Although online teaching has been implemented worldwide, specifically in higher education, resistance to technology use exists, as faculty members may lack technology familiarity and may require both ...guidance and training. The present study evaluated faculty members’ satisfaction towards distance teaching as imposed during the COVID-19 pandemic. An online survey which evaluated socio-demographics and faculties ‘satisfaction toward distance education was validated and completed by 286 faculties from different faculty-fields of education across all Universities in Jordan. Factor analysis was conducted to validate the questionnaire and univariable analysis was conducted to evaluate demographic variables association with satisfaction degree. The confirmatory factor analysis indicated that the most suitable structure for the study data was a 3-factor model constructed from 21 items. The three factors were students-related factor, institution-related factor and technology-related factor. The scores for the three factors were 2.66, 2.00 and 3.33 out of 5 respectively. Faculties who received training for online teaching and those who have attended courses as a trainee were more satisfied with distance education. In conclusion, the faculties’ low satisfaction level reported in the present study shows margin for distance education improvement by conducting intensive training courses for online teaching with the aim of improving faculties’ satisfaction levels towards a web-based teaching environment and hence improving education outcomes.
Social accountability (SA) is the responsibility of faculties of medicine (FoMs) to address the health priorities of the communities they serve. Community engagement (CE) is a vital, but often ...ambiguous, component of SA. Practical guidance on how to engage community partners (CPs) is key for meaningful CE. We conducted a systematic scoping review of CE involving FoMs to map out how FoMs engage their communities, to provide practical recommendations for FoMs to take part in CE, and to highlight gaps in the literature.
We searched electronic databases for articles describing projects or programs involving FoMs and CPs. Descriptive information was analyzed thematically.
Thirty-eight of 1406 articles were included, revealing three themes: (1) Partners (Who to Engage)-deciding who to engage establishes the basis for responsibility and creates space for communities to engage FoMs; (2) Partnerships (How to Engage)-fostering creative and authentic collaboration, enabling meaningful community contributions; and (3) Projects and Programs (With What to Engage)-identifying opportunities for communities to have a voice in many spaces within FoMs. Under these themes emerged 32 practical recommendations.
Practical guidance facilitates meaningful commitments to communities. The literature is rich with examples of community-FoM partnerships. We provide recommendations for CE that are clear, evidence-based, and responsive.
In the early works of the eighteenth-century German philosopher, Immanuel Kant, besides explaining the philosophical and metaphysical foundations of various sciences, has illustrated a comprehensive ...philosophical system and desirable metaphysical critique. In his later works, through emphasizing the concept of Nature and the growth of Reason, he has considered special and multifaceted responsibilities for the Education and the University. For him, the alignment of knowledge and Nature in the university is the main mission of this institution; a mission that is required by the Faculty of Philosophy in a legitimate conflict with the top three faculties of Theology, Law, and Medicine to bring them in line with the design of Nature. This effort, in fact, is a necessary condition for accomplishing the future metaphysics and attaining the unity of knowledge and a complete philosophical system. This article, apart from explaining the idea of "the unity of knowledge" and a model of the unity of knowledge and nature in the conflict of faculties, attempts to show the relationship of this model with the plan of a complete future philosophical and metaphysical system in Kant’s Critique of Pure Reason. In the following, the lessons of this approach have been considered, especially in the discussion of university independence for the reconstruction of Iran's higher education.
Il contributo esamina la terza parte dell’Allgemeine Naturgeschichte, scritta da Kant nel 1755, e si concentra in particolare sul rapporto mente-corpo. In particolare, il contributo evidenzia la ...presenza di due retoriche nel discorso kantiano. Nella prima, il corpo è ritenuto limitazione dello spirito, il quale svilupperebbe appieno le proprie facoltà conoscitive se non fosse legato a una materia. Nella seconda, invece, il corpo, o meglio la qualità materica del corpo, dona allo spirito la facoltà di poter esercitare la forza del pensiero.
We have attempted in this research to determine the relative efficiency index values of the faculties of the University of M'Sila which are seven faculties and two national institutes using the of ...Data Envelopment Analysis method with the Constant Returns to Scale (CRS) and Variable Returns to Scale (VRS) models and its input and output orientation, taking the number of permanent professors, the number of new enrolled students, the number of civil servants and workers as inputs, and master's graduates, the number of master's theses and the number of PRFU projects as outputs. It turned out that the previous index took the value of 100% in the four models for three faculties and two institutes while the rest of the faculties were considered inefficient and require a set of improvements in the inputs and outputs to become efficient faculties.
Se realizó una investigación para evaluar el trabajo metodológico de la Facultad de Estomatología en los cursos 2011-2012 y 2012-2013. Se utilizaron métodos teóricos y empíricos. En una primera etapa ...se realizó una revisión documental donde se analizaron documentos como resoluciones, los planes metodológicos de los distintos niveles de dirección y organizativos de la facultad, entre otros. Se aplicaron las técnicas de grupos focales y el criterio de expertos para la revisión de los documentos y para identificar logros y dificultades del trabajo metodológico en cada nivel. Se tomaron en cuenta los parámetros de calidad y sus indicadores diseñados por el departamento metodológico de la Universidad de La Habana para los fines de evaluación de los planes metodológicos adaptándolos a las características de la Educación Médica Superior. El plan metodológico a nivel de facultad en el curso 2011-2012 cumplió los parámetros contenidos en los indicadores previstos, no obstante no se elaboraron los planes del colectivo de carrera y de disciplinas. En el curso 2012-2013 se tomaron en consideración las dificultades en los planes metodológicos del curso anterior para mejorar su calidad y se confeccionaron todos los planes, tanto los de los niveles de dirección, como de los niveles organizativos. Los planes metodológicos en sentido general tienen calidad y expresan las principales acciones metodológicas previstas para cada nivel. Dentro de las principales dificultades están la no participación de algunos profesores en las actividades planificadas y el no cumplimiento de todos los controles previstos a las actividades metodológicas.
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