126,916 research outputs found

    Multi-campus DPT Programmatic Development in a Public University: Leadership Considerations

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    Background/Purpose: Institutional pressure for expanded revenue streams, coupled with workforce development needs to insure patient access of health resources both drive programmatic expansion of healthcare education programs across multiple campus sites. Such expansion is predicated on deliberate planning and resource acquisition for effective course delivery and successful programmatic outcomes. The University of Nebraska Medical Center’s College of Allied Health Professions opened a second campus site in 2016, located 185 miles from the main campus and the urban corridor of the state. The Doctor of Physical Therapy (DPT) program (and four additional allied health professions) modified traditional course delivery to create a synchronous learning environment, with core and adjunct faculty members actively engaged on both campuses. This administrative case report describes areas of critical consideration for faculty and administrators when expanding DPT programs across multiple sites. Strategies associated with successful implementation are addressed. Case Description. The process of program expansion and implementation are outlined, including challenges, subsequent actions, and successful strategies. Critical elements of program planning and implementation are categorized in the context of: Essential Infrastructure, Essential Functions, and identification of Essential Outcomes to provide evidence that the distance-based curriculum effectively addresses student learning needs. Outcomes: Key considerations related to “essential infrastructure: include resources such as: Administrative/leadership support; community engagement and relationships; qualified personnel; space; equipment; and basic technology (including deployment of a “STAT” team of student technology assistants). “Essential functions” include: Changes associated with the admission process and messaging; curriculum modifications; instructional design assistance; reformulated interprofessional education and practice experiences; faculty development and scholarship, and the serious need to empanel a bi-campus faculty “response team” for vigilance in pragmatic detail and parity of learning experiences. “Essential Outcomes” address the critical focus of protecting a singular program concept from shifting to an asynchronous, satellite format, as well as describing assessment strategies at various levels within the institution. Discussion: The ability to maintain quality brand reputation during multi-campus expansion of a DPT program requires the leverage of resources and talent from multiple and varied stakeholders. This administrative case report describes essential factors that must be deliberately addressed by campus administrators and faculty for successful implementation and outcomes

    E-Learning Strategies in Developing Research Performance Efficiency: Higher Education Institutions

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    The study aimed to identify E- Learning strategies and their relation to the efficiency of research performance in foreign and Palestinian universities (University of Ottawa, Munster, Suez Canal, Al-Azhar, Islamic, Al-Aqsa). The analytical descriptive approach was used for this purpose, and relying on the questionnaire as a main tool for data collection. The study society is from the senior management, where the number of senior management in the universities in question is 206. The random stratified sample was selected and (SPSS) was used for statistical data analysis. The study found a significant relationship between E- Learning strategies and the efficiency of research performance in universities. It also reached the participation of senior management in the research that develops the university performance in the Palestinian universities. The senior management indicated that they do not care to follow the policies of implementing the development of scientific research. While the senior management in foreign universities indicated that they are interested in following up the policies of implementing the development of scientific research. The study also showed that senior management in Palestinian universities does not care about providing the appropriate budget for E- Learning. The study recommended that the senior management of Palestinian universities should provide an E- Learning budget and encourage employees to continue using E- Learning strategies. The administration in the Palestinian universities should adopt and support outstanding research, and the need to encourage interest in the implementation of policies for the development of scientific research

    Mixed mode education: implications for library user services

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    The Faculty of Information Technology at QUT does not formally carry out distance education for any of its courses. However, it has pursued a number of initiatives that have made it possible for students to carry out an increasing proportion of their coursework off-site. These initiatives include computer-managed learning, World Wide Web and CDROM delivery of administrative and educational materials, and most recently the development of an integrated learning environment (ILE) for electronic delivery. These developments have been complemented and supported by the QUT Library by means of different avenues of access to CDROMs, a regional electronic document delivery service (REDD), and an electronic reserve (E-Reserve) service. Issues associated with the operation and evaluation of such facilities are described, and future library role in educational delivery are discussed

    Strategies for embedding eLearning in traditional universities: drivers and barriers

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    This paper addresses the question: how can elearning be embedded in traditional universities so that it contributes to the transformation of the university? The paper examines elearning strategies in higher education, locating the institutional context within the broader framework of national and international policy drivers which link elearning with the achievement of strategic goals such as widening access to lifelong learning, and upskilling for the knowledge and information society. The focus will be on traditional universities i.e. universities whose main form of teaching is on-campus and face-to-face, rather than on open and distance teaching universities, which face different strategic issues in implementing elearning. Reports on the adoption of elearning in traditional universities indicate extensive use of elearning to improve the quality of learning for on-campus students, but this has not yet translated into a significant increase in opportunities for lifelong learners in the workforce and those unable to attend on-campus. One vision of the future of universities is that ‘Virtualisation and remote working technologies will enable us to study at any university in the world, from home’. However, this paper will point out that realisation of this vision of ubiquitous and lifelong access to higher education requires that a fully articulated elearning strategy aims to have a ‘transformative’ rather than just a ‘sustaining’ effect on teaching functions carried out in traditional universities. In order words, rather than just facilitating universities to improve their teaching, elearning should transform how universities currently teach. However, to achieve this transformation, universities will have to introduce strategies and policies which implement flexible academic frameworks, innovative pedagogical approaches, new forms of assessments, cross-institutional accreditation and credit transfer agreements, institutional collaboration in development and delivery, and, most crucially, commitment to equivalence of access for students on and off-campus. The insights in this paper are drawn from an action research case study involving both qualitative and quantitative approaches, utilising interviews, surveys and focus groups with stakeholders, in addition to comparative research on international best practice. The paper will review the drivers and rationales at international, national and institutional level which are leading to the development of elearning strategies, before outlining the outcomes of a case study of elearning strategy development in a traditional Irish university. This study examined the drivers and barriers which increase or decrease motivation to engage in elearning, and provides some insights into the challenges of embedding elearning in higher education. While recognising the desirability of reaching out to new students and engaging in innovative pedagogical approaches, many academic staff continue to prefer traditional lectures, and are sceptical about the potential for student learning in online settings. Extrinsic factors in terms of lack of time and support serve to decrease motivation and there are also fears of loss of academic control to central administration. The paper concludes with some observations on how university elearning strategies must address staff concerns through capacity building, awareness raising and the establishment of effective support structures for embedding elearning

    Chapter 7: Institutional Support

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    The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)

    Tutorials: Resource Instruction for Distance Learners

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    Academic librarians, devoted to providing resources and services for learners, find both opportunity and challenge in the continuing growth of online programs in higher education. The technology tools available for online courses are also available to librarians seeking to support those courses with research and information literacy skills instruction. Researchers have delineated factors necessary for achieving defined learning outcomes with online tutorials. These factors include assignment relevance, faculty collaboration, and student interaction. A fourth issue emerges as equally critical; there must be a single iteration of the tutorial, posted in a unique online location, and subject to dynamic revision. There are cost-effective ways to serve online learners that meet all four criteria

    Institutional audit: University of Manchester

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    The Role of the Practice of Excellence Strategies in Education to Achieve Sustainable Competitive Advantage to Institutions of Higher Education-Faculty of Engineering and Information Technology at Al-Azhar University in Gaza a Model

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    This study aims to look at the role of the practice of excellence strategies in education in achieving sustainable competitive advantage for the Higher educational institutions of the faculty of Engineering and Information Technology at Al-Azhar University in Gaza, a model, and the study considered the competitive advantage of educational institutions stems from the impact on the level of each student, employee, and the institution. The study was based on the premise that the development of strategies for excellence in education, and its implementation is a vital important prerequisite to achieve sustainable competitive advantage in higher educational institutions. The study followed a systematic exploratory descriptive methodology through review of the theoretical literature, and the adoption of the experience of the Faculty of Engineering and Information Technology at Al-Azhar University in Gaza as a model for its unique experience in the field of excellence in education. The study results showed that the most important are: There is a strong correlation between the level of exercising excellence strategies in education and the achievement of higher educational institutions to the sustainable competitive advantage. The results include a general required number of important sub results on the subject of the model - Faculty of Engineering and Information Technology at Al-Azhar University in Gaza as follows: - The student considered the academic focus of the operation in the development process of the workers’ skills, particularly academics at the university helps to distinguish students and increase the employment rate after graduation. - The existence of consistency in development efforts and quality improvement for all three levels (student, employee, and the university), and this contributes to the Faculty excellence. - The Faculty has been able to achieve competitive advantages by offering excellent services without harming the efficiency, and this alone is a great success because improving service properties requires great investments, which negatively affect the continued institutional development. The study also reached a set of recommendations as follows: - The need to exercise excellence strategies in education, excellence reward at the national level, and those higher educational institutions follow the criteria for measuring the competitive advantages of its institutions always. - There is a need to increase efforts to implement programs of excellence, the allocation of adequate time, reward outstanding efforts as well. There is a necessity for each faculty to achieve competitive advantage and sustainability, using the general philosophies of competitive advantage, but with a different strategically content from what is in the private commercial sector, it reflects the Faculties mission and objectives, depending on making improvements and excellence in processes that ensure the safety of its outputs. As well as the need to find a balance between the work of teaching and research work of the faculty members, this has important implications regarding the criteria used in the process of excellence evaluation. The study recommended the adoption of strategies for excellence in education on a national public policy level mainly in the processes of change in higher education institutions. The need to support the existence of a common understanding of the efforts of excellence to create a general culture that appreciates excellence in faculties and universities. This underlines the need for transparent, fair rewards systems, to encourage innovation in education. The need to conduct a comprehensive surveys on the graduates of faculties and universities including the areas of employment and skills, because that will give accurate indications of the graduates and will help to establish a link to a more precise about the relationship of excellence strategies with the competitive advantages

    Chapter 9: Quality Assurance

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    The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8–12 May 2000. It was organised by Heriot–Watt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)
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