STATUS OF EXPERIENTIAL INTEGRITY IN HIGHER EDUCATION AND ITS IMPLICATIONS FOR EDUCATIONAL TRANSFORMATION
Journal Title: European Journal of Business and Social Sciences - Year 2012, Vol 1, Issue 7
Abstract
This research dealt with the status of experiential integrity in higher education where implications for educational transformation were set as reflections. It investigated the status of experiential exchange, and consistent utilization of experiential resources among the teaching staff of Adama Science and Technology University. In that, descriptive survey method was used for its viability in investigating status. Target of the research were purposively selected instructors in four schools of the university such being schools of Education Science and Technology Teacher Education, Business, Engineering and IT, and Natural Science (N=20). The purposes underlined were experiences in teaching and roles they had in their respective schools. The sample parameter held 10 expatriate and 10 domestic staffs, who were contacted through both closed and open-ended questionnaire. While open-ended questionnaire helped in-depth data gain, closed-ended questionnaire helped to make the data regulated in line with the guiding points. Focal points of the inquiry were teachers’ experiential exchanges on planning, implementing, evaluating and improving educational activities and interactions in due accord. Data for the research were collected and interpreted on the basis of the respondents’ consents after clear purpose-identification and discussion. Key findings were that, the staff had some kind of exchange in terms of planning (courses and outlines), informal discussions on implementation and evaluation of learning activities but had no research, project and wide-range exchanges besides the academic lines. Their experiences in touring and exchanging innovative models were also limited. By and large, the experiential exchanges between and within groups of the concerned staff were more informal than formal. That indicated the likely loss of experiential resources which may be exposed to wastage with the disappearance of the holding staff owing to retirement, death, transfer or any other form of migration. In so far as smooth educational transformation is realized through integrity among the academic taskforce, the researcher recommends concerned agents to pay keen attention to inter-staff and intra-staff experiential exchanges in terms of planned and productive integrity.
Authors and Affiliations
Endalew Fufa Kufi (Ph D Scholar)| School Of Education Sciences and Technology Teacher Education Cell-phone: +251-0915- 83 29 19 Email: frankologis@yahoo.com
Keywords
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