voster
University of the Western Cape Vivienne Bozalek, Wendy
McMillan
Stellenbosch University Nicoline Herman, Jean Farmer,
Susan van Schalkwyk, Julia Blitz
Cape University of Technology Chris Winberg, James Garraway
University of Cape Town Jeff Jawitz
Durban University of Technology Gita Mistry, Julian Vooght
University of Venda Clever Ndebele
University of Fort Hare Vuyisile Nkonki
4. Key Assumptions for Operations
Contextual investigations
Multisite studies
Collaborative research
Reflection on practice as AD Practitioners
Continuum of and interrelationship between
being and becoming a good lecturer
5. Conceptual Framework
• Interplay of structure, culture and agency
(Archer)
• Multiple determination (Elder-Vass/Bhaskar)
• The influence of the arrangement of social
contexts on participation and inclusion
(Dreier)
7. Research Design
• National Policy Environment
• Analysis of intelligibilia per institution (p.i.)
• Reflective reports by AD Directors p. i.
• Questionnaire p.i. (736 cleaned replies)
• Interviews:
– 4 senior management p.i.
– 10 – 16 academics p.i.
• Reflections on research process (x 2)
8. Outputs
8 case studies for institutional use✔
Papers for publication ✔
Blog ✔
Summary report with appendices ✗
National policy implications ✗
http://interplayofstructure.blogspot.com
9. Mode of analysis
• Writing retreats
• Combined coding
• Whole team and sub-groups
• Use of Structure, culture and agency
• Also: activity theory, and other
10. Paper 1: AD Directors’ Reports
Q: What structural and cultural factors
appear to constrain or enable quality
teaching and the professional development
of academics in their teaching roles?
Q: Are these factors linked to specific types of
university contexts?
11. Findings: Constraints and Enablements
• history, geography and resources;
• leadership and administrative processes;
• beliefs about quality teaching and professional
development;
• the research-teaching relationship;
• recognition and appraisal;
• and the capacity, image and status of the TLC
staff
12. History, geography and resources
“High staff turnover both within the centre – it is
a struggle to get people to stay, although the
same could be said about the faculties, you work
with them in the department, come next year,
there are new people. At [our one rural campus]
we struggle to retain staff because the town is
not able to offer amenities, eg decent shopping,
decent school for the kids, the university is not
paying as much as other universities.” (HDI5).
13. Corroboration from questionnaire
“The chart shows that 70% (21) of respondents at
HDI5 had five or less years of experience teaching at
HDI5 although 7 of these respondents reported that
they had worked at other HEIs. HDI6 also had more
than the average respondents with less than five
years service 54.6% (24) at this institution, … At the
other end of the scale respondents from HAI1 had
the longest record of service with 94.5% (16) having
worked in the sector for over 30 years”.
14. Leadership and administrative
processes
“Buy-in by senior management and HODs across certain
departments [is important] – new people arrive and
immediately there is a conversation they are slotted into,
encouraged to think about …” (HAI1).
“When we have a DVC academic who has a full
understanding, things go smoothly, but in instances
where we had a DVC academic who was not so sure,
things would not go as smoothly. Then the Director [of
the TLC] must explain and convince…” (HDI5).
15. Beliefs about quality teaching and
professional development
They “lack [the] authority” (HAI1) to challenge
[having to attend training]. Across contexts,
reports identified teaching as undervalued by
many university teachers: there was a
“widespread belief that teaching does not
require support and complex sophisticated skills
to produce quality learning” (HAI1).
16. The research-teaching relationship
“…under-qualified … still working on masters or
doctoral qualifications, so when they must do
the PGDHET [Post Graduate Diploma on Higher
Education and Training] or new course, they
can’t register [because they] are still busy with
masters or doctoral qualifications” (HDI5).
17. Recognition and appraisal
“Institutional policies have enabled [the uptake of
professional development], e.g., the promotions policy
stipulates that nobody will be promoted if they don’t have the
assessor training course. Academics started taking that up …
Also the university insisted that every lecturer should have a
teaching or professional development portfolio, so
consultations around that have [occurred]” (HDI5).
“Work has been done to make a valuing of quality teaching
explicit within the descriptors around promotion and the
merit awards … Having made the criteria explicit, has enabled
people to have the conversation about promotion and future
career which encourages them to take up the opportunities’
(HAI1).
18. Capacity, image and status of the CTL
staff
“us and them” discourse (HAI3)
“We are viewed as a support centre with an
academic function. We are not given full
academic status. It is constraining because some
academics don’t take us seriously. They say we
are not academics, we are looked at as a para-
professional” (HDI5)
19. Findings: Q 2, are the factors linked to
specific types of university contexts?
• Some factors straddle contexts
• Some appear more starkly in specific contexts
• There is multiple determination
20. Paper 2 on academics’ perceptions
• Based on data in institutional reports on
lecturers’ perceptions
• Original data coded accorded to group
session and recoded by me according to only
enablements and constraints
21. Individual properties: agency
“I often buy things out of my own pocket because
it’s quicker, it’s easier and it enables me to teach in
the way that I want to teach. I don’t begrudge that
money because it’s part of me developing the
students and I’m tired of asking for things” (UOT7)
“Look, it’s hard to say the environment is
conducive, but I think we have the attitude to make
it conducive, we look beyond the potholes” (UOT8)
22. Role of workgroup and conducive
climate
“there’s a lot of backstabbing and real nasty
stuff going on but I have learned to cope with it
and I’ve learned how to distance myself from it,
so that whereas before it used to affect me
personally and I used to get very upset - not
because of the students but because of the
colleagues - I’ve moved into a position where I
am able to switch off. I don’t get involved in any
[academic development initiatives]. I don’t
associate, so it’s quite lonely” (UOT7)
23. Value of multi-site study
Value of varied perspectives
Need to look more carefully at issue of context/yet
multiple determination
Challenge of looking across contexts – how to avoid
one dimensionality/positivist approach?
Only begun to scratch surface of meaning of the
data
Need to bring varied theoretical perspectives to
bear
In sum…
24. Papers associated with the project
Leibowitz, B. and Bozalek, V. 2014. Access to higher education in South Africa: A social realist account. Widening
Participation and Lifelong Learning. 16 (1), pp 91 - 109. http://wpll-journal.metapress.com/link.asp?id=X7243U561274
Leibowitz, B., Ndebele, C. and Winberg, C. 2013. The role of academic identity in collaborative research. Studies in Higher
Education. DOI:10.1080/03075079.2013.801424 (3 June 2013)
Leibowitz, B., van Schalkwyk, S., Ruiters, J., Farmer, J. and Adendorff, H. (2012) “It’s been a wonderful life”: Accounts of
the interplay between structure and agency by “good” university teachers. Higher Education 63 353 – 365.
Jawitz, J., Williams, K., Pym, J. and Cox, G. 2013. Why we do what we do: Interrogating our academic staff development
practice 76. In: T. Tisani and M. Madiba (Eds) Proceedings of the Higher Education Learning and Teaching Association of
Southern Africa (HELTASA) 2012 Conference.ISBN: 978-0-620-55540-1 Publication date: April 2013.
MacMillan, W. (on-line, HERD) ‘They have different information about what is going on’: Emotion in the transition to
university. CHER-2012-1069.R2
Ndebele, C., (2014). Deconstructing the Narratives of Educational Developers on the Enabling and Constraining
Conditions in Their Growth; Development and Roles as Educational Staff Development Facilitators at a South African
University. International Journal of Education Science, 6(1), pp.103–115.
Quinn, L. and Vorster, J. (2014). Isn’t it time to start thinking about ‘developing’ academic developers in a more systematic
way? International Journal for Academic Development. DOI: 10.1080/1360144X.2013.879719
Ndebele, C. (2014). Approach towards the professional development of academics as espoused in institutional policy
documents at a South African university. J Soc Sci, 38(3): 255-269
Leibowitz, B., Bozalek, V., Winberg, C. and van Schalkwyk, S. (2014) Institutional Context Matters: the professional
development of academics as teachers in South African Higher Education. Higher Education, DOI: 10.1007/s10734-014-
9777-2
Leibowitz, B. (In Press) Conducive Environments for the Promotion of Quality Teaching in Higher Education in South
Africa. CRISTAL.
Editor's Notes
We also look at our own practice
According to Elder-Vass (2010, p. 8) with reference to Bhaskar, multiple properties of an entity interfere with or reinforce each other, leading to “multiple determination” or many possible outcomes. Elder-Vass writes, “Causal efficacy is a product of the parts and the relations combined” (2010, p. 23).