From faculty good practices to needs for educational development: a qualitative and latent class analysis in seven Italian Universities

Session Time and Location

Date:
Fri, 8 Jun 2018
Time:
Time:
9:45am to 11:15am
Room: Room:
Dunwoody C
Session Track
Session Format

The paper presents the results emerged from a survey completed by university teachers belonging to 7 Italian universities. A total of 4289 academics answered three open-ended questions about: innovative practices developed in teaching; critical aspects; needs for improvement. Answers were analyzed using content analysis. A total of 5130 codes (innovative teaching practices), 3812 (critical aspects) and 3136 (support) were created. A latent class analysis was performed on this data to create distinct group profiles according to different combinations of teaching aspects reported in the answers. The paper discusses emerging elements to inform staff development processes.

  • Session References +

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    Chickering, A. W., and Gamson, Z. F. (1987). Seven principles for good teaching in undergraduate education. AAHE (American Association for Higher Education) Bulletin 39, 3-7.

    Felisatti, E., Aquario, D., Clerici, R., Da Re, L., Paccagnella, O., Serbati A., (2017). Teaching competences in Italian universities: an attempt of classification to inform professional development processes, Proceedings of 3rd International Conference on Higher Education Advances (HEAd’17), 1007-1014, June 21 – 23, 2017 · Valencia (Spain)

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