Training needs for faculty members: Towards achieving quality of University Education in the light of technological innovations

Abouelenein, Yousri Attia Mohamed

doi:10.5897/err2015.2377

Cited by 18 publications

(9 citation statements)

References 14 publications

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“…Over the past 20 years, universities and other institutions of higher education all over the world have been in a state of rapid change and nowhere more so than in developing countries, where the societies in which they serve have themselves undergone very radical changes says Elton, L. & Manwaring, G. (1981). Preparation and professional development of faculty members has gained the attention of educational institutions all over the world [3].…”

Section: Discussionmentioning

confidence: 99%

Exploring Gaps between the Need and Reach for Training Programmes in Higher Education through Teacher Reflections

Gaikwad¹,

Wadegaonkar²

2022

YMER

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Through a comprehensive needs assessment, an institution can establish its training goals for capacity building and professional development of teachers. The purpose of this study is to guide and encourage researchers and other significant stakeholders working in the field of teacher training and faculty development, to understand the common trends in the training programmes. Thus, helping them to explore aspects related to needs and gap analysis of the demands and accessibility to the training facilities provided by the university/management. The data were collected from 178 university teachers chosen from two different university set-ups – a State University and a private University. Questionnaire was developed to recognize the needs related to nature of training programmes. Also, semi-structured interviews were conducted to discover the current status of the teacher training in the Higher Education from the filed experts, followed by triangulation for exploring the gaps between ‘Need and Reach’ of the training programmes. The results clearly revealed that there exist many gaps considering the ‘receive and impart’ or ‘demands and accessibility’ of the training provided by the universities in the context of - knowledge, skill enhancement, continuity, flexibility of selection, quality, right approach towards the training, andragogy, etc.

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Section: Discussionmentioning

confidence: 99%

Exploring Gaps between the Need and Reach for Training Programmes in Higher Education through Teacher Reflections

Gaikwad¹,

Wadegaonkar²

2022

YMER

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“…Training should be the starting point for any accreditation activity [37]. Training should explain to faculty and admin the significance and value of accreditation to break any potential resistance.…”

Section: Trainingmentioning

confidence: 99%

Outcomes-Based Assessment and Lessons Learned in ABET-CAC Accreditation: A Case Study of the American University in the Emirates

Abualkishik

Atassi

Singh

et al. 2022

Mobile Information Systems

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ABET accreditation is sought globally for engineering and technology academic programs due to the quality, added value, and competitiveness it adds to students, program, and the university locally, regionally, and globally. Aligning with its mission to prepare students as global citizens for future career aspirations and lifelong learning through quality teaching, the American University in the Emirates (AUE) focuses on outcome-based education to ensure the employability of graduates and hence soon realized the significance of the Accreditation Board of Engineering and Technology-Computing Accreditation Commission (ABET-CAC) standard toward the Computer Science (CS) program. While pursuing ABET accreditation was challenging, the outcome was positive, and currently, the Computer Science Program, with its two specializations in Network Security and Digital Forensics is ABET-accredited. The process required support from all units within the institution and was a great learning experience for all stakeholders. ABET draws generic requirements to be fulfilled by a program seeking accreditation without a detailed procedure to achieve them. However, there is little information about achieving these requirements, especially criterion 4: continuous improvement, which most programs fail to comply with according to ABET. This study presented a comprehensive and reproducible methodology that addresses our successful efforts in aligning the CS program with ABET-CAC requirements by emphasizing criterion 4. This article reported the evaluation of Student Outcomes number one and two for the academic year 2020–2021 through a comprehensive framework. The framework showed data collection, data reporting and analysis, actions, and recommendations for the next academic cycle. The framework showed a mathematical model for calculating the Student Outcomes (SOs) attainment based on the mapped Course Learning Outcomes (CLOs). Finally, the recommendations were reported. We believe this article established a solid foundation that would be beneficial for insinuations pursuing ABET accreditation.

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“…There is therefore only a weak association between the intellectual capital demanded by the labour market and the skills offered in HE. The complexity of modern HE institutions places the onus on policy makers to ascertain the quality of academic outcomes, and to design training programmes employing innovative technology to meet the changing needs of faculty members (Abouelenein, 2016; Okolie and Omamuyovwi, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Challenges in the evaluation process of training and development programmes in public universities in Saudi Arabian higher education

Othayman

Mulyata

Meshari

et al. 2022

IJEM

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PurposeThis article aims to investigate the challenges faced during the training and development (T&D) evaluation process from the point of view of faculty members and HR managers in Saudi Arabian public universities, and to examine the influence of these challenges on the effectiveness of T&D programmes in public universities.Design/methodology/approachExploratory research using semi-structured interviews to determine the challenges faced during T&D evaluation was employed. Participants included faculty members (n = 23) and senior managers (n = 05) working in four public universities in Saudi Arabia. The interviews were transcribed and subjected to thematic analysis.FindingsThe outcome highlights the challenges faced during the T&D evaluation process: a lack of performance measurement and role ambiguity H.R.M. practices. Finally, this study aims to investigate how do these challenges influence the higher education sector.Originality/valueTo the best of the researcher's knowledge, this is one of the first attempts to explore challenges within the T&D evaluation process in Saudi Arabian higher education. The results should therefore broaden the scope of the available literature and fill a research gap, particularly regarding the Gulf Cooperation Council (GCC) of Nations.

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Training needs for faculty members: Towards achieving quality of University Education in the light of technological innovations

Cited by 18 publications

References 14 publications

Exploring Gaps between the Need and Reach for Training Programmes in Higher Education through Teacher Reflections

Exploring Gaps between the Need and Reach for Training Programmes in Higher Education through Teacher Reflections

Outcomes-Based Assessment and Lessons Learned in ABET-CAC Accreditation: A Case Study of the American University in the Emirates

Challenges in the evaluation process of training and development programmes in public universities in Saudi Arabian higher education

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