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How can academics stay in control?
Author(s) -
Nijhuis Gerard Gervedink,
Collis Betty
Publication year - 2005
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2005.00572.x
Subject(s) - blackboard (design pattern) , flexibility (engineering) , task (project management) , control (management) , key (lock) , computer science , knowledge management , relation (database) , performance management , process management , engineering , management , computer security , systems engineering , database , artificial intelligence , economics , programming language
As universities transform into enterprises, academics are facing new challenges, especially in their teaching. This is because of the demands for student‐centred programmes that offer more flexibility, the use of Course Management Systems such as Blackboard , and the expectation that instructors will perform (more) efficiently and effectively. In this research, the focus is on teaching‐related activities to support instructors to stay in control, given these increasing pressures. A Personal Performance Model that shows key aspects of academics’ performance relating to teaching tasks was developed. A series of studies relating to gaps between expected and actual performance was carried out using the Human Performance Technology methodology. As an intervention based on these gaps, a Personal Performance Support Tool was developed to support instructors with their time and task management in relation to teaching, as well as to develop an elaborated insight on how to support instructors as they respond to changing expectations for their teaching performance. Key steps to guide universities in implementing such a support tool have been identified as a result of the research.