Customized Training Projects

Customized project introduction

The ILEAD has also provided all-round customized training services for educational reform implementation in universities both at home and abroad. Through demand analysis, centralized training and action-learning, we implement college educational reform in the aspects of educational idea, development strategy, education strategy and support system etc., and have a strong research and expert team in the following areas:

  • Education's internationalization and Chinese-foreign cooperative education

  • Higher education quality assurance system

  • "Student centered" educational system

  • Research-led teaching idea and methods

 

Project flow

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The first stage: demand analysis (two weeks)

At the start of the project, through the combination of questionnaire survey and group interview to investigate and survey the participating teachers by the form of online questionnaire, to know the understanding of participants to the student-centered teaching concept, the perplexity and challenge of methods and skills faced by teaching practice and personal level, and to know which support and assistance does the organizational level need to be provided to promote the transformation from student centered concept to concrete practice. Finally, consolidate the information collected by the demand research, and establish and confirm the Final Project Design Plan and Concentrated Training schedule.

The second stage: concentrated training (three to seven days)

Respectively center on the student-centered theme of learning & teaching and adopt heuristic lectures, seminars, discussion exchange etc. practice-based teaching methods to inspire the participants to think how to design and implement learners-centered teaching and think the orientation, goals, and working models of student work, and to promote the improvement of teaching mode in this context, as well as pay attention to teacher-student interaction and students' learning initiative in this process.

The third stage: action-learning (half-year after the concentrated training)

Within half a year after the concentrated training, coordinating with participating institutions' operational time of teaching and working hours, we will organize the action-learning group to discuss the difficulties and problems encountered in the three aspects of curriculum design, teaching practice and teaching evaluation respectively, and learn from the existing knowledge, personal experience, experience of group's other members and the process of solving the problem. Effectively help participants consolidate their learning outcomes and promote behavioral change, and after the end of this stage, we will provide the project summary report and identified problems and the recommendations.

 

Case demonstration

 

Leadership training of Gengdan Institute at Beijing University of Technology

Gengdan Institute was founded in 2005 and belongs to a private independent college affiliated to Beijing University of Technology. The Institute was named after the educator and revolutionist - martyr Geng Dan. The college is positioned as "open, international and applied" and dedicated to cultivating innovative composite and applied talents. Starting in 2016, the school plans to make innovations and reforms in personnel training, and hopes to achieve the three goal through this reform: the first is to abandon the "cramming" teaching model; the second is basing on the learning output to rebuilt curriculum system; the third is to let students in the university life to get better process experience and value added. This puts forward higher requirements for the teaching work at present. In this context, both the XJTLU and the Gengdan Institute carry out customized training programs based on mutual understanding of the student centered educational idea, help Gengdan Institute improve management team's leadership in educational change, and provide guidance for the practice of student-centered educational idea. 

 

Core modules:

Diagnostic assessment of quality of Education

Concept reconstruction

University Change Management

The role of university leadership and management in change

Educational reform consulting service

·bination of various ways

· Assess the support level for student’s learning and growth

· Distinguish the good practices and weak links

· Redefinition of University and education

· What is the student centered?

· Student centered educational system

 

· Why should universities reform?

· The level of university reform

· The process of university reform

· The role of university leadership and management in reform

· Major strategies for driving change

·  Leadership system

· Effectiveness assessment

· Personalized and systematic solutions


Case demonstration:

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The feature of customized project of University Teaching Management:

Background and targets of the university teaching management project is consistent with its public project, and the difference lies in that the customized project adds demand research service on the basis of public project, and makes clear the targets of intentional school and the specific needs and expectations of teaching managers participated in training through online questionnaire and on-site research and interview, to provide a more targeted design perspective and basis for further concentrated research and training. Meanwhile, the customized project is relatively flexible in the training time, and its length of schedule can be adjusted according to the specific needs of intentional school. In the follow-up action learning stage, the Institute will conduct long-term follow-up records and regular return visit service for participating institutions with customized project, and help the college teaching management and support staff consider how to provide professional services for teaching and students' learning from a broader perspective.

 

Core modules:

Value of the university for students

Module one: idea change

Module two: role cognition

Module three: ability enhancement

Student centered higher educational idea

From management and governance to support and service

Set up the teaching management mode suitable for personnel training 

Challenges and trends of Higher Education

Management system of scientific university

Major and curriculum setting

Value of the university for students

Management technique and code of practice

Professional management and quality assurance system

"student centered" educational idea and practice discussion

Student widely involved governance system

Teaching assessment and evaluation

 

Teacher development and support system

Academic supported professional working model

 

 

Case demonstration:

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The feature of customized project of classroom teacher training:

Background and targets of the customized project of classroom teacher training is consistent with its public project, and the difference lies in that the customized project adds demand research service on the basis of public project, and makes clear the targets of intentional school and the specific needs and expectations of the participated teacher and teaching managers in training through online questionnaire and on-site research and interview, to provide a more targeted design perspective and basis for further concentrated research and training. Meanwhile, the customized project is relatively flexible in the training time, and its length of schedule can be adjusted according to the specific needs of intentional school. In the follow-up action learning stage, the Institute will conduct long-term follow-up records and regular return visit service for participating institutions with customized project, and accompany and help college teachers groups to carry out teaching reform and innovation.

Core modules:

Module one

Module two

Module three

Module four

"Student centered" educational idea and system

Curriculum design and implementation of Research-led Learning

Learning environment support of Research-led Learning

Action-learning

Challenges and trends of Higher Education

Learner centered curriculum construction and quality assurance

The learning environment adapted to future teaching

Learner centered teaching curriculum design

"student centered" educational idea and practice discussion

Learner centered carrier design of teaching curriculum

How does educational technology support learner centered teaching model

Summarize and develop action plan

Research-led Learning

Learner centered Teaching curriculum’s case sharing

 

Action-learning

 

Case demonstration:

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Student work research of Jiaxing University

Inspire participants to rethink the orientation of student affairs and the role of student staff, and help participants change from traditional stability maintenance to people education in concept and change from “teacher and management centered” to “student and service centered". Help participating institutions promote innovation in Student Affairs, form interaction with classroom teaching, and help and support students' learning and development.

 

Core modules:

Diagnostic assessment of extracurricular activities

Concept reconstruction

Student affairs management system and educational practice

Action-learning

·  Diversified forms of research

· Distinguish the good practices and weak links

·  Improvement suggestions

·  Redefinition of University and education

· What is the student centered?

·  Student centered educational system

·  Specialized service, support and guidance system for Student Affairs Management

·  How do extracurricular activities support the achievement of training objectives?

·  Study in the process of solving a problem

·  Promote the transformation from ideas to concrete actions

 

Case demonstration:

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Training of administrative staff of Shanghai University under the international background

The Executive Staff Development Program aims to inspire and train participants to rethink the role and orientation of the group of administrators in University development, help the trainees transfer from the traditional "administration centered" to "student centered” in concept, and enhance participants' abilities, management techniques and behavioral norms to support and serve students' learning and growth through training in behavior. The key objectives include:

  • Help the participants change from the "administration centered" to "student centered” in concept; 

  • Research and discuss the connotation and significance of "student centered" university system and the role of administrative support system in it;

  • Through introduction of XJTLU’s network typed organizational structure, discuss the scientific university management system with participants, and explore how to build a scientific administrative management system and how administrative staff play a good role in networking and flattening organizations;

  • Further strengthen the issue of professional work style, mainly aiming at how teaching and administrative staff work with enthusiasm, initiative and creativeness.

Case demonstration:

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Contact us

Institute of Leadership and Education Advanced Development

IR of Xi’an JiaoTong-Liverpool University

No. 111 Ren’ai Road, Dushu Lake Science & Educatuin Innovation District,  Suzhou Industrial Park, Jiangsu Province, China

Post code: 215123

 

You can follow our latest news by Website, WeChat, and Micro-blog.

 

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For more details, you can also contact us:

Mailbox: ILEAD@xjtlu.edu.cn

Tel: (86) (0)512 8816 1806

Website:http://ilead.xjtlu.edu.cn/

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