Development Of Individual Capacity Research Articles

The African Academy of Sciences Research Management Programme in Africa

The Research Management Programme in Africa (ReMPro Africa) is an initiative of The African Academy of Sciences (The AAS) which aims to fill critical gaps in the African research ecosystem to support a vibrant research culture and leadership at universities and research institutions. The AAS recognizes that the business of doing research is all-encompassing and the lack of specialist research management profesionals threatens the integrity and quality of research coming out of African institutions. ReMPro Africa aims to transform research management at the institutional level by addressing the key interconnected strands of leadership, sustainability, standards and individual capacity development.

INDIVIDUAL CAPACITY, EMPOWERMENT, AND TEACHER PROFESSIONALISM FOR THE SUSTAINABLE QUALITY OF EDUCATION AT VOCATIONAL SCHOOL (SMK) IN INDONESIA

Ponte Academic JournalOct 2017, Volume 73, Issue 10 INDIVIDUAL CAPACITY, EMPOWERMENT, AND TEACHER PROFESSIONALISM FOR THE SUSTAINABLE QUALITY OF EDUCATION AT VOCATIONAL SCHOOL (SMK) IN INDONESIAAuthor(s): Eliana Sari ,Jl. Rawamangun MukaJ. Ponte - Oct 2017 - Volume 73 - Issue 10 doi: 10.21506/j.ponte.2017.10.31 Abstract:This study aims to analyze the effect of individual capacity and empowerment towards the professionalism of teachers and the capacity of individuals towards empowerment. The focus of this research is teacher professionalism. This research uses quantitative method with path analysis technique. The samples in this research are 470 teachers who have been working for at least 2 (two) years at Vocational High School (SMK) in Tangerang City, Banten Province, were gathered by purposive random sampling technique. Data collection technique was done by spreading the questionnaires, and measurement of respondent perceptions on all variables was done by using Likert scale. Prior to hypothesis testing, a normality test, significance test, and linearity test were performed. The results show that individual capacity and empowerment have direct positive effect on teacher professionalism as well as individual capacity has on empowerment. Increased professionalism of teachers can be conducted through the development of individual capacity and effectiveness of empowerment. Development of individual capacity in the level of organization can be attained by having policy on enhancing teachers knowledge and skills through education and training activities. Empowerment of teachers at the level of organization can be attained through delegating authority to set up objectives, approaches, strategies and methods of autonomous learning, and can also be achieved through power sharing, delegating authority, expertise, and self-control to teachers in choosing the right way to solve problems at school. Professional teachers will be able to build sustainable quality of education through a process of learning that introduces values, raises awareness, and encourages the application of those values for present and future lives. Download full text:Check if you have access through your login credentials or your institution Username Password

Institutional development for the enhancement of research and research training

Research supervision development often focuses on improving the quality of researcher/student interactions and outcomes. Hence, academic development activity is usually oriented towards the development of individual capacities and practices. More recently, however, the focus has changed to the research enhancement needs of twenty‐first century institutions, recognising them as complex, research‐oriented workplaces. In this paper we present a model of academic development for institutional change which is situated within the framework of complexity theory: we use a case study based on a large‐scale change process to demonstrate our findings. The paper illuminates the position of research‐supervisor education as only one element of a complex system of changes that are necessary to effect sustained improvement in the quality of research and research training. Le développement de la supervision de recherche se concentre souvent sur l’amélioration de la qualité des interactions entre chercheur et étudiant, ainsi que sur l’amélioration des résultats. Ainsi, les activités de développement pédagogique sont généralement orientées vers le développement de compétences et de pratiques individuelles. Cependant, le centre d’intérêt s’est plus récemment déplacé vers les besoins d’amélioration de la recherche au sein d’institutions du 21e siècle, les reconnaissant du coup comme des lieux de travail complexes, orientés sur la recherche. Dans cet article, nous présentons un modèle du développement pédagogique visant le changement institutionnel, lequel est situé dans le cadre de la théorie de la complexité. De façon à faire la démonstration des résultats, nous faisons appel à une étude de cas qui repose sur un processus de changement à grande échelle. L’article met en lumière le fait que la formation à la supervision de recherche ne constitue qu’un élément au sein d’un système complexe de changements nécessaires à l’amélioration soutenue de la qualité de la recherche et de la formation à la recherche.

More Than "Using Research": The Real Challenges in Promoting Evidence-Informed Decision-Making

Seventeen focus groups and 53 semi-structured individual interviews involving 205 planners and decision-makers were conducted in all 11 Regional Health Authorities (RHAs) in the province of Manitoba, Canada. Objectives were to explore perspectives on the nature and use of "evidence," and barriers to evidence-informed decision-making (EIDM). In spite of almost universal support in principle for using evidence in decision-making, there was little consensus among participants on what evidence is, what kind of evidence is most appropriate and how "using evidence" can best be demonstrated. Significant skepticism about EIDM was expressed. Issues related to workload, politicized decision-making and organizational factors dominated the discussion of decision-makers. Barriers to EIDM were commonly attributed to factors external to the RHAs. Effective strategies to promote EIDM must address the multiple barriers experienced by decision-makers in a complex decision-making environment. Rather than simply focusing on issues of access to evidence or development of individual capacity, strategies must focus on changing decision-making processes to support appropriate use of evidence.

Education, knowledge and the network society

The ‘development of individual capacities’, in addition to the ‘education of responsible citizens’ and the ‘preparation for work’, constitutes one of the most important objectives to be achieved by education systems and, in this sense, makes up one of the main planks of that which Dale terms ‘mandates for the education system’, i.e. projects for education based on ‘conceptions of what it is desirable and legitimate for the education system to bring about’. In a previous work we tried to map out, on the basis of the objectives ‘preparation for work’ and ‘education of responsible citizens’, the outlines of a new mandate for European education policy that appears to be in the making in accord with recent socio‐economic, political and educational developments. In this article, we centre our attention on the ‘development of individual capacities’ in an attempt to map out the effects of the simultaneous pressure, top‐down and bottom‐up, that has been increasingly brought to bear on the nation state and on the education system. With regard to the first, it is argued that what is at stake is the transformation of knowledge itself into money (i.e. pure performance), while with regard to the second, there appears to be taking place a movement of knowledge from the school (national level) to the local community in which this latter is interpreted as the ‘educative city’ (where a ‘transparent’ communicational pedagogy holds sway). This work aims at challenging the dichotomy constructed by way of an analysis of the implications, for both pedagogy and the development of individual capacities, of the development and consolidation of a network state and society.

The Interpersonal World of the Infant and the Foundation Matrix for the Groups and Networks of the Person

As a basis for further developing group-analytic method, the rich conceptual legacy from S.H. Foulkes is brought together with the modern developmental psychology formulated by Daniel N. Stern and elaborated into an outline for a comprehensive theory of the development of individual capacities to relate to networks and groups. It appears that the two frames of reference fit well. Together they open up new areas of clinical investigation, for instance of the counterparts in groups of the affect attunement between mother and infant.