- Title
- Teaching academics' self-efficacy in curriculum change
- Creator
- Edalatifard, Homa; Prieto, Elena
- Relation
- 2016 IEEE Global Engineering Education Conference (EDUCON). Proceedings of the 2016 IEEE Global Engineering Education Conference (EDUCON) (Abu Dhabi, United Arab Emirates 10-13 April, 2016) p. 1071-1076
- Publisher Link
- http://dx.doi.org/10.1109/EDUCON.2016.7474686
- Publisher
- Institute of Electrical and Electronics Engineers (IEEE)
- Resource Type
- conference paper
- Date
- 2016
- Description
- In response to the dramatic change in the Computing area, the continuous need for change and updating Computing curriculum is highlighted frequently in the relevant literature. Teaching academics play a key role in curriculum change process as they are the implementers of change. Whatever decision regarding curriculum change is made at a higher level, teaching academics will make it successful by putting them into practice. Academics with high self-efficacy are more likely to make efforts to be involved in curriculum change than those with low self-efficacy. The focus of this study was to investigate the Computing teaching academics' self-efficacy in curriculum change. The outcome of the study demonstrated some factors such as rewards and leadership need more attention to improve teaching academics' self-efficacy.
- Subject
- self-efficacy; engineering education; teaching academics; curriculum change
- Identifier
- http://hdl.handle.net/1959.13/1349064
- Identifier
- uon:30322
- Identifier
- ISBN:9781467386333
- Language
- eng
- Reviewed
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