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F. Yihong. Comparative Study of Staff Development in Chinese and European Universities3) Flexibility in choosing the modules for learning: within the program there isgiven the freedom of choice as to how many elective modules and whichmodules each one would like to choose, thus give the flexibility for youngteachers to choose what they think most needed to focus.4) Closely connected with their own teaching needs: a lot of discussions andreflections are given to their real teaching experiences. Thus what they havelearned in the program can be directly applied in their teaching practice.End of the Program EvaluationAt the end of the PEDUP program, there will be an evaluation process to assessthe result of the program. Apart from all other theoretical and procedural knowledgethe participants have learned, most of them marveled at their experience of theinterdisciplinary group. Some said that at first they did not see why they were assignedinto the interdisciplinary group, especially, they could not see why they need to sit in apeer’s class where the subject area is so out of one’s own field. But through theexperience, they enjoyed this cross‐disciplinary encounter and started to learn to lookat things from different angles and give understanding to different approaches tolearning and research. What is more, they formed a nice and strong peer‐supportgroup that helped with their transition period of their working life, which would noteasily happen if it has not been for the program.With all entry teachers are continuously developed with the same goal in mind,more and more teachers in NTNU now enjoy interdisciplinary and interdepartmentalcooperation and cross‐boundary teamwork. Thus a strong cooperative culture startedto prevail at NTNU.Innovative Program: Expert in TeamExpert in Team is a program evolved from the interdisciplinary course betweenMarine Science and Architecture since the early 1990s to a whole campus programinvolving all forth year students from all disciplines. It was problem‐based, projectoriented and interdisciplinary and interdepartmental in nature and it demands a hugeeffort of organizational and facilitating work. The idea is to form learning villagesnstead of classroom teaching. One professor together with two learning assistantsleads a learning village of 30 students from different disciplines. Inside the village, the30 students are divided into 5‐6 groups each of 5‐6 students. In the semester before,the professor and the two assistant go through a training session of 3‐4 days todevelop the competence in facilitating interdisciplinary teamwork and how to facilitatealternative learning through Problem‐Based Learning (PBL) and Project‐OrientedLearning. At the end of the training workshop, the professor and the two studentsneed to come up with a proposal for a theme for the learning village to work on in thefollowing semester. Then they will post the theme, preliminary ideas and suggestionson a display board for students to choose.In 2006, the program scope ranged to 50 villages of 1200 students with eachvillage of 25‐30 students from various department and faculties at NTNU. That meansthey have 50 project themes and 250‐300 project as their working result. NTNU setaside one day (Wednesday) for EiT learning and this learning is given 7.5 credits124
Revista de Docencia Universitaria, Vol.9 (1), Enero-Abril 2011(Sortland, 2006:115‐121). Because the university support, the students and teacherscan use whatever facilities they need all around campus. It’s amazing to see studentsfrom engineering, mathematics, social sciences, and material sciences workingtogether. They finally come up with some products that representing the latest ideasof the development in a certain field.So this innovative and whole campus program starts with village facilitators’training workshop of 4 days facilitated by UNIPED. By forming their own team of oneprofessor and two assistants they first experience how to work in a team themselvesand then they have acquired the skills and competences to lead the learning villagework. Various fields also have close connection with companies for real life projectsand so some of the projects can get some company support. When I work at NTNU asguest professor in May 2006, I was fortunate to experience the end of the semesterdisplay of EiT where I saw a lot of products on display from students’ interdisciplinaryteamwork. For example, there is a software designing team working on a threedimensionalsoftware for geological survey, which can also be used for geology courseteaching. This project got support from Statoil, the largest oil company in Norway. Thestudents not only got some grants for the software designing, but also obtained thelatest electronic devices for their designing. They all enjoyed their work very much andthey said that their product will be hand over to Statoil and after some polishing workfrom the professional software designers in the company it will go to the market asreal product. In this way, what they have learned and developed in the university getsconnected with real life and society needs 5 . Another fascinating example is SterlingEngine, an imaginative ultimate vehicle produced by a student team, which used hydroenergy, solar energy, and ICE, instead of the ordinary energy for running the engine—they actually made the engine running within a semester and using different kind ofenergy!Staff development in ChinaThree-tier national tertiary teacher training systemIn China, the tertiary teacher training system was established in the mid‐1980s,containing a three‐tier staff/faculty training structure, mainly focused on entry trainingfor the young staff, which was administrated by 2 state tertiary teacher trainingcenters, one in Beijing and the other in Wuhan; 6 regional centers; and about 70provincial or municipal tertiary teacher training centers, each responsible for a numberof universities in the region. There were a series of clear national policy andrequirements for all university entry staff to go through two‐three weeks of intensivetraining programs revolved on studying four books, Educational Law and Regulation;Higher Education Pedagogy; Psychology of College Youths; Moral and Ethics Educationfor College Teachers. The training programs were centrally designed and requiredwithout much consideration of the developmental needs of each specific university.5 Thanks to Bjorn Sortland and Ninni Sødahl for inviting me to go to the EiT 2006 May display where I could seewith my own eyes the result of the EiT project.125
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