scholarly journals Integration Of Liberal Arts, Management, And Technical Skills For Professional Development

2020 ◽  
Author(s):  
Vijay K. Arora
Keyword(s):  
Professional Development ◽  
Liberal Arts ◽  
Technical Skills ◽  
Arts Management

Analysis on the difference of college teachers’ professional pressure and strategies to improve teachers’ mental health under the expectancy theory

Work ◽  
2021 ◽  
pp. 1-15
Author(s):  
Xiao Liang ◽  
Oscar O. Bautista
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Science Teachers ◽  
Liberal Arts ◽  
Organizational Factors ◽  
Expectancy Theory ◽  
College Teachers ◽  
The Difference ◽  
Intermediate Teachers ◽  
Development Pressure

BACKGROUND: Professional pressure is one of the most concerned issues in society. Teachers are a group of people with greater professional pressure. The pressure sources include students, schools and society. OBJECTIVE: This exploration aims to explore the professional pressure and mental health of college teachers. METHOD: Based on the expectancy theory, the professional pressure and mental health of different college teachers are investigated. The overall steps are as follows: the determination of topic, questionnaire design, questionnaire distribution and recovery, questionnaire data analysis to obtain results, as well as countermeasure analysis based on the results. RESULTS: The investigation suggests that the sores of college teachers’ work pressure load, family life pressure, interpersonal pressure, physical and mental pressure, leadership and organizational factors pressure, career development pressure, scientific research, and professional title pressure are high. From senior to elementary, the pressure of teachers increases first and then decreases. The professional development pressure of liberal arts teachers is significantly higher than that of science teachers and engineering teachers (P <  0.05). Among science and engineering teachers, the professional development pressure of science teachers is relatively high. Men have better mental health than women (P <  0.05). Unmarried teachers have the best mental health status, followed by married and finally divorced (P <  0.05). The mental health of senior and elementary teachers is significantly better than that of sub-senior teachers and intermediate teachers (P <  0.05). CONCLUSION: The investigation on professional pressure and mental health of college teachers can contribute to the related problem solving in China, as well as enrich the content of relevant fields in China.

Community Engagement in the Liberal Arts: How Service Hours and Reflections Influence Course Value

2020 ◽  
Vol 43 (4) ◽  
pp. 416-430
Author(s):  
David Lynn Painter ◽  
Courtney Howell
Keyword(s):  
Professional Development ◽  
Service Learning ◽  
Civic Engagement ◽  
Community Engagement ◽  
Liberal Arts ◽  
Best Practice ◽  
Liberal Arts College ◽  
Different Types ◽  
Arts Community ◽  
Individual Conversations

Background: In response to critics’ charges that the liberal arts lack practical value, most colleges have incorporated service-learning in their curricula. Ideally, these service-learning activities not only benefit the community but also enhance the course’s (a) pedagogical effectiveness as well as the students’ (b) civic engagement and (c) professional development. Purpose: This investigation uses a survey to measure the extent to which service-learning in community engagement courses at a liberal arts college achieved these three outcomes. Methodology/Approach: Specifically, we parsed the influence of service hours and reflection activities on 740 students’ ratings of pedagogical effectiveness, civic engagement, and professional development. Findings/Conclusions: The results suggest students in community engagement courses that included at least 15 service hours and three different types of reflections reported significantly greater outcome achievement than those with fewer hours or reflections. Moreover, class discussions and individual conversations were rated the most effective types of reflection activities. Implications: Based on these findings, we provide some best practice suggestions for service hours and reflection activities in liberal arts community engagement courses.

Development of Non-Technical Skills Required by Future Global Practitioners in MSE and Corrosion Engineering

2015 ◽  
pp. 397-415
Author(s):  
John Robertson-Begg
Keyword(s):  
Professional Development ◽  
Environmental Sustainability ◽  
Career Planning ◽  
Continuing Professional Development ◽  
Technical Skills ◽  
Strategic Thinking ◽  
Global Environment ◽  
Global Ethics ◽  
Sustainability Ethics ◽  
Subject Specific

Traditionally, engineers have been taught a subject specific curriculum that would have made them technically proficient in their specialist area. In this chapter, the author argues that currently a broader educational base is needed to prepare them for work in the global environment. Engineers need to become aware of, and be able to embrace, issues such as sustainability, ethics, human rights, social justice and at the same time develop their own skills through continuing professional development. They need to be able to continue keeping themselves technologically aware, take control over their own future career paths, and as their career progresses, they have to think strategically. The chapter covered the following subject matter: The Global Engineer, Strategic Thinking, Global Ethics (Engineering, Business, Social, and Environmental), sustainability, and career planning. It discussed the best approaches to deliver the materials on these topics to engineers from the author's reflections on his own experiences.

Healthy Intercourse: The Beginning of the London Working Men's College

1988 ◽  
Vol 16 ◽  
pp. 77-90 ◽  
Author(s):  
John R. Reed
Keyword(s):  
Working Class ◽  
Liberal Arts ◽  
Technical Skills ◽  
Educational Success ◽  
National Program ◽  
Clear Cut

In 1853, a group of earnest Englishmen proposed an experiment that seemed revolutionary – a college in London specifically for the education of working men. Since there was, at that time, no national program of education for the young in England, this surprising proposal for the education of adults, not in technical skills, but in the traditional liberal arts, was all the more remarkable. And yet the plan succeeded and was praised not only by champions of the working class, but by others as well. Moreover, the success of the Working Men's College seemed simple and direct, quickly achieving the clear-cut scheme according to which it was founded. In fact, in a most fortunate irony, the College survived in spite of its declared principles. It was as much a social as an educational success. Despite its high intellectual ideals, cordiality more than classics kept the London Working Men's College alive.

Engaging Adult Learners with Innovative Technologies

2014 ◽  
pp. 296-311
Author(s):  
Dennis Beck ◽  
Claretha Hughes
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Glass Ceiling ◽  
Instructional Methods ◽  
Technical Skills ◽  
Educational Programs ◽  
Technology Access ◽  
Global Marketplace ◽  
Innovative Technologies ◽  
Use Of Technology

This chapter suggests and explores the need for a paradigm shift regarding the use of innovative technologies to engage adult learners. Some concerns addressed are: 1) The ways educational programs can be designed to improve the technical skills of adults; 2) The choices of technological, instructional methods, and materials and the subsequent impact on the success of educating adults; and 3) Elimination of the perceived feeling of disadvantage that some adult learners possess regarding their understanding and use of technology. Lack of exposure, access, and motivation to utilize innovative technologies combine to create a “glass ceiling” that is currently preventing adult learners from becoming competitive in the global marketplace. However, by applying motivational theories, embracing policies to ensure equitable technology access, and promoting efforts to seize the professional development opportunities available, adult learners and their instructors can shatter the glass ceiling and rise to new levels of skill and expertise.

scholarly journals An Assessment of the Managerial Skills and Professional Development Needs of Private Catholic Secondary School Administrators in Bangkok, Thailand

2020 ◽  
Vol 10 (1) ◽  
pp. 149
Author(s):  
Samera Batao Ibay ◽  
Mark Anthony Cenas Pa-alisbo
Keyword(s):  
Professional Development ◽  
Financial Management ◽  
School Administrators ◽  
Technical Skills ◽  
Catholic School ◽  
Report Generation ◽  
Managerial Skills ◽  
Professional Development Needs ◽  
Human Skills ◽  
Conceptual Skills

The knowledge and ability of the individuals in a managerial position are to fulfill some specific management activities or tasks.  Managerial skills are important for many reasons. Being a manager in an educational setting is a position to act as an effective leader and problem-solver in many simple and complex situations. However, in Thailand, it was observed that some managerial skills need to improve their skills. School managers should strengthen and develop to manage effectively and efficiently.  This mixed research surveyed the managerial skills of the school administrators in terms of conceptual skills, human skills, and technical skills in selected private catholic secondary schools in Bangkok, Thailand. The respondents self-assessed their managerial skills in the form of a checklist, and to validate the results, interviews were conducted to determine the professional development needs according to the lowest items assessed by the school administrators. A questionnaire anchored on Robert Katz’s theory of managerial skills and developed by Goodarzi (2002) was used to gather data.  With regards to the assessment of managerial skills’ practice of the school administrators, most of them assessed themselves as very good in terms of conceptual skills, human skills, and technical skills. The professional development needs of the private catholic school administrators in terms of conceptual skills are the identification of informal organization, articulation of strategy, and ability of prediction. On the other hand, school administrators need training in controlling conflict, report generation, and official correspondence in terms of human skills. Finally, they need professional development in financial management, computer skill, and marketing in terms of technical skills. 

Internationalization of Humanities Disciplines in Chinese Higher Education

2016 ◽  
Vol 5 (1) ◽  
pp. 41-57
Author(s):  
Jiabin Zhu ◽  
Shaoxue Liu
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Liberal Arts ◽  
Faculty Members ◽  
Internationalization Of Higher Education ◽  
Chinese Higher Education ◽  
Internationalization Process ◽  
Multiple Strategies ◽  
Higher Education In China ◽  
Education In China

In the context of internationalization of higher education in China, this essay analyzes some inherent differences between the stem disciplines and humanities disciplines when it comes to the internationalization of curriculum and implementation. With a focus on the challenges facing the internationalization of the liberal arts, or humanities disciplines, a functional 3M model, that is, the internationalization of “Mind,” “Method,” and “Medium”, was proposed to address different aspects of the internationalization process. Moreover, we proposed multiple strategies that could possibly promote the professional development of faculty members along the three specific dimensions, aligning the strategies with the working definitions within each dimension of the 3M model.

Engaging Adult Learners with Innovative Technologies

2013 ◽  
pp. 26-41
Author(s):  
Dennis Beck ◽  
Claretha Hughes
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Glass Ceiling ◽  
Instructional Methods ◽  
Technical Skills ◽  
Educational Programs ◽  
Technology Access ◽  
Global Marketplace ◽  
Innovative Technologies ◽  
Use Of Technology

This chapter suggests and explores the need for a paradigm shift regarding the use of innovative technologies to engage adult learners. Some concerns addressed are: 1) The ways educational programs can be designed to improve the technical skills of adults; 2) The choices of technological, instructional methods, and materials and the subsequent impact on the success of educating adults; and 3) Elimination of the perceived feeling of disadvantage that some adult learners possess regarding their understanding and use of technology. Lack of exposure, access, and motivation to utilize innovative technologies combine to create a “glass ceiling” that is currently preventing adult learners from becoming competitive in the global marketplace. However, by applying motivational theories, embracing policies to ensure equitable technology access, and promoting efforts to seize the professional development opportunities available, adult learners and their instructors can shatter the glass ceiling and rise to new levels of skill and expertise.

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