This research document presents the findings from a workshop conducted with faculty members at a skill-based university aimed at co-creating a set of common teaching values and competencies. The workshop engaged 35 faculty members in a collaborative process that involved visioning, self-reflection, and group brainstorming. The identified values and competencies are intended to guide teaching practices and foster a cohesive educational environment. The document concludes with recommendations for the next steps in developing specific behaviours and mindsets aligned with the identified values and competencies.
In the context of higher education, establishing a shared set of values and competencies among faculty is crucial for fostering a cohesive teaching community. As educational institutions face increasing demands for adaptability and innovation, it becomes essential to define and align teaching practices with core values that reflect the institution's mission. This research aims to explore the process and outcomes of a workshop designed to co-create teaching values and competencies among faculty members at a skill-based university.
The primary objectives of the workshop were:
To collaboratively identify and agree upon a set of core teaching values that resonate with faculty members.
To define the competencies that faculty members believe are essential for effective teaching and learning in today's educational environment.
The workshop was structured as a three-hour interactive session, involving 35 faculty members from various disciplines within the university. The session included the following key activities:
Visioning Exercise: Faculty members envisioned the ideal learning environment at the university, setting the stage for identifying relevant values and competencies.
Self-Reflection: Participants engaged in self-reflection to connect their personal teaching philosophies with the collective goals of the teaching community.
Group Brainstorming: Small groups discussed and brainstormed the values and competencies deemed essential for effective teaching, fostering open dialogue and diverse perspectives.
Consensus Building: Groups shared their ideas with the larger assembly, working towards a consensus on the core values and competencies that would guide their teaching practices.
Through collaborative efforts, the faculty identified the following core values:
Empathy: Understanding and valuing diverse perspectives to create a supportive and inclusive learning environment.
Integrity: Upholding ethical standards and honesty in all interactions, fostering trust and respect within the academic community.
Adaptability: Embracing change and being open to new ideas, methodologies, and technologies that enhance the learning experience.
Continuous Learning: Committing to lifelong learning and professional development, encouraging both faculty and students to pursue knowledge and growth.
Resilience: Cultivating the ability to overcome challenges and setbacks, fostering a mindset that embraces perseverance and determination.
Collaboration: Promoting teamwork and cooperation among faculty, students, and the wider community to achieve common goals.
The following competencies were identified as essential for effective teaching:
Respect & Compassion: Valuing the dignity and worth of every individual, fostering a culture of kindness and understanding.
Accountability: Taking responsibility for one’s actions and decisions, ensuring a commitment to high standards of performance.
Mindset: Cultivating a growth mindset that encourages innovation, adaptability, and a positive approach to challenges.
Critical Thinking & Decision Making: Developing the ability to analyse information, evaluate options, and make informed decisions in the classroom.
Subject Matter Expertise: Demonstrating deep knowledge and understanding of the subject matter being taught, ensuring high-quality education.
Technical Expertise: Leveraging technology and technical skills to enhance teaching effectiveness and student learning.
The workshop facilitated a significant step towards unifying the teaching community within the skill-based university. By collaboratively defining their core values and competencies, faculty members have taken ownership of their teaching practices and established a shared commitment to excellence in education. This collective approach enhances the educational experience for students and fosters a sense of belonging among faculty.
The next phase of this initiative will involve working with faculty to translate the identified values and competencies into specific behaviours and mindsets that can be integrated into their teaching practices. This will include:
Behavioural Framework Development: Collaboratively defining specific behaviours that align with the identified values and competencies.
Mindset Training: Providing training and resources to help faculty cultivate the necessary mindsets that support adaptability, resilience, and continuous learning.
Ongoing Support and Feedback: Establishing mechanisms for ongoing support, feedback, and reflection to empower faculty members to embody these values and competencies in their teaching.
The workshop conducted with faculty at a skill-based university was a powerful demonstration of the potential for collaboration within the teaching community. By co-creating a set of shared values and competencies, faculty members have laid the groundwork for a more cohesive and effective educational environment. As they move forward to define specific behaviours and mindsets, the commitment to excellence in teaching will continue to grow, ultimately benefiting both faculty and students alike.
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