Malmö University Publications
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  • 1.
    Du, Xiangyun
    et al.
    Aalborg Univ, Aalborg UNESCO Ctr PBL, Dept Planning, Aalborg, Denmark.;Qatar Univ, Coll Educ, Educ Res Ctr, Doha, Qatar..
    Chaaban, Youmen
    Qatar Univ, Coll Educ, Educ Res Ctr, Doha, Qatar..
    Al-Thani, Hessa
    Qatar Univ, Coll Educ, Doha, Qatar..
    Lundberg, Adrian
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    University teachers' professional learning for academic development: Q methodology research2023In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324Article in journal (Refereed)
    Abstract [en]

    This article reports on an evaluation study of the Qatar University Pedagogical Development (PD) Program. The PD program advocated pedagogical advancement towards student-centered learning (SCL), which has been highlighted as an important part of the university's overall strategy. This study explored 30 university teachers' perspectives on the sources that best supported their professional learning from this long-term PD program. Q methodology research was adopted to collect and analyze data qualitatively and quantitatively. A three-dimensional theoretical framework addressing individual characteristics, choice of actions, and interactions with the environment was used to generate the data collection tool. Q factor analysis yielded four diverse viewpoints as follows: 1) applying newly-learned pedagogical knowledge and skills to practice, 2) being provided supportive environmental conditions, 3) developing new pedagogical beliefs, and 4) taking agentic actions. The implications of this study emphasized institutional systemic and systematic supports as essential for long-term success of academic development.

  • 2.
    Lundberg, Adrian
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).
    Stigmar, Martin
    Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    Deliberative academic development with university teachers in times of crisis2022In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 27, no 2, p. 163-175Article in journal (Refereed)
    Abstract [en]

    When stable and reliable practices were disrupted due to the global pandemic, university teachers were forced to promptly adapt. Through Q sorting and deliberative dialogues, this study reports how university teachers shifted their normative values concerning successful future learning environments during the first year of the pandemic. Results provide valuable insight into first-person accounts of lived experiences and suggest recommendations for the next phase of academic development, including a stronger focus on hybridity and student responsibility. In general, participants held more pedagogical discussions in times of crisis and emerged as more reflective practitioners.

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  • 3.
    Silander, Charlotte
    et al.
    Linnéuniversitetet.
    Stigmar, Martin
    Malmö University, Faculty of Education and Society (LS), Centre for Teaching and Learning (CAKL).
    What university teachers need to know: Perceptions of course content in higher education pedagogical courses2023In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 28, no 1, p. 87-100Article in journal (Refereed)
    Abstract [en]

    This article investigates how professional development courses for university teachers are viewed by different stakeholders, specifically students, university teachers, central university management, and the government. The particular focus of the investigation is on the relationship of theory and practice, disciplinary content, and forms of pedagogical knowledge. The results, based on interviews and documents, show that university teachers tend to ask for more practical, hands-on knowledge, whereas the government focuses on the theoretical content of pedagogical courses. Stakeholders were vague in their views about the content of pedagogical courses, indicating that professional development fails to be regarded as a strategic matter.

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    fulltext
  • 4. Stigmar, Martin
    et al.
    Edgren, Gudrun
    Performing Research at University Centers for Academic Development - An Explorative Case Study in Sweden2017In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 22, no 3, p. 199-210Article in journal (Refereed)
    Abstract [en]

    The aim is to explore the absence or presence of, and motives for, research at centers for academic development and to problematize the research situation among academic developers. Boyer's and Healey's theories are used as lenses for the analysis based on the questionnaires that were used for data collection. The conclusion is that research is a challenged and sensitive field at university centers for academic development, teaching positions and research funds are needed. Research is usually not included in the mission for centers; staff does not normally hold research positions. Unclear research directions and opposing interests, weaken the centers’ possibility to hire qualified staff and deliver high-quality teaching.

1 - 4 of 4
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