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F. Yihong. Comparative Study of Staff Development in Chinese and European Universitiesneeds. In most European countries there have already quality development schemesand initiatives connected with staff development to ensure university qualities in the1990s, for example, Norway, Sweden, the Netherlands, UK (NETTLE Case Study Report,2007).Bologna process and quality assuranceThe needs for establishing European Higher Education Area (EHEA) proposed by theBologna Process highlighted quality issues and promoted more quality assuranceinitiatives, in which further developing staff is one of the key approaches. Almost allEuropean countries joint the Bologna process recognized that higher education qualityis at the heart of the construction of EHEA. Thus each country has made policy forquality assurance and quality enhancement, which directly or indirectly affect the staffdevelopment in the European universities in the last decade.Tuning Educational Structures in EuropeSince quality is the key point for constructing European Higher Education Area, andthere is the need for all European higher education institutions to adopt EuropeanCredit Accumulation and Transfer System (ECTS), it is imperative to have aneducational structure that responds to the new needs.Tuning Educational Structures in Europe is a university driven project, which aims tooffer a universal approach to implement the Bologna Process at the level of highereducation institutions and subject areas. The Tuning approach consists of amethodology to design or re‐design, develop, implement and evaluate studyprogrammes for each of the Bologna cycles. Launched in 2000 and strongly supported,financially and morally, by the European Commission, the Tuning Project now includesthe vast majority of the Bologna signatory countries. According to Tuning, theintroduction of a three cycle system implies a change from a staff centred approach to astudent oriented approach. It is the student that has to be prepared as well as enabledfor his or her future role in society. Therefore, Tuning has organized a Europe‐wideconsultation process including employers, graduates and academic staff / faculty toidentify the most important competences that should be formed or developed in adegree programme. The outcome of this consultation process is reflected in the set ofreference points – generic and subject specific competences – identified by each subjectarea. These are relevant for making programmes of studies comparable, compatible andtransparent. Reference points are expressed in terms of learning outcomes andcompetences. When designing subject programs, teachers need to consider students’working/study load (Tuning Management Team).This competene‐based, student‐centered, outcome‐oriented learning placed newchallenges for university staff. Also, Tuning requires that teachers should make notonly syllabus for each course, but also learning guide for students to use, consideringclearly the learning outcomes at knowledge, skills, comeptences levels, at the sametime paying attention to students’ work/study load.Those new changes placed tremendous demands on staff development. Teachersneed to change from teacher‐centered approach to teaching to student‐centeredlearning. It is not enough to just impart knowledge to students any more. All teachersshould make clear what skills and competences students need to achieve as theirspeciic learning outcomes in each subject course. Thus both the teachers and the118
Revista de Docencia Universitaria, Vol.9 (1), Enero-Abril 2011institution see the need to go through staff development programs so that they will beable to grasp the new appoaches to teaching and learning and teaching and learningdesign. Quite a number of universities stated that their staff need to demonstrate theattendance of this staff development programs, and to submit two course plan whenstaff apply for promotion. In this way, staff development work started to have explicitsignificance to staff’s career developement. Here we could see one kind of incentivescheme for staff to take part in the staff development programs. Other universitieshave clear requirement for entry teachers to go through certain lengths of staffdevelopment programs. Details will be illustrated in later sessions.Oragnizational Structures and ProgamsNational levelMost countries we studied have a national association for promoting staffdevelopment work at the national level, e.g., SEDA in UK, PEDNETT in Norway, PEDAforumin Finland and RED‐U in Spain. Most national associations serve as a networkcenter for all institutional staff development centers, as a resource center thatdisseminates the newest ideas and approaches for staff development, and as the mainorganizer for conferences, workshops, or various kinds of seminars, summer schoolsfor either university teachers or educational/academic developers. Some associationshave regular journal or newsletters for exchanging ideas and practices in thestaff/educational/academic development work. In UK, Sweden and Finland, there havebeen considerable national funding allocated to staff development research projectsor practical programs either through the operation of the national association orthrough certain university staff development units, while in other cases, resourceswere given to staff deevlopment work from the university central administration(Chen, 2009; Ke, in press).Institutional levelAs we found out from our field trips and litertature studies that it is not easy togeneralize the organizational structure of staff develpment units at variousuniversities. They vary from institution to institution. Despite of this wide varieties, wefound some cases which could serve as examples to illustrate what kind oforganizational models work well in the practice of staff development. There are alsovery diversified staff development programs, some more focused on dedagogicalcompetences, some are related to career development, some are more orientedtoward facilitating innovative learning, while others more geared towardsadministrative staff that focus on management and leadership skills and competenes.Judging from our study framework, we would like to see staff development program ata uiversity well encompass all the above aspects. For more detailed exploration oforganizational structure and programs, please see in the session of examplar cases.Progrm delivering and evaluationWe found diversified approaches to deliever staff developent programs, the mostfrequently used are listed as following: seminars, worshops, lunchon, mixed format offace to face sessions with on‐line sessions, entirely on‐line programs, peer‐to‐peer119
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MisceláneaComparative and Systemat
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Un socorrido argumento, en momentos
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cambio de actitudes, tiempo para la
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Juan Carlos Sánchez Hueteel proces
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