title: Implications of the Improvement of Teaching Quality for Professional Development (PD) of Academics at the Colleges of Applied Sciences (CASs) in the Sultanate of Oman

authors: Al Aufi, Mohammed Ali

subjects: quality assurance

abstract: The Oman Accreditation Council (OAC), which is called later the Oman Academic Accreditation Authority (OAAA), designed a higher education institution (HEI) Quality Assurance (QA) framework for Omani public and private Higher Education Institutions (HEIs), starting with a quality audit process in 2008. The Colleges of Applied Sciences (CASs), as a public HEI, are required to ensure the quality of all services and activities to meet particular national standards (specified in the framework) in order to gain a HEI and programme certificate. In line with a quality audit scope, the quality of the fields of PD and related teaching quality should be ensured and enhanced by the promotion and contribution of the former field to the maintenance and improvement of the latter one.  
The chief purpose of this study was to identify the uptake and implications of the growing requirement to improve teaching quality and the PD of academics at the CASs in the Sultanate of Oman especially in the context of the application of the QA framework. The study focused on examining the academics’ participation in professional development programmes (PDPs) and current perceptions of PD with respect to the improvement of teaching quality improvement at these colleges. The current study also dealt with a reorganization and prioritization of academics’ PD needs, barriers to effective PD, and factors to enhance PD of academics regarding teaching quality improvement in the colleges. 
Based on the purpose and research objectives, the current study adopted both positivist (quantitative) and interpretive (qualitative) research paradigms. Because the study perused quantitative and qualitative data regarding certain variables, it chose a mixed-research design. The researcher designed survey questionnaire to collect quantitative data and a semi-structured interview and a focus group discussion to probe and interpret quantitative findings. After fulfillment of the validity and reliability measurements, a self-completion questionnaire was distributed to a stratified random sample of academics (170) over the six CASs. A total of 150 questionnaires (out of 170) were completed and returned and the response-rate reached 88.2%. The quantitative data was analyzed by appropriate analysis using the Statistical Package for Social sciences (SPSS), while the qualitative data was analyzed by appropriate qualitative analysis.   
The findings of the study showed that the level of academics’ participation in PDPs to improve teaching quality in the last two years in the CASs seems to be unsatisfactorily low. The current perceptions of the PD situations in the colleges, relating to teaching quality improvement, signified a shortage in the number of available PDPs and/or a discouragement of academics’ participation in these programmes in the last two years. The study also revealed all the 22 PD needs of academics regarding the improvement of teaching quality are significantly demanded by participants; the higher rated needs focused on a development of ‘student centred’ skills, such as critical thinking and problem-solving skills. 
Furthermore, the study illustrated that the highest significant perceived barriers to effective PD in the CASs, as related to teaching quality improvement, focus on a lack of a clear institutional PD policy and a lack of appropriately systematic PD plans. The study also revealed all 10 perceived factors to enhance PD regarding teaching quality improvement are very important. The most significant factors represented and stressed particular problematic issues (the high rated barriers) and a reduction of a heavy workload to enhance academics’ participation in PD regarding the improvement of teaching quality. 
Conclusions drawn from the discussion of the findings of study include a lack of a clear PD policy at national and institutional levels and absence of a particular authority/unit concerning PD issues in Omani HEIs. The two problematic issues resulted in a lack of systematic and realistic PD plans in the CASs, involving a lack of academics’ involvement in PD plans, a misconnection of academics’ PD needs to PD, inappropriate facilities and resources allocation, and inappropriate evaluation processes of PD. In addition, the conclusions also include that PD of academics regarding the improvement of teaching quality in the colleges requires more attention and focus to manage particular significant issues perceived by participants as both barriers and potential facilitators relating to PD of academics.
Based on identified conclusions, particular implications for policy and practice to enhance PD to improve teaching quality were set at three levels: governmental, institutional, and individual. Moreover, achievements of the current study according to the research questions were identified and contributions of the study to the fields of PD, teaching quality, and the context of QA and quality audit in HE were addressed. Based on the findings and conclusions, particular directions and recommended issues were suggested to be studied by further research to benefit the enhancement of PD and related teaching quality improvement.

text: Implications of the Improvement of Teaching Quality for Professional Development (PD) of Academics at the Colleges of Applied Sciences (CASs) in the Sultanate of Oman The Oman Accreditation Council (OAC), which is called later the Oman Academic Accreditation Authority (OAAA), designed a higher education institution (HEI) Quality Assurance (QA) framework for Omani public and private Higher Education Institutions (HEIs), starting with a quality audit process in 2008. The Colleges of Applied Sciences (CASs), as a public HEI, are required to ensure the quality of all services and activities to meet particular national standards (specified in the framework) in order to gain a HEI and programme certificate. In line with a quality audit scope, the quality of the fields of PD and related teaching quality should be ensured and enhanced by the promotion and contribution of the former field to the maintenance and improvement of the latter one.  
The chief purpose of this study was to identify the uptake and implications of the growing requirement to improve teaching quality and the PD of academics at the CASs in the Sultanate of Oman especially in the context of the application of the QA framework. The study focused on examining the academics’ participation in professional development programmes (PDPs) and current perceptions of PD with respect to the improvement of teaching quality improvement at these colleges. The current study also dealt with a reorganization and prioritization of academics’ PD needs, barriers to effective PD, and factors to enhance PD of academics regarding teaching quality improvement in the colleges. 
Based on the purpose and research objectives, the current study adopted both positivist (quantitative) and interpretive (qualitative) research paradigms. Because the study perused quantitative and qualitative data regarding certain variables, it chose a mixed-research design. The researcher designed survey questionnaire to collect quantitative data and a semi-structured interview and a focus group discussion to probe and interpret quantitative findings. After fulfillment of the validity and reliability measurements, a self-completion questionnaire was distributed to a stratified random sample of academics (170) over the six CASs. A total of 150 questionnaires (out of 170) were completed and returned and the response-rate reached 88.2%. The quantitative data was analyzed by appropriate analysis using the Statistical Package for Social sciences (SPSS), while the qualitative data was analyzed by appropriate qualitative analysis.   
The findings of the study showed that the level of academics’ participation in PDPs to improve teaching quality in the last two years in the CASs seems to be unsatisfactorily low. The current perceptions of the PD situations in the colleges, relating to teaching quality improvement, signified a shortage in the number of available PDPs and/or a discouragement of academics’ participation in these programmes in the last two years. The study also revealed all the 22 PD needs of academics regarding the improvement of teaching quality are significantly demanded by participants; the higher rated needs focused on a development of ‘student centred’ skills, such as critical thinking and problem-solving skills. 
Furthermore, the study illustrated that the highest significant perceived barriers to effective PD in the CASs, as related to teaching quality improvement, focus on a lack of a clear institutional PD policy and a lack of appropriately systematic PD plans. The study also revealed all 10 perceived factors to enhance PD regarding teaching quality improvement are very important. The most significant factors represented and stressed particular problematic issues (the high rated barriers) and a reduction of a heavy workload to enhance academics’ participation in PD regarding the improvement of teaching quality. 
Conclusions drawn from the discussion of the findings of study include a lack of a clear PD policy at national and institutional levels and absence of a particular authority/unit concerning PD issues in Omani HEIs. The two problematic issues resulted in a lack of systematic and realistic PD plans in the CASs, involving a lack of academics’ involvement in PD plans, a misconnection of academics’ PD needs to PD, inappropriate facilities and resources allocation, and inappropriate evaluation processes of PD. In addition, the conclusions also include that PD of academics regarding the improvement of teaching quality in the colleges requires more attention and focus to manage particular significant issues perceived by participants as both barriers and potential facilitators relating to PD of academics.
Based on identified conclusions, particular implications for policy and practice to enhance PD to improve teaching quality were set at three levels: governmental, institutional, and individual. Moreover, achievements of the current study according to the research questions were identified and contributions of the study to the fields of PD, teaching quality, and the context of QA and quality audit in HE were addressed. Based on the findings and conclusions, particular directions and recommended issues were suggested to be studied by further research to benefit the enhancement of PD and related teaching quality improvement.

year: 2014

title: The Chronology of the Ross Sea II glaciation, an Antarctic glaciation of Illinoian Age

authors: Judd, Fiona Mary

abstract: A meltwater stream in the Marshall Valley, southern Victoria Land, Antarctica has revealed a stratigraphy of glacial drift and lacustrine lake beds. 
The sequence has been differentiated by U/Th dating into the Ross Sea I Glaciation (15-30,000 years B.P.), represented by a gypsum bed and the Ross Sea II(?) Glaciation (130-180,000 years B.P.), represented by three calcium carbonate and gypsum beds. 
The three Ross Sea II(?) lake beds may be differentiated from one another by an increasing calcite content with age, and a systematic change in the crystal type and morphology of the carbonates. 
Chemical analysis of the lake beds reveals that their components have differing sources. The freezing on of seawater and/or frozen out seawater precipitates can quantitatively provide the salts required. However U isotope studies shows that a weathered crustal component is present in the lake beds. Stable isotope analysis indicates that the meltwaters were formed at high altitudes of 1,900 m (Ross Sea I) and 2,500 m (Ross Sea II(?)), and originated as snow, precipitated approximately 5,000 km to the south. 
Ice sheet incursion into the valley created a proglacial lake. Calcium carbonate and gypsum were precipitated due to increased lake saturation conditions. Stable isotope studies show that the calcium carbonate deposition was triggered biologically by phytoplankton. The morphology of the calcium carbonate and the presence of gypsum indicates that evaporitic conditions were also necessary for lake bed deposition, with the distribution of gypsum and calcium carbonate within the lake being controlled by depth of water. 
Correlation of lake bed geochronology and geochemistry, together with the stratigraphy of the stream sections provides a glacial history of Marshall Valley for the last 180,000 years B.P. The last two Ross Sea glacial sequences rest upon an unconformably eroded glacial surface. The Ross Sea II(?) Glaciation commenced at 180,000 years with a glacial ice incursion into the valley, a stillstand, proglacial lake occupation and deposition of a lake bed. The ice front then advance farther up the valley, depositing large terminal loop moraines between Sections III and IV. The ice then retreated at least 2 km. 
A second glacial advance commenced prior to 160,000 years, stillstanded and produced the 160,000 year lake bed, before retreating. A minor fluctuation and readvance, deposited another lake bed (160,000 years) or reworked the previous lake bed into the overlying stratigraphy, before the ice retreat. 
The deposition of the 130,000 year lake bed was also a the result of a stillstand, before the retreat and cessation of the Ross Sea II(?) glaciation. 
The Ross Sea I Glaciation involved the advance of a glacier front from an ice sheet occupying the McMurdo Sound and the deposition of a gypsum lake bed (15-30,000 years B.P.). With the retreat of the ice front, downwasting of ice-cored moraines in the mouth of the valley began, and currently continues.
The geochronology of the Ross Sea II(?) Glaciation correlates with eustatic sea level lowering in the Illinoian (Isotope Stage 6). Subsurface drilling indicates that the calcium carbonate deposition was a unique event but at least 8 earlier glacial incursions had occurred in the Marshall Valley. 
The geochronology of the Ross Sea I Glaciation correlates with the eustatic sea level lowering in the Wisconsin (Isotope Stage 2). 
The chronology and isotopic composition of the proglacial lake deposits can be matched to those in other ice-free valleys exposed to McMurdo Sound.

text: The Chronology of the Ross Sea II glaciation, an Antarctic glaciation of Illinoian Age A meltwater stream in the Marshall Valley, southern Victoria Land, Antarctica has revealed a stratigraphy of glacial drift and lacustrine lake beds. 
The sequence has been differentiated by U/Th dating into the Ross Sea I Glaciation (15-30,000 years B.P.), represented by a gypsum bed and the Ross Sea II(?) Glaciation (130-180,000 years B.P.), represented by three calcium carbonate and gypsum beds. 
The three Ross Sea II(?) lake beds may be differentiated from one another by an increasing calcite content with age, and a systematic change in the crystal type and morphology of the carbonates. 
Chemical analysis of the lake beds reveals that their components have differing sources. The freezing on of seawater and/or frozen out seawater precipitates can quantitatively provide the salts required. However U isotope studies shows that a weathered crustal component is present in the lake beds. Stable isotope analysis indicates that the meltwaters were formed at high altitudes of 1,900 m (Ross Sea I) and 2,500 m (Ross Sea II(?)), and originated as snow, precipitated approximately 5,000 km to the south. 
Ice sheet incursion into the valley created a proglacial lake. Calcium carbonate and gypsum were precipitated due to increased lake saturation conditions. Stable isotope studies show that the calcium carbonate deposition was triggered biologically by phytoplankton. The morphology of the calcium carbonate and the presence of gypsum indicates that evaporitic conditions were also necessary for lake bed deposition, with the distribution of gypsum and calcium carbonate within the lake being controlled by depth of water. 
Correlation of lake bed geochronology and geochemistry, together with the stratigraphy of the stream sections provides a glacial history of Marshall Valley for the last 180,000 years B.P. The last two Ross Sea glacial sequences rest upon an unconformably eroded glacial surface. The Ross Sea II(?) Glaciation commenced at 180,000 years with a glacial ice incursion into the valley, a stillstand, proglacial lake occupation and deposition of a lake bed. The ice front then advance farther up the valley, depositing large terminal loop moraines between Sections III and IV. The ice then retreated at least 2 km. 
A second glacial advance commenced prior to 160,000 years, stillstanded and produced the 160,000 year lake bed, before retreating. A minor fluctuation and readvance, deposited another lake bed (160,000 years) or reworked the previous lake bed into the overlying stratigraphy, before the ice retreat. 
The deposition of the 130,000 year lake bed was also a the result of a stillstand, before the retreat and cessation of the Ross Sea II(?) glaciation. 
The Ross Sea I Glaciation involved the advance of a glacier front from an ice sheet occupying the McMurdo Sound and the deposition of a gypsum lake bed (15-30,000 years B.P.). With the retreat of the ice front, downwasting of ice-cored moraines in the mouth of the valley began, and currently continues.
The geochronology of the Ross Sea II(?) Glaciation correlates with eustatic sea level lowering in the Illinoian (Isotope Stage 6). Subsurface drilling indicates that the calcium carbonate deposition was a unique event but at least 8 earlier glacial incursions had occurred in the Marshall Valley. 
The geochronology of the Ross Sea I Glaciation correlates with the eustatic sea level lowering in the Wisconsin (Isotope Stage 2). 
The chronology and isotopic composition of the proglacial lake deposits can be matched to those in other ice-free valleys exposed to McMurdo Sound.

year: 1986

title: Nā Wai Koe? Our tūpuna call us home: Maremare whānau thinking about connections to whenua tupuna

authors: Sampson, Jasmine

subjects: Whenua Tūpuna

abstract: This research focuses on the Maremare whānau from Tiniwaitara Marae, Turakina, in order to explore the importance of our relationship with our whenua tupuna and the related concept of returning home. 

Although many academics have carefully attended to the concept of ‘disconnection’ from whenua tupuna in order to describe the effects of Māori mobility, this term unfortunately reinforces the colonial attempt to detach our people from the things that provide us with our sense of belonging. I argue that thinking about relationship with whenua tupuna through terms like ‘disconnection’ and ‘reconnection’ are unhelpful and problematic; instead, when we understand this relationship in Māori terms, our connection to our whenua tupuna is an everlasting relationship that is woven into the fabric of our whakapapa.

The research combines interviews with three generations of the Maremare whānau, including people with diverse experiences of relationships with Turakina, with critical reflection on relevant concepts from Te Ao Māori. Specifically, mobilising a Kaupapa Māori Theory approach, the thesis draws on an oriori, ‘He Oriori mō Wharaurangi’ as the methodology and foundation of this thesis. In this way, the thesis both argues and demonstrates the value of researchers, and in particular kairangahau Māori, look to mātauranga Māori to guide us in our research about Māori topics. This oriori is iwi specific, it holds kōrero tuku iho that pertains to my whakapapa as an uri of Ngā Wairiki Ngāti Apa and it is very relevant to both my kaupapa and the people participating in the rangahau.

Ultimately, whakapapa rests at the core of connection to whenua tupuna. It is the foundation in which we stand and it connects us as a people to the land that birthed us. This thesis looks at the different ways that our tūpuna call us home, the different ‘returning home’ experiences within the Maremare whānau and how people within the whānau view their connection with our whenua tupuna in Turakina. Nā wai koe? Our tūpuna call us home.

text: Nā Wai Koe? Our tūpuna call us home: Maremare whānau thinking about connections to whenua tupuna This research focuses on the Maremare whānau from Tiniwaitara Marae, Turakina, in order to explore the importance of our relationship with our whenua tupuna and the related concept of returning home. 

Although many academics have carefully attended to the concept of ‘disconnection’ from whenua tupuna in order to describe the effects of Māori mobility, this term unfortunately reinforces the colonial attempt to detach our people from the things that provide us with our sense of belonging. I argue that thinking about relationship with whenua tupuna through terms like ‘disconnection’ and ‘reconnection’ are unhelpful and problematic; instead, when we understand this relationship in Māori terms, our connection to our whenua tupuna is an everlasting relationship that is woven into the fabric of our whakapapa.

The research combines interviews with three generations of the Maremare whānau, including people with diverse experiences of relationships with Turakina, with critical reflection on relevant concepts from Te Ao Māori. Specifically, mobilising a Kaupapa Māori Theory approach, the thesis draws on an oriori, ‘He Oriori mō Wharaurangi’ as the methodology and foundation of this thesis. In this way, the thesis both argues and demonstrates the value of researchers, and in particular kairangahau Māori, look to mātauranga Māori to guide us in our research about Māori topics. This oriori is iwi specific, it holds kōrero tuku iho that pertains to my whakapapa as an uri of Ngā Wairiki Ngāti Apa and it is very relevant to both my kaupapa and the people participating in the rangahau.

Ultimately, whakapapa rests at the core of connection to whenua tupuna. It is the foundation in which we stand and it connects us as a people to the land that birthed us. This thesis looks at the different ways that our tūpuna call us home, the different ‘returning home’ experiences within the Maremare whānau and how people within the whānau view their connection with our whenua tupuna in Turakina. Nā wai koe? Our tūpuna call us home.

year: 2021