A review of research on teacher competencies in higher education

Purpose The purpose of this paper is to thoroughly assemble, analyze and synthesize previous research to investigate and identify teaching staff competencies derived from the roles and tasks attributed to university professors. Design/methodology/approach In this literature review, the authors looked at both the conceptual framework exploring the educational concepts and the learning theories focusing on teaching staff roles and competencies in higher education. Thirty-nine scientific papers were studied in detail from a total of 102 results, which were eligible based on the preferred reporting items for systematic reviews and meta-analyses statement. Findings A multi-dimensional approach to teacher competencies in higher education was proposed, which consists of six main dimensions with their respective characteristics. Thirty-two discrete teaching staff competencies were identified and distributed in the aforementioned dimensions. The research revealed that specific competencies, such as the digital competence of teachers, which have lately become of high importance worldwide due to the COVID-19 pandemic implications, surprisingly, until recently, they were considered secondary in the educational process. Research limitations/implications The study was based on the existing literature without using data drawn from an appropriate questionnaire addressed to students and/or interviews with academics. In addition, in an effort to maintain a homogeneous base of teacher competencies, inclusion of domains of expertise was avoided. Further research should focus on designing and developing a holistic model using analytical learning approaches that will contribute to the assessment of teachers’ competencies and explore the relationship of these competencies to students’ academic achievement, contributing quality to higher education. Practical implications A specific framework of teacher competencies in higher education, in practice, can be a useful reference point not only for ensuring quality in the selection of teachers and their career-long professional development but also for national education policy strategies. The definition of teacher competencies framework contributes to facilitating effective dialogue for the evaluation and quality assurance in education between agencies, authorities, researchers, teachers, policymakers, education managers and different communities at large. Social implications These competencies are at the heart not only of the teaching and learning process but also in the workplace and in society in general and are increasingly recognized as essential. An adequately prepared community and management equipped with the required employee competencies is able to react immediately and in a positive way to any obstacle, yielding optimal results. Originality/value This is the first review, to the authors’ knowledge, to comprehensively explore the literature to identify, classify and rank the teaching staff competencies in higher education, revealing the gap between perceived and actual importance of various competencies.

S-5 formula for leadership development

Leadership is an area of perennial interest cutting across all fields of knowledge, including health sciences. The current models of leadership emphasize the skills and techniques derived from behavioural sciences and management. S-5 Formula is a developmental model, evidenced by learning theories and anchored in ancient Indian wisdom. The leadership journey begins by Setting a high goal (Sankalpa) to achieve something big, different and useful. This journey is aided by a Self- study and reflection (Swadhyaya). It gains Synergy (Satsanga) through collaborative learning, mentoring and feedback. The next phase is Service (Seva). Finally, the leader does act of Surrender (Samarpan), giving back to the society thus becoming an instrument of change. The theoretical framework behind these components and their implications for practice have been discussed.

Learning at the Boundaries of Research and Practice: A Framework for Understanding Research–Practice Partnerships

Given the rapid growth of research–practice partnerships (RPPs), we need a framework that helps the field understand how RPPs can facilitate organizational learning in service of local educational improvement and transformation. Drawing on sociocultural and organizational learning theories, we argue that learning can happen for the organizations engaged in RPPs at the boundaries of research and practice. Such learning is evident when there are changes in collective knowledge, policies, and routines of participating organizations, with implications for longer-term outcomes of educational improvement and transformation locally and more broadly. The degree to which organizations can make use of the ideas from the RPP is dependent, in part, on the presence and design of boundary infrastructure and the preexisting organizational capacities and conditions. We conclude with implications for those engaging in RPPs and future research.

Challenges and experiences to develop a Japanese language course for international medical students in Japan: Maximising acquisition of Japanese language by applying adult learning theories

Introduction: The International University of Health and Welfare (IUHW) School of Medicine was founded in 2017 with the intention of providing medical content in English a historical first in Japan. Twenty international medical students have been accepted annually, with the majority possessing less than beginner level Japanese language proficiency at the time of enrolment. However, proficiency in Japanese, especially in the context of medicine is required for academic success and program completion. To address this, the IUHW School of Medicine has developed a course in medical Japanese with the objective of facilitating international students’ acquisition of medical Japanese and reinforcing such acquisition through various listening, speaking, reading, and writing activities. This study aims to describe the Japanese language education program for international students at the IUHW School of Medicine, with particular focus on the development of the curriculum and course content. Methods: The course is designed based on the following educational strategies and their applications: (a) Synchronisation of both medical and Japanese contents; (b) Collaborative learning; (c) Japanese output of medical content learned in English; (d) Practical output through making/giving a presentation and discussion with medical experts; (e) Detailed language feedback from language experts; (f) Reinforcing the vocabulary knowledge by writing; and (g) Building up vocabulary and expressions with relevant contents. Results: Our observations suggest that our international students have been able to continue their medical education in Japanese smoothly. Conclusion: The content-based instructional design that includes second language acquisition strategies may also be applicable to other Asian languages such as Korean and Chinese.

A Reflective Essay of a Conceptual Model for Self-Directed Learning for the Adult Learner

Of the many factors affecting our lives today, the ever-changing landscape of education is at the forefront. Learning is a complex behavior which involves cognitive, affective, and psychomotor domains. While pedagogy is the art and science of teaching children, andragogy is the art and science of teaching adults. The term pedagogy came into use in the seventh century. It wasn't until the 19th and 20th centuries that what we know as traditional learning theories—behaviorism, humanism, cognitivism, social cognitivism, and constructivism—were recognized. They were derived from the investigative tools of theorists—Pavlov, Skinner, Piaget, Freud, Maslow, Rogers, and Thorndike—to understand the nature of learning. In 1970, Malcolm Knowles promoted andragogy as a model of assumption that serves as a basis for an emergent theory. Today, the way of differentiating adult learners from children learners is through the process of andragogy.

Cyber Security Competency Model Based on Learning Theories and Learning Continuum Hierarchy

There is an urgent need for transformative changes in cyber security awareness and training programs to produce individuals and the workforce that can deal with business risks emanating from the prevailing and emerging cyber-attacks. This chapter proposes a cyber security competency model that integrates learning theories (cognitive, affective, and psychomotor), learning continuum hierarchy (awareness and training), and cyber security domain knowledge. Employing literature search of scholarly and practitioner works, together with cyber security standards from governmental and non-governmental organizations, the chapter integrates cyber security domain knowledge, learning theories, and learning continuum hierarchy to design a model of cyber security competencies suitable for use in educating individuals and the general workforce. This theoretical-based approach to designing cyber security awareness and training programs will produce skillful individuals and workforce that can mitigate cyber-attacks in the global business environment.

Power up Learning With Mobile Games

The evolution of mobile games and the subsequent evolution of designing mobile gaming experiences to support learning is captured in this chapter. The authors will address the affordances and limitations of mobile gaming as well as the learning theories and frameworks that lay the foundation for learning through mobile games. Current perceptions of mobile gaming in the classroom and the implementation of mobile games in schools are discussed. In addition, this chapter explores mobile games for social change, their prevalence, and their role in facilitating learning. The chapter also discusses differing perceptions on the issue of mobile games in and out of the classroom as well as the potential for marketability.

Future Directions of Gamification in Education

The use of technology within the 21st century to assist with Millennials provides the opportunity to explore unique opportunities for designing new approaches not just for education but also for the industry. Bridging communities helps with retention and engagement and supports through a variety of different devices too, for example, VR, AR, mobile learning, massively multiplayer online (MMOs) like Pokémon Go to sensory devices like the Kinect. It is these combinations of technology mixed with learning theories that can have a positive effect while addressing various health and well-being issues such as stress and depression. This chapter explores a variety of topics and how to bridge the gap with several scenarios while providing useful insights on opportunities and challenges.

Coaching Components That Create Success

This chapter begins with an explanation of coaching and a brief overview of the benefits of coaching. Next, the characteristics of adult learners are described through adult learning theories and principles that provide the foundation for successful coaching. Evidence-based components from research of coaching are presented with practical strategies for implementation. For example, activities such as building rapport, developing and monitoring goals, conducting observations through video, and providing reflective feedback are presented. Additionally, real-world scenarios from the field for both pre-service and practicing teachers are included. The goal is to equip teacher educators with the knowledge and skills necessary to implement aspects of coaching into any class or PD to increase teacher success and student learning.