New Priorities for the University

Reid, John Y.

doi:10.1080/00221546.1988.11780238

Cited by 26 publications

(1 citation statement)

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“…The participants advised that the university should provide continuous official awareness programmes. Managerialism plays a vital, influencing and central role in using and measuring the required improvement of new technologies in the university (Reid, 1988;Pollitt, 1990;Tsai and Beverton, 2007). According to Heckscher et al (1994), top-down management uses the top's power to build mutual commitment and clarifies logic and strategies for transformation (Tsai and Beverton, 2007).…”

Section: Knowledge Sharing In Uk Higher Educationmentioning

confidence: 99%

The impact of the COVID-19 pandemic on knowledge sharing in UK higher education

Kazemian

Grant

2022

VJIKMS

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Purpose The paper aims to explore “content” factors influencing consumptive and contributive use of enterprise social networking within UK higher education during the COVID-19 pandemic. Design/methodology/approach The methodology uses genre analysis and grounded theory to analyse empirical data from posts obtained through Microsoft Yammer and a focus group. Findings The findings reveal the motivators-outcomes-strategies and the barriers-outcomes-strategies of users. Motivators (M) include feature value, Information value, organizational requirement and adequate organizational and technical support. Barriers (B) include six factors, including resisting engagement on the online platform, emotional anxiety, loss of knowledge, the lack of organizational pressure, lack of content quality and lack of time. An Outcomes (O) framework reveals benefits and dis-benefits and strategies (S) relating to improving user engagement. Practical implications The research method and resultant model may serve as guidelines to higher educational establishments interested in motivating their staff and scholars around the use of enterprise social network (ESN) systems, especially during face-to-face restrictions. Originality/value This research study was conducted during the COVID-19 pandemic which provides a unique setting to examine consumptive and contributive user behaviour of ESN’s. Furthermore, the study develops a greater understanding of “content” factors leading to the benefits or dis-benefits of ESN use, drawing on user motivators, barriers and strategies during the COVID-19 pandemic in UK education.

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Section: Knowledge Sharing In Uk Higher Educationmentioning

confidence: 99%

The impact of the COVID-19 pandemic on knowledge sharing in UK higher education

Kazemian

Grant

2022

VJIKMS

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A historical and futuristic perspective of articulation and transfer in the United States

Kintzer

1996

New Drctns Community Coll

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Maintaining professional and clinical proficiency: Models and implications for faculty evaluation

Brittingham

1988

J Pers Eval Educ

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The expectation for faculty work in higher education in any field or dicipline, at any type of institution, is considered scholarly, in a fundamental sense: faculty members are expected to remain current in the theoretical and research advances of their fields so that their teaching (and, as applicable, their research and service) contributions are based on state-of-the-art thinking. Attending professional conferences and reading scholarly journals and books in one's field represent baseline ways of maintaining this currency common across disciplines and types of institutions.Faculty members in universities and many colleges have a second scholarly obligation, the expectation of scholarly productivity, usually called research. In these institutions, faculty members are expected make professional contributions that advance the state of theory, knowledge, practice, artistic creation or performance, or instruction in their field and make these contributions known to their peers through vehicles such as refereed journals, juried shows, and scholarly books. These faculty members are expected to be producers as well as consumers, critics, and integrators of new knowledge and artistic understanding.Faculty members who teach in professional fields (as opposed to the academic disciplines) have a third scholarly obligation: remaining in active contact with their field of practice in ways appropriate to their teaching assignments and the mission of their institution. This, expectation arises from the need for the theories of professional education to be in touch with the realities of practice, for students to learn the skills of professions from competent pracitioners, and for the advances proposed for practice in the halls of academe to be responsive to the realities of practice settings.Although this obligation is often stated within the literature of a professional field, it is seldom acknowledged or explicitly accommodated across professional fields in institutional policy. 1 The purpose of this article is to discuss how the schol-1 One way that institutions do acknowledge the improtance of contact with practice as an expectation in professional but not academic areas is the value perceived by having professional practitioners serve as part-time faculty in professional programs. In contrast, part-time faculty members in academic areas are typically considered marginal players on the instructional field.

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New Priorities for the University

Cited by 26 publications

References 0 publications

The impact of the COVID-19 pandemic on knowledge sharing in UK higher education

The impact of the COVID-19 pandemic on knowledge sharing in UK higher education

A historical and futuristic perspective of articulation and transfer in the United States

Maintaining professional and clinical proficiency: Models and implications for faculty evaluation

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