Managing Professional Development Activities for Non-teaching Staff: For Professional Growth

Antiado, Djonde Frega; Castillo, Fermin G.; Reblando, James Ryan P.; Tawadrous, M. I.

doi:10.13189/ujer.2020.080758

Cited by 6 publications

(4 citation statements)

References 4 publications

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“…Then, some scholars have been trying to link between training and quality service delivery, as identified in this study that, due to involvements of high customers in schools and high customers" interactions during the service process, training cannot be only the way to improve quality service delivery to high standards if other factors will remain constant (Antiado et al, 2020) in Managing Professional Development Activities for Nonteaching Staff: For Professional Growth highlights that training needs analysis can assist in determining what professional development activities to be given. To ensure its sustainability, professional development programs must focus on and benefit the institution which includes both teaching and non-teaching staff.…”

Section: Unit Iii: the Relationships Between "Training" With "Service...mentioning

confidence: 99%

Non-Teaching Staff in the Education System of Tanzania: A Review Paper on Training Practices and Service Delivery

Garaba

2022

int.jour.sci.res.mana.

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The review aims at determining the perceptions of non teaching staff on training and service delivery in education system of Tanzania and to explore the needed trainings for non teaching staff in handling students in education system of Tanzania. This paper is an internet and library-oriented. The study used secondary literature review in which the documentary review applied. Also other data were collected from published articles, books, published documents, magazines, and published dissertations/thesis related to the subject matter to achieve the specific objectives highlighted. The review informs that majority of the studied schools lacked enough non-teaching staff. There is a perception that non-teaching staff are not key players in a school and are just pillars of the school functioning. Also, it was noticed that, school leaders see as if is not the priority for taking non-teaching staff for training and hence giving them less opportunities to attend training as it is done to teaching staff who sometimes attend the in-service training from different stake holders of education. It is in this regard that, leaders are not committed to maximize the opportunities for training for non-teaching staff. Even though, non-teaching staff blame that no refreshers course to make them adopt the environment of serving students. The government leaders should look on the priorities of the government and school else well when taking non-teaching staff for further training.

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Section: Unit Iii: the Relationships Between "Training" With "Service...mentioning

confidence: 99%

Non-Teaching Staff in the Education System of Tanzania: A Review Paper on Training Practices and Service Delivery

Garaba

2022

int.jour.sci.res.mana.

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“…Therefore, it becomes vital to ensure proper training and development opportunities for this staff in order to assure they are equipped with tools that allow them to carry out the tasks and challenges proposed by the institutional environment. The process of lifelong learning is crucial to every individual in their workplace [17,18]. Nevertheless, the literature has been mainly focused on the role of academic staff for sustainability in HEIs, leaving a gap in the importance that the non-academic body has on the overall performance of these institutions [19].…”

Section: Review Of Sustainability Implementation With Non-academic Staffmentioning

confidence: 99%

Empowering Non-Academic Staff for the Implementation of Sustainability in Higher Education Institutions

Bacelar-Nicolau,

Mapar,

Caeiro

et al. 2023

Sustainability

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Sustainability within higher education institutions (HEIs) is a well-established topic in the literature. Many fields of education for sustainable development have been explored, mainly focused on HEI students, as well as on academic staff. The technical, administrative, and management staff, referred to as non-academic staff has not received as much attention as the remaining HEI community, which leaves a gap in the successful implementation of sustainability practices and policies, as they play a vital and central role in the HEIs’ everyday functioning. Hence, the EUSTEPs project launched two sustainability training courses dedicated exclusively to this segment of the university community, aiming to increase their knowledge on facts and tools for the best sustainability transition. The first short-term online training, organized by the University of Aveiro and Universidade Aberta, Portugal, was run in May 2021. The training targeted 27 non-academic staff from different sectors. The second online training course was implemented one year later and involved 17 elements from the previous training. The results showed very high levels of overall satisfaction and full achievement of the participants’ expectations in sustainability issues. The non-academic staff learned and discussed the human–environment relationship, tracked and discussed their personal ecological footprint in the workspace, actively participated on how to run the university ecological footprint calculator, developed within the EUSTEPs project, and felt mobilized to implement actions to reduce their university’s environmental impacts (as well as in their general daily activities). Similar training programs can be used to empower non-academic staff for the implementation of sustainability in other higher education institutions, hence contributing to a successful integrated sustainability approach for the whole school.

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“…The training areas include professional, personal, and health development. The training areas include professional, personal, and health development (Antiado et al, 2020).…”

Section: Human Capital Developmentmentioning

confidence: 99%

A Systematic Literature on K-Economy Readiness in Higher Education

Nuraini,

Sahid,

Hussin

2023

educ.humanismo

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Objective: This paper aims to: (1) identify the factors that influence K-Economy readiness in higher education; (2) map the factors that influence K-Economy readiness based on the four pillars of K-Economy; and (3) analyze the implications of factors influencing K-Economy readiness for the role of higher education in the K-Economy era. By knowing the factors that influence K-Economy readiness, the results of this study can make a practical contribution to higher education in the world so that it can fully participate and be ready to compete in the K-Economy era. Methodology: This paper uses a systematic literature review to answer research questions, while the PRISMA technique is used to collect and screen Scopus and WoS articles from 2000 to 2022. Results: This paper finds nine factors influencing K-Economy readiness in higher education. The nine identified factors refer to the competencies needed in the K-Economy era. Discussion and conclusions: Strategic external partnerships with higher education must be done continuously in the future. Workers and employers continue to prioritize education as the nature of work has changed, and there is a need for those who work to continuously improve their skills. Higher education should emphasize exceeding student expectations by examining the demands of the target job market to fulfill those needs.

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Managing Professional Development Activities for Non-teaching Staff: For Professional Growth

Cited by 6 publications

References 4 publications

Non-Teaching Staff in the Education System of Tanzania: A Review Paper on Training Practices and Service Delivery

Non-Teaching Staff in the Education System of Tanzania: A Review Paper on Training Practices and Service Delivery

Empowering Non-Academic Staff for the Implementation of Sustainability in Higher Education Institutions

A Systematic Literature on K-Economy Readiness in Higher Education

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