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    Tensions between the academics teaching and research functions

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    [ES] El desempeño profesional del profesorado universitario transcurre a lo largo de tensiones entre sus diversas funciones, especialmente entre la docencia y la investigación. Es bien sabido que al menos desde las dos últimas décadas, la Universidad española incentiva y valora más, en los diversos sistemas de promoción, el curriculum fruto de la investigación que el de la docencia. Presentamos los resultados referidos a la dualidad docencia‐investigación de la investigación realizada cuyo objetivo principal es estudiar la cultura organizacional de las universidades catalanas. La metodología utilizada es de corte cuantitativo‐cualitativo para la cuál se confecciona adhoc un cuestionario y un guión de entrevista semiestructurada. Los resultados nos indican que se percibe una cultura universitaria docente que debe cambiar hacia perfiles de intervención entre profesorado y alumnado más interactivos, ampliando el uso de materiales didácticos con soporte TIC, con sistemas evaluativos más diversos y centrados en las competencias a adquirir y menos en los contenidos memorísticos. Respecto a la cultura universitaria investigadora se percibe la necesidad de la internalización de la investigación, mayor participación en convocatorias competitivas nacionales, europeas e internacionales y en la publicación de los resultados en revistas de contrastado prestigio internacional. Y en relación a la primacía de la investigación sobre la docencia la percepción es de descontento. En conclusión tanto desde la percepción del propio profesorado como de los expertos entrevistados como del análisis de los proyectos institucionales de las universidades se desprende la necesidad de un cambio en las competencias docente e investigadora del profesorado universitario.[EN] The faculty's professional performance takes over tensions between its various functions, particularly between teaching and research. It is well known that at least since the last two decades, the Spanish University encourages and appreciates, in the various systems of promotion, more research than teaching. The article shows results related to the duality between teaching and research of a study whose main objective is to examine the organizational culture of the Catalan universities. The methodology used is quantitative and qualitative nature for which we build an adhoc questionnaire and a semistructured interview protocol. Results indicate that teachers perceive that the teaching culture needs to change towards approaches of greater focus on students‘ learning, enhancethe use of ICT , and use more diversified evaluation systems which are focused on desirable competences rather than on content. Regarding research culture, there is a perceived need for internacionalization of research, increase the participation in competitive national and international research projects and ist consequent publication in high impact international journals. In sum, teachers are displeased with the primacy of research over teaching. As a conclusion, the academics‘ self‐perception, that of interviewed experts and the analysis of university’s institutional documents clearly suggest the need for changes in the academics‘ teaching and research competences.Tomàs-Folch, M.; Castro Ceacero, D.; Feixas Condom, M. (2012). Tensiones entre las funciones docente e investigadora del profesorado en la universidad. REDU. Revista de Docencia Universitaria. 10(1):343-367. https://doi.org/10.4995/redu.2012.6135OJS343367101Austin, A. (1992). Faculty cultures. In Clark, b. & Neaves, g. (eds.), Encyclopedia of higher education. (pp.1614‐1623). Oxford: Pergamon.Beare, H., Caldwell, B.J. & Millikan, R.H. (1992). Cómo conseguir centros de calidad. Madrid: La Muralla.Boyer, E. (1990). Scholarship reconsidered: priorities in the professiorate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.Braxton, J.M. (1996). Contrasting perspectives on the relationship between teaching and research. New directions for institutional research, 90, 5‐15.Clark, B. (1987). The academic life: small world, different worlds. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching.Clark, B. (1997). The modern integration of research activities with teaching and learning. Journal of higher education, 68 ,3, 241‐255.Coates, K.; Barnett, R. & Williams, G. (2001). Relationship between teaching and research in higher education in England. Higher education quarterly, 55, 2, 158‐ 174.Dearing report (1997). National committee of inquiry into higher education. Http://www.leeds.ac.uk/educol/ncihe (accessed 10/10/07).Deem, R. & Lucas, L. (2006). Learning about research: exploring the learning and teaching/research relationship amongst educational practitioners studying in higher education. Teaching in higher education, 11, 1, 1‐18.De Miguel, J; Caïs, J; y Vaquera, E. (2001): Excelencia. Calidad de las universidades españolas. CIS, Madrid.Fairweather, J. (1996). Faculty work and public trust: restoring the value of teaching and public service in American life. Boston: Allyn and Bacon.Feldman, K.A (1987). Research productivity and scholarly accomplishment of college teachers as related to their instructional effectiveness: a review and exploration. Research in higher education, 26, 227‐298.Greenbank, P. (2006). 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Avaiable online www.newmanreader.org/works/idea/preface.html (accessed 11/10/07).Palmer, A. & Collins, R. (2006). Perceptions of rewarding excellence in teaching: motivation and the scholarship of teaching. Journal of further and higher education, 30, 2, 193‐205.Pedró, F. & Sala, S. (2002). La profesión académica en los países de la unión europea: estado actual y tendencias de reforma. Informe final. Universitat Pompeu Fabra.Rowland, S. (1996). Relationships between teaching and research. Teaching in higher education, 1, 1, 7‐20.Ruiz, J. J. (2004): "La evaluación de la investigación universitaria: perspectivas actuales y futuras". En Cajide, J. (2004): Calidad universitaria y empleo. Dickinson, Madrid.Sancho, J.M. (2001). Docencia e investigación en la universidad: una profesión, dos mundos. Educar, 28, 41‐60.Serow, R.C. et al. (2002). Cultures of undergraduate teaching at research universities. Innovative higher education, 27, 1 25‐37.Simons, M. & Elen, J. (2007). 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    Academics’ identity as teachers: towards the Scholarship of Teaching and Learning.

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    [ES] La identidad del profesorado universitario y sus creencias acerca de la profesión se perfilan en el desempeño de dos de sus funciones principales: investigación y docencia. El desajuste que existe entre ellas y el predominio de la investigación sobre la docencia, motiva que el avance hacia nuevas concepciones de la enseñanza y el aprendizaje sea lento y complejo. Existen numerosas investigaciones, a lo largo de las dos últimas décadas, que muestran la existencia de diferencias en las creencias que tiene el profesorado universitario sobre la enseñanza, las estrategias docentes que desarrollan y las formas de entender el aprendizaje. Así pues, encontramos dos orientaciones básicas hacia la docencia: una centrada en el profesor y basada en estrategias de enseñanza tradicional; y otra centrada en el estudiante y apoyada en estrategias de enseñanza constructivista. Como se argumenta a lo largo del artículo, modificar las concepciones y estilos docentes del profesorado universitario hacia un[EN] Academic identity of university teachers and  their  beliefs  about  professional practice are outlined in the performance of two of its main functions: research and teaching. The imbalance between them and the prevalence of research on teaching, motivating the move towards new conceptions of teaching and learning is  slow  and  complex.  Here  are  many research,  over  the  past  two  decades, showing  the  existence  of  differences in belief held by undergraduate faculty about  teaching,  teaching  strategies and developing ways of understanding learning.  Thus,  there  are  two  basic orientations toward teaching: a teacher-centered, based on traditional teaching strategies; and other, student-centered, which  uses  constructivist  teaching strategies.  As  argued  throughout  the article,  modify  the  conceptions  and teaching  styles  of  university  teachers towards a model of teaching and learning oriented student is not an easy job, and requires a rethinking of systems trainCaballero, K.; Bolívar, A. (2015). El profesorado universitario como docente: hacia una identidad profesional que integre docencia e investigación. REDU. Revista de Docencia Universitaria. 13(1):57-77. https://doi.org/10.4995/redu.2015.6446OJS5777131Åkerlind, G.S. (2003). Growing and developing as a university teacher. Variation in meaning. Studies in Higher Education, 28(4), 375-390. https://doi.org/10.1080/0307507032000122242Åkerlind, G.S. (2007). Constraints on academics' potential for developing as a teacher. Studies in Higher Education,32(1), 21-37. https://doi.org/10.1080/03075070601099416Bain, K. (2006). Lo que hacen los mejores profesores de Universidad. Valencia: Universidad de Valencia.Becher, T. (2001). Tribus y territorios académicos: La indagación intelectual y las culturas de las disciplinas. Barcelona: Gedisa.Beijaard, D., Verloop, N., Wubbels, T. y Feiman-Nemser, S. (2000). The professional development of teachers. En, R.J. Simons, J. Van Der Linden y T. Duffy. New learning (pp. 261-274). Dordrecht/Boston, MA/London: Kluwer Academic. https://doi.org/10.1007/0-306-47614-2_14Bolívar, A. (2005). 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    'Learning Styles' and 'Approaches to Studying' in Sports-Related Programmes: Relationships to Academic Achievement and Implications for Successful Learning, Teaching and Assessment: Project Report Summary

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    There are relatively few recent investigations that have addressed the issues of preferred learning styles and approaches to studying in sports-related disciplines such as: Sports Studies; Sports and Exercise Science; Coaching Science; Sport and Leisure Management and Outdoor Recreation Management. The purpose of this study was therefore to examine student learning across a range of sport-related programmes at a UK University College. It applied tools from two related, but different, educational research paradigms: approaches to learning and learning styles analysis. Thus, these differing means of researching student learning were tested against the same student group. Results were compared to students’ perceptions of their own developing autonomy of learning and achieved grades; insights were generated into the particular learning approaches and styles of sports students; and tentative recommendations are made on the implications of the findings for higher education teachers seeking to promote improvements in the learning of sports subjects

    TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

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    This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

    Why are Spiritual Aspects of Care so hard to Address in Nursing Education?’ A Literature Review (1993-2015)

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    Difficulties persist in conceptualising spiritual needs and understanding their relationship to religious needs and relevance to wellbeing. This review was undertaken to clarify some of these issues. It set out to establish what is already known about how issues of spiritual assessment and care are addressed in undergraduate nursing education. Using a systematic approach, a literature review covering the period 1993-2015 was undertaken. Reviewed materials were collected from mainly online sources including with searches conducted using CINHAL, SUMMON and PubMed databases, after defining keywords and inclusion and exclusion criteria. The study found that Spirituality appears to be a broad but useful category which is concerned with how people experience meaning and purpose in their lives. However, it also established that here are relatively few studies focused on how spiritual care competencies could be developed in nursing students. There is also little work exploring nursing educators’ perspectives and experiences about how to develop spiritual competencies in their students. The study concludes that further research is necessary in order to bridge the gap between aspirations and practice

    Linking teaching and research in disciplines and departments

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    This paper supports the effective links between teaching and discipline-based research in disciplinary communities and in academic departments. It is authored by Alan Jenkins, Mick Healey and Roger Zetter

    Feeding back to feed forward:formative assessment as a platform for effective learning

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    Students construct meaning through relevant learning activities (Biggs, 2003) which are largely determined by the type, amount, and timing of feedback (Carless, 2006). The aim of the present study was to develop a greater awareness and understanding of formative assessment and feedback practices and their relationship with learning. During 2011 five focus group discussions were undertaken with students and academic staff involved with a range of modules and degree pathways at a UK University. Three of the focus groups were with undergraduate students (one at each level of study), and one was with taught postgraduate students. Discussions focussed on integration of formative assessment and feedback into modules, as well as an exploration of the effectiveness of feedback on future learning. The findings revealed that in order to emphasise continuous learning – feeding back to feed forward (Rushton, 2005) – and to encourage self-regulated learning (Nicol & Macfarlane-Dick, 2006), students need to have opportunities to make mistakes and to learn from them prior to summative assessment (through formative assessment and feedback). There was also firm evidence of different approaches to learning, emphasising in particular the transitional importance of the first year of study as the foundation upon which future achievement is built
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