11 SES 12, Educational Improvement
Driving forces influencing the universities change in the last decade in a number of countries have been specified e.g. by Peterson (2007). These include growing diversity of students, new technologies and telematics resulting in e-learning principles, introducing internal evaluation systems as a part of new approach to quality care etc. The changes in the organization of higher education institutions have also brought changes to academic work (Musselin, 2007) not excluding their teaching. The paper is represents a part of the research project that deals with concepts of university teaching by leaders (reputable academics who have significantly contributed to the development of science) and architects ( academics involved in designing future trends through participating in the “advanced” university teaching in PhD studies) of educational sciences (pedagogy/education, andragogy/adult education, special education) in the Czech Republic. In this way, the project captures the “nearly invisible” academics´ role of quality care at universities. This paper focuses on predicting the future of teaching in the context of university quality care from the perspective of those who “design and construct” the future in particular.
The aim of the paper is to present the identified possible future concepts of university teaching as agreed on by the architectures of educational sciences. To achieve this, the Delphi method is used to obtain the information based on the opinion of a group of experts that shedds light on a maximum number of facets of university teaching from a multiplicity of perspectives. Its principle lies in requesting and stimulating experts´ opinion in writing in a series of rounds. Each round provides the experts with feedback about the results obtained during the preceding round, hence a wide range of perspectives can be collected, analysed and interpreted (Gonzalez, Gasco, Llopus, 2010). The crucial moment of the Delphi method is the choice of the panel of experts (Hsu, Sandford, 2007), which calls for clearly set criteria (Ziglio, 1996, p. 14), since working with experts can create problems of representativeness (Linstone & Turoff, 1975). In this paper, criteria used to determine “the architects” will combine academics´ experience (holding the degree of professors or associate professors), science expertise (pedagogy/education, andragogy/adult education and special education) with the advanced expertise in university teaching (the fact that he/she has lead/supervised PhD students who have already graduated from their studies). The key principle of anonymity not only within the panel is kept.
The paper will summarise the results of the data analyses (the collection of data will be finished in spring 2018; the gained data will be coded by means of open coding and then provided back to experts to arrive at an agreement of key conceptions).
Gonzalez, R., Gasco, J., & Llopis, J. (2010). Information systems outsourcing: a Delphi study from Spain. Business Process Management Journal, 16(2), 244-263. Hsu, C.-C., & Sandford, B.A. (2007). The Delphi Technique: Making Sense of Consensus. Practical Assessment, Research and Evaluation, 12(10), 1-8. Linstone, A, & Turoff, M. (Eds.). (1975). The Delphi method: Techniques and applications. Reading, MA: Addison-Wesley Publishing Company. Musselin, C. (2007). Transformation of academic work: facts and analysis. Kogan, M., & Teichler, U. (Eds.). Key Challenges to the Academic Profession (pp. 175-188). Paris/Kassel: UNESCO/International Centre for Higher Education Research Kassel. Peterson, M. W. (2007). The Study of Colleges and Universities as Organization. In Gumport, P. J. (ed.). Sociology of Higher Education. Contributions and Their Context (pp. 147-184). Baltimore: The Johns Hopkins University Press. Ziglio, E. (1996). The Delphi Method and its Contribution to Decision-Making. In Adler, M., & Ziglio, E. (Eds). Gazing into the Oracle: The Delphi Method and its Application to Social Policy and Public Health (pp. 3-33). London: Kingsley Publishers.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
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