A conceptual change staff development programme: Effects as perceived by the participants

Abstract

Hong Kong society is composed predominantly of people of Chinese ethnic origin and is characterized by a mix of traditional Chinese culture and Western culture, the latter arising in part from 155 years of British colonial rule. While some would argue that, by virtue of their international connections and British origins, Hong Kong universities do not differ in significant ways from their counterparts in Western countries, this paper pursues the counter‐argument that academic life in Hong Kong strongly reflects traditional Chinese culture (albeit in a modified form) and that this is turn influences not only the culture of teaching and learning but the possibilities for effective faculty development. It is by recognizing and valuing, rather than denying, unique local characteristics, that the universities can achieve the kind of excellence in education that Hong Kong society so clearly values. In evaluating the likely success of initiatives to enhance teaching effectiveness there is a need to consider those special aspects of Chinese culture which appear to underlie the context of university teaching and learning.     

The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme

This paper reports a study ofthe effectiveness of an innovative approach tostaff development, the conceptual changeapproach, which attempts to change teachers'frameworks for conceptualising teaching andlearning. The evaluation investigated theprogramme at three levels: the impact on theconceptions of teaching of the participants,the resultant impact on teaching practices, andthe consequential effect on student learning.Encouraging results were obtained. Theprogramme brought about detectable conceptualchange or conceptual development in two-thirdsof the sample group. Subsequently, all the`changed' teachers received better ratings ontheir teaching practices from their students inthe following academic year while none of thosewho did not change their conceptions showedsimilar gains in student rating scores. Aresultant positive impact on their students'studying approaches was observed for half ofthe teachers who changed their conceptions.     

A conceptual design model for CBT development: A NATO case study

CBT (computer-based training) can benefit from the modern multimedia tools combined with network capabilities to overcame traditional education. The objective of this paper is focused on CBT development to improve strategic decision-making with regard to air command and control system for NATO staff in virtual environment. A conceptual design for the CBT of the Web-based command and control system including a methodology and a model of content relations is described. The system helps the personnel to effectively plan, execute, monitor and assess Air operations in a responsive and timely manner. The developed prototype of CBT for Web-based air command and control system for NATO is illustrated.     

A distributed model for managing academic staff in an international online academic programme

Online delivery of programmes of Higher Education typically involves a distributed community of students interacting with a single university site, at which the teachers, learning resources and administration of the programme are located. The alternative model, of a fully “Virtual University”, which assumes no physical campus, poses problems of resource provision, recognition, and accreditation. We describe here an intermediate solution, based on an established on-ground university, but in which both students and teachers are distributed worldwide. We discuss the issues of management, communication, and quality assurance that are faced in implementing this fully distributed model. We describe the solutions we have applied in a wholly online programme of Higher Education which is delivered to over 2,000 graduate students in more than 100 countries by a worldwide pool of instructors.     

A structural equation model of conceptual change in physics

A model of conceptual change in physics was tested on introductory‐level, college physics students. Structural equation modeling was used to test hypothesized relationships among variables linked to conceptual change in physics including an approach goal orientation, need for cognition, motivation, and course grade. Conceptual change in physics was determined using gains from pre‐ to post‐administration of the Force Concept Inventory (FCI). Results indicated that need for cognition and approach goals had a significant influence on motivation. Motivation influenced change scores on the FCI both directly, and indirectly, through course grade. Finally, course grade directly influenced conceptual change. The implications of these findings for future research and developing students' conceptual change in physics are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 901–918, 2011     

A conceptual framework for job change

Change related to the job is identified as an exigent issue in the field of career development. This paper presents an effort to conceptualize a job change framework. The intent is increase awareness, generate discussion, and stimulate empirical research in this area.The conceptual framework for job change has been predicated on client concerns. The framework involves the unique relationship of several life factors which influence individual job change, and provides a means for systematic personal decision-making. A schematic diagram is also included as a tool that can be used for counseling and research applications.     

An integrated cognitive computing approach for systematic conceptual design

Conceptual design plays an important role in product life cycle, which requires engineers to use sound design theory, cross-disciplinary knowledge, and complex technical support to acquire design concepts. However, the lack of sufficient computational tools makes it difficult for designers to fully explore in the wide design solution spaces. Therefore, this paper proposes an integrated cognitive computing approach to formalize the cognitive activities of conceptual design. A cognitive computing model composed of concept associative memory, concept generation, and decision-making process is established based on the integration of cognitive psychology and engineering design. First of all, the Hopfield neural network is used to acquire similar concept solutions for specific subfunctions from a knowledge base. Then, morphological matrix and genetic algorithm are introduced to produce a set of feasible candidate solutions in the concept generation process. Furthermore, a technique for order preference by similarity to an ideal solution is applied to evaluate the generated concept solutions and obtain the optimal solution automatically. Finally, a case study is given to demonstrate the effectiveness and efficiency of the proposed approach.     

Strategic intelligence: A conceptual system of leadership for change

Strategic intelligence is a conceptual system of leadership qualities. These qualities must be considered in the context of the challenges facing leaders and the relationships between leaders and the people they lead. A leader's philosophy and personality influence the way he or she expresses the qualities of strategic intelligence when things are going according to plan and when leaders face significant conflicts. Leaders can be most effective by tapping into the intrinsic motivations of followers.     

The ally within: An innovatory approach to networking and staff development

This paper reports on an innovative approach to faculty development where the centralized unit has established a network of locally-based faculty developers. In contrast to the more conventional model of faculty development where centralized units are vested with the responsibility for devising programs for faculty development for the University at large, this model draws on the expertise of faculty already at work in a particular area. Once appointed, the locally-based faculty developer provides support to colleagues in their shared work place and also contributes to the program offered by the centralized unit. This alliance between the centralized unit and the locally-based faculty developer has led to positive outcomes for both parties, and for the University community.Philip Candy, professor and Director of the Academic Staff Development Unit at the Queensland University of Technology, received his Ed.D. from the University of British Columbia. His research interests are mainly in the theoretical and conceptual aspects of adult education, and constructivist approaches to research and teaching. His book,Self-Direction for Lifelong Learning, won the 1991 Cyril Houle World Award for Literature in Adult Education. Jill Borthwick, a senior lecturer in the Academic Staff Development Unit at QUT, is coordinator of the Unit's Teaching Development Program. Her Ph.D. on developmental approaches to teacher education is from the University of Queensland, and her research interests are predominantly in the areas of gender studies, and language and literacy.     

Creating change agents for interprofessional education and practice: a leadership programme for academic staff and health practitioners

Universities face increasing pressure not only to embed interprofessional education within health education curricula but also to prepare graduates as catalysts of change for interprofessional, team-based approaches to health care delivery. Currently, few leadership programmes exist that support the expansion of interprofessional education. This paper describes the development, implementation and evaluation of a leadership programme aimed to build faculty and health practitioners’ capacity to become change agents for interprofessional education and practice. The programme was delivered by two Australian universities, each in partnership with a local health care provider. A mixed method approach was adopted to measure participants’ pre- and post- knowledge, reactions to the programme, planned and reported behavioural changes, and organizational outcomes. The programme was positively evaluated and reported to increase participants’ understanding of interprofessional education and practice. Follow up with participants suggested the programme had facilitated the implementation of interprofessional education and practice in both academic and practice contexts.     

Using the inquiry-based learning approach to enhance student innovativeness: a conceptual model

ABSTRACT

Individual innovativeness has become one of the most important employability skills for university graduates. In this paper, we focus on how students could be better prepared to be innovative in the workplace, and we argue that inquiry-based learning (IBL) – a pedagogical approach in which students follow the inquiry-based processes used by scientists to construct knowledge – can be effective for this purpose. Drawing on research which examines the social and cognitive micro-foundations of innovative behavior, we develop a conceptual model that links IBL and student innovativeness, and introduce three teacher-controlled design elements that can influence the strength of this relationship, namely whether an inquiry is open or closed, discovery-focused or information focused and individual or team-based. We argue that an open, discovery-focused and team-based inquiry offers the greatest potential for enhancing students’ skills in innovation. This paper has several implications for higher education research and practice.     

A behavioral change model with implications for faculty development

A model of voluntary behavior change is developed and applied to faculty in higher education and the process of instructional innovation. The model identifies individual and organizational variables that determine whether or not a faculty member will change his instructional practices by adopting methods, techniques, or ideas that are new to him and the likelihood that he will succeed if he decides to try to innovate. Some implications of the model for faculty development programs are discussed.