Staff recruitment, development and global mobility

Abstract

This paper considers issues that relate to staff recruitment, staff development and global mobility of dental academics. Published literature, which has a North American bias, is reviewed. Recommendations, which may be applicable world‐wide, are made to address evident and pertinent areas of concern in terms of the availability of quality dental teaching staff in dental teaching institutions so as to sustain the global dental academic enterprise at appropriately high levels of achievement.

Why do general dental practitioners become involved in clinical teaching? A pilot study exploring the views of part-time practitioner teachers, King's College London

“…24 This picture of increased part-time teaching activity contrasts sharply with the shrinking number of career academics now to be found within dentistry. 25 To date there are no signs of any current changes to this trend. 26…”

Current differences in dental education between Chinese and Western models

“…Association for Dental Education in Europe (ADEE) put emphasis on this issue in the objectives of Task Force II , according to which courses in continuing education are required to be offered, and staff exchange is recommended. These actions can be recruitment incentives for teachers' academic careers and improve their teaching skills . Besides, staff are encouraged to share teaching and learning experiences and methodologies, because it can reinforce the academic atmosphere.…”

Blended learning in situated contexts: 3‐year evaluation of an online peer review project

“…This was achieved by introducing students to a portfolio‐style, process‐oriented assignment early in the curriculum and incorporating peer review to promote critical enquiry. Additionally, the international focus of the project was attractive, not only in terms of meeting university goals for internationalisation and building international networks but more importantly in the opportunity to address key issues raised by the global movement of oral healthcare professionals . Whilst the incorporation of an off‐campus, international experience is manageable in the faculty's final‐year ‘capstone’ experience, the inclusion of international opportunities with students early in their degree programme is more difficult.…”