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Article
Publication date: 30 March 2022

Jennifer Marie Warnock, Monica Gibson-Sweet and Christian J. van Nieuwerburgh

Coaching for teachers has evolved as a form of professional development. The benefits of such interventions have been examined with regard to student, teacher and school outcomes…

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Abstract

Purpose

Coaching for teachers has evolved as a form of professional development. The benefits of such interventions have been examined with regard to student, teacher and school outcomes, but the purpose of this paper is to present an investigation relating to the benefits of instructional coaching (Knight, 2006) to teachers as perceived by the teachers themselves.

Design/methodology/approach

The study utilises a subjectivist approach with a constructivist paradigmatic stance (Morgan and Burrell, 1985). Eleven semi-structured, face-to-face interviews were conducted (King, 2019) with teachers at a secondary (high) school in the UK. The data were interpreted and analysed using thematic analysis (Braun and Clark, 2006).

Findings

The research suggests the following four benefits to the teachers who participated in the study, which aligned well with the literature review: improved relationships, awareness, reflectiveness and enhanced practice. A fifth perceived benefit reported by the participants was positive attitude, which captured a sense of increased confidence, motivation and positivity.

Research limitations/implications

Findings were based on the self-reported data of a small sample. Therefore it is not possible to generalise the findings but Thematic Analysis was used to understand perceptions and insights in a wider context (Ritchie and Lewis, 2003). This research builds on the literature focusing on perceived benefits to teachers. Findings generally support current theoretical understanding. The results of this exploration of the teacher perception of benefits of instructional coaching in one UK school contributes to the emerging literature about the benefits of coaching. The teacher perceived benefit of positive attitude does not appear to be identified in the literature.

Practical implications

In practice, this study raised awareness of the possible benefits of coaching to educators. The authors recommend that educators, policymakers and educational leaders should further explore the potential benefits of coaching in education settings. Utilising teacher perception, the study further confirms coaching to be a useful way of supporting educators to enhance their practice.

Originality/value

This paper fulfils an identified need to gain a better understanding of teacher-perceived benefits of coaching. This understanding will support school leaders and policymakers who may be considering how to best leverage coaching in educational settings.

Details

International Journal of Mentoring and Coaching in Education, vol. 11 no. 3
Type: Research Article
ISSN: 2046-6854

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Article
Publication date: 1 April 1997

Bobby Watkins and Monica Gibson‐Sweet

Observes that a group of seven undergraduate consultancy project team members, studying in the final year of a business degree, greatly benefited from utilizing Meredith Belbin’s…

6104

Abstract

Observes that a group of seven undergraduate consultancy project team members, studying in the final year of a business degree, greatly benefited from utilizing Meredith Belbin’s team role theory. Notes that Belbin’s approach was particularly useful in identifying strengths and weaknesses; enabling tasks to be allocated based on competence. Also that a method for retrospective analysis of the team’s performance was developed using Belbin’s framework. In some cases the perception of self differed significantly from the observed actions and behaviours. Points out that each team member completed Belbin’s psychometric test at the outset of the project and that these results were then tested through peer assessment at the end of the project, using a hypothetico‐deductive method. Uses an analogous framework to illustrate the level of cohesion and team role balance necessary for the team to perform effectively. Concludes that the learning potential of students can be maximized by enabling them to experience and reflect on the realities of team working for themselves.

Details

Education + Training, vol. 39 no. 3
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 1 April 1998

Julia Clarke and Monica Gibson‐Sweet

The abilities and skills of employees will be crucial to the prosperity of small to medium‐sized enterprises (SMEs) and there is some evidence that graduates may have an important…

841

Abstract

The abilities and skills of employees will be crucial to the prosperity of small to medium‐sized enterprises (SMEs) and there is some evidence that graduates may have an important role to play in improving performance. This paper examines how the Department of Business Studies at the Manchester Metropolitan University investigated the relevance of its provision to SMEs.The provision is generally perceived as relevant and could be quickly enhanced through the use of guest speakers and case studies. Future changes could include a named route through the existing programmes or the development of a dedicated course. More flexible methods of delivery should be investigated. A gap in the academic literature has been identified and appropriate theoretical material needs to be developed. However, the tension between theory and practice needs to be acknowledged in designing teaching/learning strategies. Short courses in basic skills, particularly in relation to IT, may help some SME students.

Details

Education + Training, vol. 40 no. 3
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 1 June 1998

Catherine Julia Bakewell and Monica Frances Gibson‐Sweet

With the recent publication of the UK Research Assessment Exercise (RAE) results, the issue of an institution’s scholarly reputation looks set to play an increasingly important…

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Abstract

With the recent publication of the UK Research Assessment Exercise (RAE) results, the issue of an institution’s scholarly reputation looks set to play an increasingly important role in the fortunes of many higher education institutions. While the conditions of the early 1990s benefited many of the former polytechnics, the future environment would seem less favourable. Inter alia there is the issue of the concomitant increase/decrease in research funding following the RAE. Many of the new UK universities have performed less well on the RAE which has a number of financial implications. This paper presents some exploratory work into sixth‐formers’ perceptions regarding the former polytechnics’ change in status. Although more able students are still opting for traditional universities, young people generally support the practice of a unitary system and are ignorant of the research differences. The paper concludes by presenting some ideas as to how the new universities might seek to position themselves in order to attract successive generations of students.

Details

International Journal of Educational Management, vol. 12 no. 3
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 26 October 2010

Monica Gibson‐Sweet, Ross Brennan, Anne Foy, Jacqueline Lynch and Peter Rudolph

The purpose of this paper is to report the views of UK marketing educators about critical issues in teaching and learning of university‐level marketing education, and to compare…

3037

Abstract

Purpose

The purpose of this paper is to report the views of UK marketing educators about critical issues in teaching and learning of university‐level marketing education, and to compare these views with the views of other stakeholder groups.

Design/methodology/approach

An online survey was administered to members of the UK Academy of Marketing; 51 completed, usable questionnaires were returned.

Findings

Respondents believe that teaching international students, plagiarism and providing feedback to students are the three top‐priority issues in teaching and learning. Perhaps surprisingly, e‐learning and the use of virtual learning environments are considered to be relatively low‐priority issues.

Research limitations/implications

The low‐response rate is a limitation of the study. The study detected some interesting similarities and differences of opinion between marketing academics and deans of business schools, between pre‐ and post‐1992 universities, and between professors/readers and those in lecturing positions. Notably, the lack of agreement between marketing educators and deans over the importance of relating research to teaching (educators allocate this greater importance) and e‐learning (deans allocate this greater importance) suggests areas for careful consideration in the development of teaching and learning policies.

Originality/value

The paper is unique in examining the views of university‐level marketing educators about teaching and learning issues. University marketing educators are an important stakeholder in the marketing education process.

Details

Marketing Intelligence & Planning, vol. 28 no. 7
Type: Research Article
ISSN: 0263-4503

Keywords

Available. Content available
Article
Publication date: 26 October 2010

Ross Brennan

915

Abstract

Details

Marketing Intelligence & Planning, vol. 28 no. 7
Type: Research Article
ISSN: 0263-4503

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