Academic staff training in British universities: Results of a national survey

Brown, George; Atkins, Madeleine

doi:10.1080/03075078612331378441

Cited by 27 publications

(9 citation statements)

References 6 publications

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“…This might be seen to call into question the existing skills and abilities of part-time staff, who in most cases are full-time teachers elsewhere and whom we suppose 'know how to teach'. This attitude is also in line with the findings of others who have researched the views of Downloaded by [Simon Fraser University] at 12:11 05 June 2016 staff in English universities and polytechnics on the subject of teaching methods and the efficacy of training (Brown & Atkins, 1986).…”

Section: Face-to-face Teachingsupporting

confidence: 88%

Role development in an open access system

Thorpe

1988

Studies in Higher Education

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Section: Face-to-face Teachingsupporting

confidence: 88%

Role development in an open access system

Thorpe

1988

Studies in Higher Education

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“…To address the reported problem of lack in research quality in the work of I.PhD students who are situated in a firm environment, a careful selection process of the internal supervisor has to be implemented. For this, it is important to make sure the potential supervisor is aware of his/her responsibility and the diverse roles he/she has to fulfil when taking this task (Cullen et al, 1994;Brown & Atkins, 1986). To support the quality of the I.PhD supervision on the firm side, it can be helpful to include an employee's role as a supervisor in the firm's incentives system, too, for example, by taking this role into account in salary negotiations or career development.…”

Section: How To Make Things Work: Success-supporting Factors In Iphdmentioning

confidence: 99%

Assessing the industrial PhD: Stakeholder insights

Grimm

2018

J. Technol. Sci. Educ.

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Research and practice have called for a change in engineering education towards a more practice-oriented curricula to provide engineers with the skills they need for creating solutions for future challenges. While most studies address undergraduate programs, only little attention has been paid to graduate and post-graduate education. The Industrial PhD is expected to give PhD students on-the-job training to gain practically relevant and professional tacit knowledge and to enhance their set of soft skills. However, the training of practice-relevant methods and knowledge has so far been covered by alternative programs (e.g. traineeships), exclusively organized, financed and conducted by firms, and did not involve the responsibility of universities. Therefore, for the I.PhD, conflict between involved firms and universities can be expected.In order to analyze the potential of the Industrial PhD as an answer to the question of how to effectively make engineering education more practice-oriented, the present study analyses qualitative data on the experience of both industry and university actors with I.PhD programs. Questions on a) the motives and b) the perceived challenges allow valuable insights in the functionality of the I.PhD in terms of its success in its practical conduction. The study results indicate a divergence in the perception of the general value of I.PhD program among both stakeholder groups. Major challenges can be identified, while existing work on PhD training and university-industry research cooperation (UIRC) allow the deduction of success-supporting factors, which can be believed to enhance the effectiveness of I.PhD programs for all parties.

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“…The majority of staff speak relatively clearly and slowly, so they can adjust the conversation easily. This fact is reasonable as the UK University staff is reported to have continued training and one of the topics is about helping overseas students (Brown & Atkins, 1986).…”

Section: English Speaking Challengesmentioning

confidence: 87%

Re-telling: A Narrative inquiry of Indonesian graduate students’ speaking experiences in a United Kingdom university

Abrar

2019

Indonesian J. Appl. Linguist.

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The purpose of this inquiry is to explore and make sense of the stories of Indonesian graduate students’ speaking experiences in the academic settings during their study in a United Kingdom university. More specifically, the study is intended to understand their speaking challenges and strategies to overcome the challenges both in classroom and university-surrounding settings. To achieve the purpose of the study, narrative inquiry is employed. Two Indonesian graduate students participated in this study and shared the experiences before and after coming to study in the university. The findings of this narrative inquiry indicate that language-related issues, individual factors, and cultural differences hinder the participants from actively being involved in the verbal communication. To cope with the challenges, the participants applied communication strategies by asking for clarification and repetition. The study suggests that language mastery, including accent, is crucial because it influences the understanding in communication.

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Academic staff training in British universities: Results of a national survey

Cited by 27 publications

References 6 publications

Role development in an open access system

Role development in an open access system

Assessing the industrial PhD: Stakeholder insights

Re-telling: A Narrative inquiry of Indonesian graduate students’ speaking experiences in a United Kingdom university

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