The book Research on University Teaching and Faculty Development:
International Perspectives contains twenty-five solid and powerful
chapters treating research aspects that reflect current university
issues in ten countries. The book has been written by 60 proficient
educators and accredited researchers. They have explored university
teaching and faculty development as a field of inquiry that uses
qualitative and quantitative methodological approaches for studying
almost forty university topics. These themes range from academic
planning, accountability, and action research to change in teacher
education. The question of a relationship between university
teaching and teacher induction is first introduced in the book to
train future teachers with techniques and social elements that
require a scientific rather than an artistic approach to reflective
practices. Eight chapters inquire why some university campuses
produce more/better collaborative teaching and change
predisposition in higher education. The sort of attempt to discover
activeness during teaching practice and to define the nature of the
induction year may well provide a path to some basic understanding
and offers tremendous research potential into the teaching
profession. The second section of the book regards faculty
development as an enigma. Written throughout five chapters, it
stresses expert-novice studies to make coherent sense out of
experience within the faculty. The action research approach is a
basic method to studying active teaching/assessment and,
accordingly, to an understanding of the forces resulting in the
internal consistency of the learning communitys styles and
processes. A crucial point is the female perspective at the higher
education level that has permeated the culture of justice. The
third part of the book contains six chapters of a quality nature.
Governments and funding initiatives are focusing on the provision
of university leadership development as a vehicle for renewing
curriculum and quality assurance. The major beneficiaries of a
well-run university change system in higher education are the
students and graduates of any age, social and personal condition.
New research on student assessment is unique among academic
responsibilities in providing a direct linkage between learning
activities and quality assurance, strategic decision-making
processes. In this respect, how universities interpret inclusive
education for students with developmental disabilities, and
establishing structural relationships with society are important
strategic matters to improve the functioning of the universitys
organisation. Technology as an agent of university change is the
fourth part of the book. It covers six chapters dealing with the
impact of digital technology on traditional academic practices.
Students' navigating discourses seem appropriate to enhance
university learning because they intersect knowledge, competencies,
confidence, information, and communication. The present day routine
of Web 2.0 instruments in university teaching includes the use of
computer generation and storage, to create and disseminate
artifacts of undergraduate and graduate students.
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