東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Team Building Among Sessional Academ...

Sanjombe, Adelino Armando.

Linked to FindBook

Google Book

Amazon

博客來

Team Building Among Sessional Academic Staff How to Make It Sustainable? an Empirical Investigation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Team Building Among Sessional Academic Staff How to Make It Sustainable? an Empirical Investigation./
Author:	Sanjombe, Adelino Armando.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	185 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
Contained By:	Dissertations Abstracts International83-03B.
Subject:	Teaching. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28671104
ISBN:	9798538198856

Team Building Among Sessional Academic Staff How to Make It Sustainable? an Empirical Investigation.
Sanjombe, Adelino Armando.

Team Building Among Sessional Academic Staff How to Make It Sustainable? an Empirical Investigation. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 185 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: B.

Thesis (Ph.D.)--The University of Liverpool (United Kingdom), 2021.

This item must not be sold to any third party vendors.

Background: In Angola the majority of the academic staff of higher private education industry, are sessional teachers. The definition of sessional teachers in this context entails academic staff who engage in university teaching as a supplement to their full time industry work (Sutherland & Gilbert, 2013). Given that sessional teachers in private higher education sector take this teaching as a part-time job, they do not commit (Nguluve, 2015) their full energy, attention, availability and these issues tend to undermine their ability to deliver the expected quality teaching aiming to contribute to enact quality education. Higher private education institutions in Angola face the following issues with sessional teachers: lack of goals orientation skills, poor teamwork skills, poor time management skills, high level of absenteeism, delays in the submission of exam papers, delays in grading and publishing exams results, poor teaching skills, poor interpersonal relationship skills with students, poor feedback skills, poor students learning needs assessment, inability to meet deadlines and showing up late to carry out teaching activities. As a result of this scenario, students complain about sessional teachers absenteeism, lack of teaching skills, anxiety for the exam results that in many cases are not published on time, many sessional teachers are latecomers most of the time, many sessional teachers mistreat students, and many sessional teachers are inconsiderate in the way they deal with students. This situation led to a scenario in which, the level of students' drop out due to the ineffectiveness of many sessional teachers has increased substantially and the quality education offered in the higher private education industry is low. All these issues, are symptoms of a context in which team building among sessional teachers is in high demand.Aim: the purpose of this research is to investigate how to go about building effective teams among sessional teachers in ISPSN (Instituto Superior Politecnico Sol Nascente) (2015-2019). The research participants are: 400 students, 20 sessional teachers, 5 course coordinators (convenors), 3 heads of departments and 3 deputy directors of ISPSN in Huambo. Data collection: students group focus, sessional teachers group focus course coordinators group focus, heads of departments group focus, deputy director group focus. Students semistructured interviews, sessional teachers semi-structured interviews, coordinators semistructured interviews, heads of departments semi-structured interviews. Individual students narrative, sessional teachers individual narratives, coordinators individual narrative, heads of department individual narratives, deputy directors individual narratives, archive documents, indirect and participant observations. Research Method: Action Research. Action research was selected for this research as it allows managers research their own practice and gain new knowledge aiming to address practice based problems and improve the practice and the conditions under which the practice is carried out.Findings: Our study suggest that building teams among sessional teachers, require investing in course coordinators management and leadership skills. This entails helping coordinators to develop coordination's skills such as: setting specific goals to be attained by the end of each semester for the teams including as: setting specific goals to be attained by the end of each semester for the teams including (1) By the end of each teaching semester, all sessional teachers meet all deadlines including: submitting the exam papers on time; grading the exams and submit the results on time; present the syllabus on time.

ISBN: 9798538198856Subjects--Topical Terms:

517098
Teaching.

Team Building Among Sessional Academic Staff How to Make It Sustainable? an Empirical Investigation.
LDR:04834nmm a2200337 4500 001 2285526
005 20211206070422.5
008 220723s2021 ||||||||||||||||| ||eng d
020 $a 9798538198856
035 $a (MiAaPQ)AAI28671104
035 $a (MiAaPQ)Liverpool_3120979
035 $a AAI28671104
040 $a MiAaPQ $c MiAaPQ
100 1 $a Sanjombe, Adelino Armando. $3 3564898
245 1 0 $a Team Building Among Sessional Academic Staff How to Make It Sustainable? an Empirical Investigation.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 185 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: B.
500 $a Advisor: Nobanee, Haitham;Hanna, Victoria.
502 $a Thesis (Ph.D.)--The University of Liverpool (United Kingdom), 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Background: In Angola the majority of the academic staff of higher private education industry, are sessional teachers. The definition of sessional teachers in this context entails academic staff who engage in university teaching as a supplement to their full time industry work (Sutherland & Gilbert, 2013). Given that sessional teachers in private higher education sector take this teaching as a part-time job, they do not commit (Nguluve, 2015) their full energy, attention, availability and these issues tend to undermine their ability to deliver the expected quality teaching aiming to contribute to enact quality education. Higher private education institutions in Angola face the following issues with sessional teachers: lack of goals orientation skills, poor teamwork skills, poor time management skills, high level of absenteeism, delays in the submission of exam papers, delays in grading and publishing exams results, poor teaching skills, poor interpersonal relationship skills with students, poor feedback skills, poor students learning needs assessment, inability to meet deadlines and showing up late to carry out teaching activities. As a result of this scenario, students complain about sessional teachers absenteeism, lack of teaching skills, anxiety for the exam results that in many cases are not published on time, many sessional teachers are latecomers most of the time, many sessional teachers mistreat students, and many sessional teachers are inconsiderate in the way they deal with students. This situation led to a scenario in which, the level of students' drop out due to the ineffectiveness of many sessional teachers has increased substantially and the quality education offered in the higher private education industry is low. All these issues, are symptoms of a context in which team building among sessional teachers is in high demand.Aim: the purpose of this research is to investigate how to go about building effective teams among sessional teachers in ISPSN (Instituto Superior Politecnico Sol Nascente) (2015-2019). The research participants are: 400 students, 20 sessional teachers, 5 course coordinators (convenors), 3 heads of departments and 3 deputy directors of ISPSN in Huambo. Data collection: students group focus, sessional teachers group focus course coordinators group focus, heads of departments group focus, deputy director group focus. Students semistructured interviews, sessional teachers semi-structured interviews, coordinators semistructured interviews, heads of departments semi-structured interviews. Individual students narrative, sessional teachers individual narratives, coordinators individual narrative, heads of department individual narratives, deputy directors individual narratives, archive documents, indirect and participant observations. Research Method: Action Research. Action research was selected for this research as it allows managers research their own practice and gain new knowledge aiming to address practice based problems and improve the practice and the conditions under which the practice is carried out.Findings: Our study suggest that building teams among sessional teachers, require investing in course coordinators management and leadership skills. This entails helping coordinators to develop coordination's skills such as: setting specific goals to be attained by the end of each semester for the teams including as: setting specific goals to be attained by the end of each semester for the teams including (1) By the end of each teaching semester, all sessional teachers meet all deadlines including: submitting the exam papers on time; grading the exams and submit the results on time; present the syllabus on time.
590 $a School code: 0722.
650 4 $a Teaching. $3 517098
650 4 $a Standards. $3 3560310
650 4 $a Higher education. $3 641065
650 4 $a Collaboration. $3 3556296
650 4 $a Private schools. $3 1003110
650 4 $a Cognitive ability. $3 3560491
650 4 $a Performance evaluation. $3 3562292
650 4 $a Feedback. $3 677181
650 4 $a Cognition & reasoning. $3 3556293
650 4 $a Accountability. $3 3435301
650 4 $a Skills. $3 3221615
650 4 $a Educational leadership. $3 529436
650 4 $a Teams. $3 3546566
650 4 $a Knowledge. $3 872758
650 4 $a Sustainability. $3 1029978
650 4 $a College students. $3 537393
650 4 $a Multiculturalism & pluralism. $3 3558958
650 4 $a Information technology. $3 532993
650 4 $a Research. $3 531893
650 4 $a Meetings. $3 539212
650 4 $a Learning. $3 516521
690 $a 0640
690 $a 0745
690 $a 0449
690 $a 0489
710 2 $a The University of Liverpool (United Kingdom). $3 1684840
773 0 $t Dissertations Abstracts International $g 83-03B.
790 $a 0722
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28671104