Social and professional perceptions of a single career woman working in tertiary education

2020 ◽  
pp. 130-144
Author(s):  
Wendy Gough
Keyword(s):  
Professional Development ◽  
Tertiary Education ◽  
Career Woman ◽  
Professional Perceptions ◽  
Woman Working

​As someone committed to becoming a leader in the professional development community, Wendy Gough writes from the perspective of a single working professional and shares how her presence as a gendered individual has impacted her experiences.

Realising the Potential of MOOCs in Developing Capacity for Tertiary Education Managers

2016 ◽  
pp. 2056-2069
Author(s):  
Chinh Nguyen ◽  
Heather Davis ◽  
Geoff Sharrock ◽  
Kay Hempsall
Keyword(s):  
Professional Development ◽  
Tertiary Education ◽  
Education Sector ◽  
Tertiary Sector ◽  
Emerging Leaders ◽  
Education Management ◽  
Online Technologies ◽  
Award Programs ◽  
Education Managers

MOOCs are a recent development, with little informed consensus on the extent of their future impact on tertiary education. In this paper the authors consider one application of open online courseware, as a platform for professional development within the tertiary sector, with an agreed pathway into award programs in tertiary education management. The case presented is a recently launched ‘emerging leaders and managers program (eLAMP)' for the Australian tertiary education sector. The pedagogical, resourcing and practical issues of designing and supporting this program are examined as a means of exploring the conceptual underpinnings of online technologies and pedagogies.

scholarly journals Social data and society

Impact ◽  
2020 ◽  
Vol 2020 (9) ◽  
pp. 46-47
Author(s):  
Lucy Annette
Keyword(s):  
Social Sciences ◽  
Professional Development ◽  
Social Research ◽  
Tertiary Education ◽  
Social Survey ◽  
Current Form ◽  
Educational Sociology ◽  
The Social ◽  
Seminar Series ◽  
Education Courses

The Japanese Association for Social Research (JASR) works to advance and promote the social sciences, furthering the discipline while also highlighting its importance. It was formed in 2003 as the Japanese Certification Board for Social Researchers with a view to administering accreditation on behalf of its three founding societies: the Japan Sociological Society, the Japan Society of Educational Sociology and the Behaviormetric Society of Japan. Five years later, it was reorganised into its current form and operates independently of its founding societies. JASR's focus on social research involves ensuring continuous improvement in social survey research and instilling public trust in this area. It operates a qualification called the Program of Certified Social Researcher, which is designed to certify social researchers. Further activities for the JASR relate to: granting certification; accreditation of tertiary education courses; seminars; grants; symposia and lecture meetings; awards; consulting; and publications. The ultimate goal of these activities is to support and promote practitioner and researcher professional development, thereby assisting in the development of social research. Its efforts to further the continuation of education for social researchers also involve the JASR hosting relevant seminars, symposia and lecture meetings. As part of these events, leading experts share their knowledge with attendees, helping foster the professional development of practitioners and researchers. The JASR's seminar series covers the Standard Curriculum and primarily targets graduate students. It's completion contributes to the requirements for the Certificate of Advanced Social Research.

scholarly journals Sustainable Professional Development of Primary School Mathematics Teachers in Zimbabwe Through Philosophy of Education 5.0: Challenges and Prospects

2020 ◽  
pp. 150-161
Author(s):  
Silvanos Chirume
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Primary School ◽  
Community Service ◽  
Mathematics Teachers ◽  
Technology Development ◽  
Tertiary Education ◽  
Philosophy Of Education ◽  
Colleges And Universities ◽  
Primary School Mathematics

Teacher training colleges and universities in Zimbabwe currently fall under the Ministry of Higher and Tertiary Education, Science and Technology Development (MHTESTD) whose mission is to develop and deliver a knowledgeable and skilled human capital through higher and tertiary Education 5.0, science and technology development using a heritage based philosophy, for the production of quality goods and services. The core values of the Ministry are integrity, humility, innovation and productivity. The philosophy of Education 5.0 system is centred on five pillars which include teaching, research, community service, innovation and industrialisation while the previous 3.0 design was centred on three aspects which are teaching, research and community service. Thus, teachers who are being trained at Zimbabwe’s colleges and universities will be required to acquire skills and knowledge to produce goods, services and ideas and also to impart such knowledge and skills to their learners. The mathematics curriculum inclusive of the syllabi, schemes of work and timetables at a teacher training institution in the Midlands Province of Zimbabwe was critically analysed. Two randomly selected lectures in progress were observed and five purposively chosen lecturers interviewed. The study addresses the questions of whether and to what extent Education 5.0 is being realised, the challenges currently being faced and the future prospects of the philosophy. The paper concludes by giving recommendations for sustainable professional development of primary school mathematics teachers in Zimbabwe.

Realising the Potential of MOOCs in Developing Capacity for Tertiary Education Managers

2016 ◽  
pp. 1660-1672
Author(s):  
Chinh Nguyen ◽  
Heather Davis ◽  
Geoff Sharrock ◽  
Kay Hempsall
Keyword(s):  
Professional Development ◽  
Tertiary Education ◽  
Education Sector ◽  
Tertiary Sector ◽  
Emerging Leaders ◽  
Education Management ◽  
Online Technologies ◽  
Award Programs ◽  
Education Managers

MOOCs are a recent development, with little informed consensus on the extent of their future impact on tertiary education. In this paper the authors consider one application of open online courseware, as a platform for professional development within the tertiary sector, with an agreed pathway into award programs in tertiary education management. The case presented is a recently launched ‘emerging leaders and managers program (eLAMP)' for the Australian tertiary education sector. The pedagogical, resourcing and practical issues of designing and supporting this program are examined as a means of exploring the conceptual underpinnings of online technologies and pedagogies.

Enhancing tertiary education and professional development

2012 ◽  
Vol 19 (1) ◽  
pp. 1-4
Author(s):  
Helen Ross ◽  
R.W. (Bill) Carter ◽  
Claudia Baldwin ◽  
Paul Keighley
Keyword(s):  
Professional Development ◽  
Tertiary Education

Realising the Potential of MOOCs in Developing Capacity for Tertiary Education Managers

2014 ◽  
Vol 27 (2) ◽  
pp. 47-60 ◽  
Author(s):  
Chinh Nguyen ◽  
Heather Davis ◽  
Geoff Sharrock ◽  
Kay Hempsall
Keyword(s):  
Professional Development ◽  
Tertiary Education ◽  
Education Sector ◽  
Tertiary Sector ◽  
Emerging Leaders ◽  
Education Management ◽  
Online Technologies ◽  
Award Programs ◽  
Education Managers

MOOCs are a recent development, with little informed consensus on the extent of their future impact on tertiary education. In this paper the authors consider one application of open online courseware, as a platform for professional development within the tertiary sector, with an agreed pathway into award programs in tertiary education management. The case presented is a recently launched ‘emerging leaders and managers program (eLAMP)' for the Australian tertiary education sector. The pedagogical, resourcing and practical issues of designing and supporting this program are examined as a means of exploring the conceptual underpinnings of online technologies and pedagogies.

scholarly journals PENGARUH GAYA HIDUP KONSUMTIF DAN KELOMPOK REFERENSI TERHADAP KEPUTUSAN PEMBELIAN KOSMETIK LOKAL

2015 ◽  
Vol 15 (2) ◽  
pp. 280 ◽  
Author(s):  
Riski Yuliana Pramudi
Keyword(s):  
Data Analysis ◽  
Sampling Method ◽  
Reference Group ◽  
Sampling Technique ◽  
T Test ◽  
Coefficient Of Determination ◽  
Purchase Decision ◽  
Analysis Technique ◽  
Career Woman ◽  
Woman Working

ABSTRACTThis research aims to analyze and discuss the influence of consumptive lifestyle and reference group on local cosmetics purchase decision. The sampling technique use a judgemental sampling method. The population used is a career woman working and or residing in the region South Surabaya, with many as 110 samples of respondents. Data analysis technique used was multiple linear regression with a scale of measurement using Likert. The result about influence of consumptive lifestyle and reference group shows that coefficient of determination (adjusted R square) was 56,2% and the rest were affected by others variable which were not mentioned in this research. The t-test shows that consumptive lifestyle variable having influence smaller than a reference group, so that can be concluded local cosmetics purchase decision cosmetics on career woman more influenced by a reference group respondents namely colleagues.  ABSTRAKSIPenelitian ini bertujuan untuk menganalisis dan membahas pengaruh gaya hidup konsumtif dan kelompok referensi terhadap keputusan pembelian kosmetik lokal. Teknik pengambilan sampel menggunakan metode judgemental sampling. Populasi dari penelitian ini adalah wanita karir yang bekerja atau bertempat tinggal di Surabaya Selatan, dengan sampel sebanyak 110 responden. Teknik analisis data yang digunakan adalah regresi linier berganda dengan skala pengukuran Likert. Hasil penelitian tentang pengaruh gaya hidup konsumtif dan kelompok referensi menunjukkan bahwa koefisien determinasi (adjusted R square) sebesar 56,2% dan sisanya dipengaruhi variabel lain yang tidak disebutkan dalam penelitian. T-test menunjukkan variabel gaya hidup konsumtif memiliki pengaruh lebih kecil daripada kelompok referensi, jadi dapat disimpulkan bahwa keputusan pembelian kosmetik lokal pada wanita karir banyak dipengaruhi oleh kelompok referensi responden yakni rekan kerja.

scholarly journals Teacher Professional Development Case Studies: K-12, TVET, and Tertiary Education

2021 ◽  
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
Teacher Professional Development ◽  
Tertiary Education ◽  
Further Education ◽  
Vocational Education And Training ◽  
Quality Teaching ◽  
Complex Needs ◽  
Teacher Professional ◽  
K 12

Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discusses government initiatives and other factors that can contribute to quality teaching.

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