Career Development of Higher Education Teachers:Opportunities,Challenges,and Strategies for Success

Career development for higher education teachers plays a crucial role in enhancing both the quality of education and the professional satisfaction of academic staff.This essay explores the various stages of career development for educators,including entry into academia,professional growth,and leadership advancement.It examines the challenges these educators face-such as the balance between teaching,research,and service-and presents strategies that institutions and individuals can adopt to foster career growth.Key factors like mentorship,continuing education,and institutional support are discussed as critical to enabling sustainable career progression.The essay concludes by underscoring the importance of ongoing development to ensure teachers can meet evolving educational demands.

Career Development Ability:A New Orientation of Professional Degree Postgraduate Training Concept

Positioning the concept of the professional degree postgraduate cultivation with"professional development abilities"conforms to the essence of the professional degree postgraduate cultivation,clarifies the main body of the professional development,deepens the connotation of the professional degree postgraduate cultivation,and highlights the training objectives of the high-level applied talents.The cultivation of the"career development ability"should be based on the"professional knowledge and scientific research abilities",with the"problem solving ability"as the core,and should be deeply integrated with the industry.

Factors that affect the process of professional identity formation in public health nurses

Objective: The aim of this study was to elucidate the process of professional identity formation and the factors that affect the process in public health nurses (PHNs). Methods: We performed an inductive qualitative analysis based on semi-structured interviews and focus group interviews of 65 PHNs. Results: At years 1 - 5, PHNs did not have a professional self-identity. Therefore, it was important for them to recognize the significance of their own work. At years 6 - 10, PHNs acquired self-assurance as a practitioner through feedback from residents. It was important for them to have a better understanding, broader viewpoints and more affection for their own community. At years 11 - 20, PHNs felt ambivalent toward the challenges and heavy responsibilities based on the objective assessment of their jobs and roles. PHNs felt embarrassed by role changes when they became a manager or an expert. It was important for them to become aware of their new role through managerial education and training. However, some PHNs who were unable to establish a clear PHN identity experienced setbacks at each developmental stage. Conclusions: Our data suggest that a differential approach dependent on the stage and level of confidence in an individual’s PHN identity is required for the formation of PHN identity.

Perspectives of Continuing Professional Development (CPD) for Kenyan Midwives

Continuing Professional Development (CPD) provides an important strategy for reduction of maternal morbidity and mortality with the aim of attaining Millennium Development goals (MDG) four and five. However, there is lack of information about how Kenyan midwives understand and perceive CPD and how this is situated in the practice and social context. This research aimed to explore Kenyan midwives’ experience and perceptions of CPD. A descriptive explorative approach gathered focus group discussion and questionnaire data on beliefs, opinions, and perceptions, demotivating and motivating factors to CPD of a total of 25 midwives in a level five hospital in Kenya. Questionnaires were piloted and self-administered after cleaning and focus groups taped and transcribed verbatim. Data were analyzed thematically using inductive approach with the aid of SPSS computer program. Results: Four key themes emerged from the data: Midwives’ views of CPD, their motivators for undertaking CPD, the choices they made around CPD, their demotivators for undertaking CPD. Congruence with the issues evident in the literature were: the difficulties with role diversity, the importance of CPD in personal and professional growth, the importance of flexible modes of study and the importance of a supportive culture for ongoing learning. The study findings helped in identifying gaps in the literature about Kenyan midwives’ perspectives on CPD.

Development of a career-orientation scale for public health nurses

Objective: The purpose of this study was to develop a career-orientation scale for public health nurses (PHNs) and to validate the scale. Methods: Self-administered questionnaires were sent to 7170 PHNs in 10 prefectures. A retest survey was sent to 252 participants. Results: The valid responses from 2003 PHNs in the first survey were analyzed for major factors by varimax rotation. The analysis resulted in five orientation factors and 19 items being selected. The cumulative contribution ratio was 46.9%, and Cronbach’s coefficient alpha was 0.863. The exact match ratio of test-retest was 59.7% (from 47.7% to 72.1% for each item and from 12.0% to 92.0% for each participant). Conclusions: The reliability and validity of this survey were confirmed;however, further research is required to confirm the reproducibility. This scale can be used as a self-assessment tool when managers need to advise their staff on career development.

Evidencing Personal &Professional Development, Perspective of a Surgical Trainee

Introduction: The author strongly believes that there is a continuous need for personal and professional development in order to keep and improve an individual career path way. It is also imperative to provide evidence of these acquired skills and attributes. According to General medical council, it is a responsibility of every doctor to be competent and up to date. This should be achieved by regularly taking part in activities that maintain and further develop competence and performance. This in turn ensures safety and care to patients [1]. Methodology: The author has had excellent opportunities in his career to participate in diverse personal and professional development programmes. It was important to participate in these programmes to achieve career progression. He would like to share three recent activities from his curriculum vitae which resulted in his significant personal and professional development. The author also had his revalidation last year and found to be fit to practice for next 5 years till next revalidation. The author followed an agreed action plan with his supervisor to accomplish this work. Realistic goals and time frame was set with the help of supervisor. Subsequently, the author had a chance to critically analyse below mentioned three different activities, in order to explore all the achieved learning themes behind these events. The author was fortunate enough to be involved into three different personal and professional development programmes. Firstly, he managed a regional colorectal conference and attained an excellent management experience from that conference. He learnt a lot about better time management. He came to know about different management theories and models and is now able to use these theories for his future management responsibilities. Then he had a communication challenge and difficulty in theatre. He was able to resolve that issue with his strong communication skills. He developed his communication skills and assertiveness with the help of this first-hand experience and different communication models. Lastly, the author had a wonderful opportunity to demonstrate and develop his leadership and team working skills in an International Conference. He realized that leader needs to be a role model for his team and should be leaded by his example. He observed and demonstrated different roles of a leader according to needs of his team. He also learnt about different leadership theories and models. He also acquired a good understanding of a team development. Conclusion: It is extremely important for every health care individual to have personal and professional development. The author recommends that lessons learnt from the author’s experience and results can be applied in a broad generalised way to achieve development. It is crucial for us to keep a structured record of this development and provide evidence of the improvement. In short, it was an extremely useful exercise for the author that resulted in significant lifelong development in his management, communication and leadership attributes.

Gender Differences in Motivation and Learning Preferences of Pharmacists in Lifelong Learning

Objectives： To analyse motivation and preferences of pharmacists who participate in CE （continuing education） to develop suitable lifelong learning programmes for pharmacists. Methods： An online questionnaire, which explored the motivation and preferences of the pharmacists to lifelong learning, was sent to all members of the Royal Dutch Pharmaceutical Society （4321） in the Netherlands. The data were analysed using a non-hierarchical clustering technique. Key findings： Two clusters of pharmacists were discovered. Cluster A pharmacists （n = 474） were more motivated by credit points （63.5% vs. 47.2%）, personal interest （84.1% vs. 56.3%）, updating knowledge （73.8% vs. 56.8%） and topicality of CE courses （47.7% vs. 26.1%）. Cluster B pharmacists （n = 199） were predominantly motivated by the aspect ＂duty as a care-giver＂ （97.0% vs. 0 % in cluster A）. Pharmacists who belonged to cluster A tended to be women （60.5%）, often worked part-time （29.3%） and mostly preferred lectures （71.1%）. Cluster B pharmacists consisted of statistically significantly more male pharmacists （52.8%, p = 0.001）, worked more full time （77.4%, p = 0.009） and mostly preferred blended learning （62.3%, p = 0.047）. Conclusions： These results suggest the use of different education formats for different kinds of pharmacists to participate in CE activities.

TEACHER VOICE FROM CHINA:THE IMPACT OF CROSS-CULTURAL EXPERIENCES ON TERTIARY EFL TEACHERS' MOTIVATION FOR PROFESSIONAL DEVELOPMENT

Based on the researchers assumption that teachers of English as a Foreign Language (EFL) in China with cross-cultural experiences have better cultural awareness than their peers, the research was conducted to investigate the impact of the experiences on tertiary EFL teachers motivation for professional development. Narrative accounts from in-depth interviews with a case were triangulated with the data from a questionnaire survey (N=39) and participant observations in two Chinese universities. Meaning and ...

Empirical study on factors motivating business students to move to the entrepreneurial sector

This exploratory study is attempting to examine how employable individuals turn their focus to start-ups. Today, majority of employees still practice a more or less self-protective strategy. In this paper the authors have reported the results of an empirical study of factors motivating degreed potential employees to move to self-enterprising. The deciding factors to become an entrepreneur and of sustainable employment-oriented factors are analyzed in order to discover how they differ. Participants consisted of 200 students from Malaysia entered final year of business undergraduate and postgraduate programs. Self-administered questionnaires were used to gather data on factors and types of relationships influencing career choice and entrepreneurial intention. The results will serve as a basis for improvement of employment practices and promising entrepreneurial curriculum in universities to support start-ups in creating sustainable businesses.

基于职业发展视角下的高职学生职业素养培养研究

新时期的职业教育改革发展,对职业人才职业素养的教育提出更高要求。以职业发展为核心的职业教育体系建设,要围绕提升职业人才的职业素养做好教育布局与教育设计,充分以产业发展、经济发展及企业发展为主体,培养具备高素质、高水平的职业人才,并利用强化职业信念教育、加强职业道德教育引导及深化职业潜力挖掘等基础策略,不断提升职业人才的就业发展水平,促使高职的职业人才教育输送,能有效填补我国职业人才的行业缺口。

职教教师企业实践何以“内化于心、外化于行”——职业发展视角的解释

在职业教育高质量发展背景下,打造高素质的职教教师队伍迫在眉睫。高素质职教教师队伍的建设,高度依赖于教师企业实践这样一种制度化活动。虽然国家层面已经出台了一系列教师企业实践政策,但相关政策却在现实层面遭遇落实困境。研究发现,专业发展价值认同与实际价值不匹配的矛盾,导致教师企业实践难以“内化于心”;教师深度实践与职业资源获取不匹配的矛盾,导致教师企业实践难以“外化于行”。一方面,需要全方位提高教师企业实践活动本身的质量,强化企业实践对教师专业发展的促进作用。另一方面,需要加大学校层面对教师企业实践的组织支持力度,满足教师通过企业实践获取职业资源的需求。

高校辅导员专业发展的动力研究与探索——基于近五年广西高校辅导员素质能力大赛一等奖获得者的调查

高校辅导员是大学生思想政治工作的重要组成部分,其专业能力直接影响着我国高校思想政治教育的水平。激发辅导员的专业发展动力有助于提升其综合能力,推动高校辅导员队伍的专业化和职业化进程。通过对近五年广西高校辅导员素质能力大赛一等奖获得者的共性进行分析发现辅导员专业发展动力是一个复杂且动态的过程,同时受到辅导员自身因素和外部环境的共同影响。文章从辅导员个人角度和外在环境角度进行研究和探索,旨在在一定程度上解决职业倦怠、找到适应自身职业角色等关键问题,具有重要的研究目的和意义。

新质生产力视域下高职“双师型”教师专业发展内涵、动机与成长模型

通过文献研究和调查分析,发现“双师型”教师专业发展的动力机制包括外部动力动机和内部动机,其中外部动机包含社会生态系统、教育生态系统、学校生态系统和课堂生态系统等,以及内部动机包含兴趣特质、职业伦理和自我意识等。在此基础上,进一步研究发现“双师型”教师专业发展符合“双动力、三阶段、五层面”的成长模型,其中“双动力”指内在动机与外在动机的协同作用,“三阶段”包括角色适应期(初级)、沉淀发展期(中级)和专业成熟期(高级),“五层面”涵盖职业认同、专业学习、科学研究、教育教学和实践应用。“双师型”教师的专业发展的核心升级点是“会”“能”“精”,即从“会适应、会学习、会科研、会上课、会实践”的初级阶段,提升为“能发展、能突破、能钻研、能设计、能应用”的中级阶段,最终到达“精情怀、精发展、精研发、精课程、精创新”的高级阶段。

人工智能时代高校教师专业发展动力因素及发展路径

该文论述人工智能时代高校教师信息智能素养在专业发展中起着举足轻重的重用,指出面对人工智能时代教育行业的风暴,高校教师思想紧跟时代、以奋斗热情勇于接受新使命的必要性,分析人工智能时代促进高校教师专业发展的三种动力因素,关注社会环境、学习与创新和共情能力,提出以人为本的高校教师专业发展新路径。

高年资护士职业经历及发展体验的质性研究

目的:深入了解高年资护士职业经历及职业发展感受体验,为提高高年资护士职业满意度提供依据。方法:采用质性研究中现象学研究方法对12名高年资护士进行半结构式访谈并用Colaizzi 7步法对访谈资料进行分析。结果:三级甲等医院高年资护士的职业经历和发展真实体验共提炼出5个主题:护士职业经历心理感受、职业自豪感和职业压力感、职业能力肯定的缺失和自我效能感的需求、多元化专业素养目标的要求、寻求职业生涯发展。结论:应重视高年资护士职业体验,关注高年资护士的发展需求和心理健康,促进护理专长岗位设置,协助护理职业目标达成,进一步提高高年资护士职业生涯成就感。

教师职业自我认知对专业自主发展意识的影响:职业信念与职业动机的链式中介作用

以727名中小学教师为研究对象,运用《教师职业自我认知问卷》《教师职业信念问卷》《教师职业动机问卷》与《教师专业自主发展意识问卷》探讨了教师职业自我认知、职业信念、职业动机与专业自主发展意识之间的关系。研究发现:(1)教师职业自我认知、职业信念、职业动机与专业自主发展意识之间显著正相关;(2)职业动机在教师职业自我认知与专业自主发展意识之间起着部分中介作用;(3)职业信念—职业动机在职业自我认知和专业自主发展意识之间起着链式中介作用。基于此,提出了加强教师职业认知教育,加强教师职业情感培养,提升教师职业理想等建议。

乡村学校科学教师专业发展内生动力模型的构建与验证

激发乡村学校科学教师专业发展内生动力是提升乡村学校科学教育质量的关键。针对乡村学校科学教师群体呈现出专业发展内生动力不足的问题,文章采用混合研究方法构建乡村学校科学教师专业发展内生动力模型并进行相应的验证。首先,运用扎根理论研究方法,对15位乡村学校科学教师的生命叙事进行分析,提炼影响其专业发展动力的要素;其次,设计与开发相应的测量工具,运用探索性因素分析,形成正式的测量工具;最后,从内生发展的视角,构建乡村学校科学教师专业发展内生动力模型,运用验证性因素分析,检验模型的拟合度与稳定性。研究发现,乡村学校科学教师专业发展内生动力的生成需要以横纵双向的教学胜任力培养为基础、以身心状态调节能力的加强为催化剂、以科学教师价值观的重塑为最终旨归。

护龄满30年护士对护理职业价值发展与认同的质性研究

目的 :深入了解护龄满30年的高年资护士对护理职业价值发展与认同的情况,为实施高年资护理人力资源的有效管理提供参考依据。方法 :采用质性访谈法,对21名护龄满30年的高年资护士进行半结构式访谈,使用主题分析法提炼主题。结果 :从访谈资料中凝练出4个主题及10个亚主题:(1)护理职业的利他性/利己性价值;(2)护理职业价值观的塑造;(3)职业价值自我/他人认同;(4)职业价值认同对护士队伍可持续发展的启示。结论:高年资护士把护理职业利他性价值作为核心价值观并且形成自我获益感,为了支持利他性价值实现,需要针对该群体职业发展中面临的困境,多角度改善职业环境,以提高职业认同,稳定护士队伍。

规范、制度与选择:大学教师的学术职业发展

从学术职业的视角出发,大学教师职业发展面临内部角色冲突与外部发展理念选择的双重困境。由学术职业历史变迁生成的教学、科研、社会服务三大职能构成了大学教师职业发展的社会规范,社会规范与个人能力间的差距产生了内部角色的张力;国家、市场、学术共同体三种力量相互交织构成大学教师职业发展的学术制度,而学术制度与学术性的内在矛盾塑造了大学教师的利益与理念抉择。从大学教师主体出发,突破困境的核心在于认清自身主观意愿与外在客观条件的现实情况,明晰自身学术职业的发展方向,释放三重角色间的张力,在理念的指引下对利益进行取舍,做出理性选择。

医学生职业使命感与专业承诺的关系:职业效能感的中介作用和学习动机的调节作用

目的:通过构建一个有调节的中介模型,探讨医学生职业使命感与专业承诺的关系以及职业效能感和学习动机在二者关系间的作用。方法:选取温州地区2780名医学生进行问卷星在线调查,采用职业使命感问卷、职业效能感问卷、大学生专业承诺量表和学习动机量表对其进行测评并分析结果。结果:职业使命感、专业承诺、职业效能感和学习动机两两之间均呈显著正相关(r=0.30~0.60,P<0.001);中介效应分析发现,职业效能感在职业使命感与专业承诺的关系中起中介作用,中介效应为0.05,95%CI=0.035~0.059,效应量为9.34%;学习动机对职业使命感通过职业效能感影响专业承诺的中介模型起调节作用。结论:职业使命感是影响专业承诺的重要因素,提升职业效能感和学习动机是增强医科院校大学生专业承诺的有效途径。