Faculty development through an educational action programme

Stigmar, Martin

doi:10.1080/07294360701805242

Cited by 20 publications

(26 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For the past 25 years, higher education in Sweden has undergone a dramatic transformation; the number of students attending universities has more than doubled since the early 1990s. Following the Swedish government's ambition to create a 'mass university', and subsequent growing demands upon teachers, Swedish universities have progressively introduced pedagogical training programs for their academic staff (Roxå & Mårtensson, 2008;Stigmar, 2008). At most Swedish universities, participation in these courses have become a de facto requirement for employment as a lecturer, or for promotion to professor.…”

mentioning

confidence: 99%

Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities

Ödalen

Brommesson

Erlingsson

et al. 2018

Higher Education Research & Development

View full text Add to dashboard Cite

Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden's six largest universities, who participated in pedagogical training courses. Our study reveals that the participants' selfreported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact. ARTICLE HISTORY

show abstract

mentioning

confidence: 99%

Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities

Ödalen

Brommesson

Erlingsson

et al. 2018

Higher Education Research & Development

View full text Add to dashboard Cite

show abstract

“…Researchers (Berquist 1992;Rogers 2003;Sahin and Thompson 2006;Stigmar 2008;Sullivan et al 2006;Wolverton et al 1998) have spoken to the importance of providing those being asked to adopt new practices with the interactions, network, and community necessary to support adoption and success. Faculty members who participated in the workshop series commented repeatedly on the importance of having time to work with colleagues.…”

Section: Discussionmentioning

confidence: 97%

“…Such a structure gives faculty members the opportunity to exchange ideas, explore the feasibility of new practices, try out and observe the innovation, and determine with colleagues ways in which it fits with organizational culture and practice (Rogers 2003). The opportunity for individuals to work together to establish a network or community focused on exploring and achieving common goals can be a central element of changing practice (Stigmar 2008;Sullivan et al 2006;Wolverton et al 1998).…”

Section: Professional Developmentmentioning

confidence: 97%

Now I’m Ready: The Impact of a Professional Development Initiative on Faculty Concerns with Program Assessment

2010

View full text Add to dashboard Cite

This article examines the impact of a faculty professional development effort on the understanding, confidence, and attitudes of education faculty related to program assessment activities. We applied literature on the adoption of innovations, institutional effectiveness, and professional development to a case study of a series of workshops on assessment. The results suggest that faculty members had improved skills and knowledge, understanding, confidence, and attitudes regarding assessment following the workshops. The opportunity for faculty members to collaborate with colleagues on assessment and to develop an understanding of the kinds of supports in place for assessment work were important elements in the gains.

show abstract

“…There is growing literature focusing on leadership development (Stigmar, 2008), mainly stresses the multidimensional leadership development process, and points at potential ways to enhance and study leadership development (Day & Harrison, 2007). This is in sharp contrast to the emphasis on the need for leadership development.…”

Section: )mentioning

confidence: 91%

The Makeover: A Leadership Development Training Intervention in Higher Education

Zulfqar¹,

Valcke²,

Devos³

2016

European Proceedings of Social &Amp; Behavioural Sciences

View full text Add to dashboard Cite

Though there is abundant research available about leadership practices, the empirical literature focusing on studies about the impact of leadership training programs remains scarce. The present study addresses this gap in the literature and aims at evaluating a leadership training intervention with the aim to raise academic leaders' awareness to adopt transformational leadership. Leaders from one public university were involved in a six-week leadership development training program. Qualitative analysis of interviews, taken before and after the intervention, helped to develop a picture of changes in transformational leadership behaviours. There is a clear impact of the intervention. Compared to the pre-intervention interviews we observe consistent increase in awareness for all six transformational leadership behaviours. These results are discussed in view of follow-up studies in a broader research context.

show abstract

Faculty development through an educational action programme

Cited by 20 publications

References 23 publications

Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities

Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities

Now I’m Ready: The Impact of a Professional Development Initiative on Faculty Concerns with Program Assessment

The Makeover: A Leadership Development Training Intervention in Higher Education

Contact Info

Product

Resources

About