Published four times per year, the International Journal of University Teaching and Faculty Development
is an international and multidisciplinary Journal concerned with teaching for students at university level and faculty development. The Journal will look at how teaching and research can be brought into a closer relationship. The Journal welcomes research-based articles on the practice of higher education, specifically those manuscripts that span a wide range of teaching and faculty development issues and trends occurring internationally. They may, for example:
focus on case-studies of teaching and learning processes, research in higher education, and postgraduate education from an international perspective;
develop an analysis of issues relevant to university teaching and learning, such as classroom management, cognitive processes, learning strategies, learning measurement, assessment of teaching, methodology, models, research, innovation, group processes, learning environments, and communication technology from a wide variety of academic disciplines and substantive fields;
think about the implications of technological developments on staff and faculty learning;
explore the international collaboration of academic work among scholars;
assess case studies of the practice of staff development and faculty development programs;
assure quality teaching programs.
The Journal features the following two sections.
1) Teaching and learning processes: containing reports of empirical research studies related to aspects of the teaching and learning of university disciplines.
2) Faculty development: containing reports on empirical research studies related to curriculum, processes, and evaluation of programs for faculty development.
At least one issue each year may be a "special issue" that focuses on one of the two specific sections.
In order to train the kind of faculty members who are grounded in content subject matter as well as teaching and learning knowledge, the place to begin is in high-quality university programs that are accurate and systematic. To help university faculty members incorporate quality standards, methods, and concepts into their teaching and learning processes, the changing university scenery encourages joint efforts among staff and faculty learning as a university career-long process.
We welcome contributions that explore online staff and faculty development, actions, accreditations, adult learning, applied research, assessment of teaching, faculty burnout, and faculty capacities in relation to the purposes of higher education personnel.
Questions might include:
What kinds of teaching capacities are brought into play in online teaching? What do we require to be acquainted with in order to be aware of computer literacy? In what ways are university online teaching factors inhibiting faculty development? What sort of feedback approaches are brought into play in online learning? What are staff members' roles and perceptions of self -development? What might be the purposes of clinical faculty training? How do the purposes of collaborative conferencing relate to wider processes of university change, the needs of stakeholders, and community-based faculty education? Is competency-based faculty development a necessary model? What are the needs of a telementor? What is the curriculum architecture of an empirically-based faculty development program?