Browsing by Author "Shiddike, Mohammad Omar"

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Open Access
Agendas for future Training Transfer Research: Pakistan’s Perspective
(IISTE, 2019-04-30) Rahman, Asif Ali; Shiddike, Mohammad Omar
Research on training transfer has been mostly conducted in developed countries. This paper is unique because it attempts to research training transfer from a developing country’s perspective. This paper is about the origins, evolution, current state and trends in training transfer research and practice in Pakistani organizations. The paper begins with a discussion on education and training. It discusses the evolution of education and training in Pakistan and explains the four systems of education in Pakistan at the primary, high school, and college levels. Then, this paper explores the origins of training in Pakistan. While exploring the origins of training in Pakistan, this section gives a detailed account on the training and consulting industry of Pakistan. The paper concludes with suggestions for further research that would contribute in the fields of training transfer and human resource development.
Open Access
Case Study Method in Human Resource Development: Reviewing the Research Literature
(Canadian Center of Science and Education, 2020-03-26) Shiddike, Mohammad Omar; Rahman, Asif Ali
This paper is written with a novice social science (management, education, public administration, public policy, and human resource development etc.) researcher in mind at the graduate or doctoral level. A case study research design has been made in this paper for a human resource development (HRD) project after extensively reviewing the research literature. This paper is useful for researchers who are looking for a case study research design plan based on a real-world example that can be adapted to their specific research. The paper is based on a research titled, “Faculty Engagement in Professional Development: A Bangladesh Case Study”. It explains a rationale for the use of case study method in an HRD project, followed by the research questions, the research methods and procedures. The paper also debates on sampling issues, data types, research instruments, data organization and cleaning, data analysis using and issues of validity and reliability. The paper concludes with a discussion on limitations and delimitations.
Open Access
A Case Study of Teacher Engagement in Partisan Politics and It’s Influences on Students Learning and Classroom Practices: Perspective on Bangladesh
(Sciedu Press, 2019-06-05) Shiddike, Mohammad Omar
The main purpose of this study is to uncover the various ways in which teacher engagement in partisan politics goes ahead to influence the delivery of the teacher in the classroom as well as the learning of the students in higher education institutions in Bangladesh. The sole approach to the study focuses on two higher education institutions in Bangladesh as the study focused on how teacher engagement in partisan politics goes ahead to affect the learning of the students as well as the professional output of the teachers. Through the framework provided by the literature review, the qualitative study went ahead to explore both individuals as well as collective opinions which went to show that indeed partisan politics did indeed affect the professional duties of the teachers leading to implications to the students as well.
Open Access
Engaging Faculty in Professional Development: Lessons From Bangladesh
(Canadian Center of Science and Education, 2019-09-23) Shiddike, Mohammad Omar; Rahman, Asif Ali
Engagement can be defined as participation, involvement, and commitment (Harper & Quaye, 2015). This paper explains faculty engagement in professional development. Faculty engagement in professional development can be defined as faculty participation and involvement in formal and informal learning activities. These formal and informal activities focus on professionalism that might include exercises leading to the development of knowledge, skills, abilities, values, and self-awareness. Some examples of these formal and informal learning activities are classroom teaching, curriculum and instruction development, training, consulting, faculty/student interactions, workshops/conferences, and academic publications etc. Faculty engagement in professional development incorporates the total sum of formal and informal learning or continuous learning throughout one’s career (Broad & Evans, 2006; Capps, Crawford, & Constas, 2012). Since professional development includes faculty engagement, the paper explores how university faculty professionally develop themselves through engagement.
Open Access
Faculty Engagement in Professional Development: A Bangladesh Case Study
(Faculty of Graduate Studies and Research, University of Regina, 2020-07) Shiddike, Mohammad Omar; Bockarie, Abu; Ricketts, Kathryn; Wickson-Griffith, Abigail; Triggs, Valerie; Agbo, Seth
Professional development for faculty members in higher education institutions is a normal part of their careers. Effective teaching depends on effective teachers, which in turn depends on the extent to which those teachers engage in professional development. The objectives of this study involved exploring faculty members’ engagement in professional development (PD) at the University of Dhaka in Bangladesh. Specifically, the study examined the nature and outcomes of professional development interventions at that institution, as well as the opportunities and challenges faculty members faced in relation to their engagement in professional development programs. The study uses the findings to offer some suggestions for best practices in faculty engagement in professional development programs at the University of Dhaka as well as similar universities across the country. The study is a qualitative exploration of the individual experiences and collective opinions of twenty faculty members about their engagement in professional development interventions at the University of Dhaka’s Center of Excellence in Teaching and Learning (CoETL) and the Institutional Quality Assurance Cell (IQAC). A case study methodology was adopted for this study with the goal of capturing the individuality of each case and ensuring that in-depth information on the cases was captured. In-depth one-on-one interviews were conducted with the twenty participants, who freely discussed their engagement in professional development. The study found that from the perspective of Bangladeshi higher education institutions, there were very limited scopes available for faculty members to engage in professional development. The study indicated that faculty members usually used traditional teaching strategies in large classrooms because of the deficiency of professional development programs and resources for all faculty members. In addition, due to that deficiency of professional development programs and resources, faculty members' academic achievements and professional advances were also undermined. Further, the lack of faculty member engagement in professional development undermined the reputation of higher education in Bangladesh. The study offers recommendations for higher administration policymakers, including the University Grants Commission (UGC), and university authorities, and provides suggestions for further research.
Open Access
Higher Institution Engagement in Partisan Politics: Perspective of Bangladesh
(International Journal of Teaching and Learning in Higher Education, 2020-12) Shiddike, Mohammad Omar; Bockarie, Abu
The purpose of this study was to explore the ways in which teacher engagement in partisan politics in Bangladesh higher education institutions have influenced their teaching as well as the learning of their students. The study also examined the teachers' perceptions of the benefits and challenges arising from their engagement in partisan politics. A case study methodology was adopted for this study with the goal of capturing each participants’ individuality and ensuring that in-depth information for each case was presented. One-on-one in-depth interviews were conducted directly with teachers in Bangladeshi higher institutions in order to explore their engagement in partisan politics. The study found that the higher institution teachers’ engagement in partisan politics took time away from their professional responsibilities and accountabilities, which had serious implications for their teaching and their students’ learning. In addition, while their engagement in partisan politics resulted in personal rewards for the teachers, it also undermined the status of teachers in general, as well as the reputation of higher learning institutions.
Open Access
Mixed Methods in Human Resource Development: Reviewing the Research Literature
(Canadian Center of Science and Education, 2020) Rahman, Asif Ali; Shiddike, Mohammad Omar
This paper is written with a novice social sciences researcher (management, education, public administration, public policy, and human resource development etc.) in mind at the graduate or doctoral level. A mixed methods research design has been made in this paper for a human resource development (HRD) project after extensively reviewing the research literature. This paper is useful for researchers who are looking for a mixed methods research design plan based on a real-world example that can be adapted to their specific research. The paper is based on a research titled, “Transfer of Training: A mixed methods research”. It explains a rationale for the use of mixed methods in an HRD project, followed by the research questions, the research methods and procedures. The paper also debates on sampling and data integration issues, data types, research instruments, data organization and cleaning, data analysis using software such as SPSS and NVIVO and issues of validity and reliability. The paper concludes with a discussion on limitations and delimitations.
Open Access
Teacher Engagement in National Partisan Politics: A Bangladesh Case Study
(Faculty of Graduate Studies and Research, University of Regina, 2016-12) Shiddike, Mohammad Omar; Bockarie, Abu; Hanson, Cindy; Montgomery, Ken
The purpose of this study was to explore the ways teacher engagement in national partisan politics in two Bangladeshi higher educational institutions influenced the teaching of four university teachers, the learning of students, as well as the two educational institutions for which they worked. The study also examined the teachers' perceptions of the benefits and challenges arising from their engagement in partisan politics. Two bodies of literature were reviewed for the study. They related to the perspectives on teaching in adult and higher education as well as perspectives on teacher engagement in partisan politics, including the implications for teaching and learning in higher education in Bangladesh. The literature review provided a framework for the presentation and discussion of the findings of the study. The study was a qualitative exploration of the individual experiences and collective opinions of four teachers about their engagement in national partisan politics. A case study methodology was adopted for this study with the goal of capturing the individuality of each case, and ensuring that in-depth information on the cases was presented. One-on-one in-depth interviews were conducted directly with the four participants, who were employed as teachers in two higher education institutions, and who freely discussed their engagement in partisan politics in Bangladesh. The study found that teacher engagement in partisan politics took time away from their professional duties and responsibilities and that had serious implications for their teaching and student learning. In addition, while teacher engagement in partisan politics resulted in personal and professional rewards for the teachers, it also undermined their status and respect among students. Further, teacher engagement in partisan politics undermined the reputation of universities as institutions of higher learning in the country. The study concludes with some recommendations arising from the study and suggestions for further research.