A Doctoral Program for the World: Global Tertiary Education and Leadership

Autor/in	Hargis, Jace
Titel	A Doctoral Program for the World: Global Tertiary Education and Leadership
Quelle	5 (2012) 1, S.129-140 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Global Education; Doctoral Programs; Doctoral Degrees; College Faculty; Teaching Methods; Instructional Leadership; Leadership Training; Andragogy; Teaching Skills; Teacher Effectiveness; Improvement Programs; Instructional Improvement; Teacher Improvement; Training Methods; Training Objectives; Faculty Development; Blended Learning; Participant Satisfaction; Postsecondary Education; Teacher Education Programs; Feasibility Studies; Investigations + Suchen Sie Ihr Suchwort? Globales Lernen; Doktorandenprogramm; Doctoral degree; Doktorgrad; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Instruction; Leadership; Bildung; Erziehung; Führung; Führungslehre; Andragogics; Andragogik; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Effizienzsteigerung; Unterrichtsqualität; Didaktik; Trainingsmaßnahme; Training objectiv; Ausbildungsziel; Trainingsziel; Post-secondary education; Tertiäre Bildung; Untersuchung
Abstract	The purpose of this paper is to share the findings of a highly generalizable investigative feasibility project, whose goal is to enhance the teaching ability of current higher education faculty members. The mission of the project was to introduce a new doctoral degree on Global Education and Leadership (GEL) geared toward a ubiquitous, broad approach to assist faculty members in their pursuit of improved teaching and learning. The methods used were to perform an online search identifying 18 different institutions, whose mission focused on both student-centered learning, as well as pursued an active scholarship of teaching and learning agenda; contact 52 key personnel for a visit to share our program; travel to each of eight countries to share the vision of the program in five weeks; and finally to collate results and examine trends and identify host institutions, accreditation steps and start dates. The major result of this experience was the unanimous agreement on the universal unsystematic process of providing tertiary faculty members with the essential andragogical methods to efficiently and effectively become exemplar teachers. Due to the overwhelming uniformity in affirmative response to the program, the key conclusion is to move forward with the doctoral program aggressively. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10