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Changing roles and competencies of academics


Briggs, Senga


Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):http://nbn-resolving.de/urn:nbn:de:0168-ssoar-231096

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Abstract This article presents the findings of a small study in a single school of a post-1992 university. The study considered the roles of the online academic and ascertained perceived competencies in these roles. The findings suggest gender differences in perceptions of the importance of online roles and gaps between roles and perceived competencies in these roles, suggesting some academics feel ill-equipped to meet online demands. The study indicates that appropriate learning and development programmes underpinned by relevant competency development are required. Notwithstanding, when asked to identify differences in roles and competencies in online and traditional environments, respondents indicated that their roles were similar in both environments. This suggested that a new ‘generic’ framework for academic roles and competencies was needed. The study then moved to develop a generic role model for use in all learning and teaching environments.
Freie Schlagwörter academics; competencies; online learning; roles;
Sprache Dokument Englisch
Publikationsjahr 2005
Seitenangabe S. 256-268
Zeitschriftentitel Active Learning in Higher Education, 6 (2005) 3
DOI http://dx.doi.org/10.1177/1469787405057753
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)