The Director's Job Skills in Intensive English Programs.

Autor/in	Matthies, Barbara F.
Titel	The Director's Job Skills in Intensive English Programs.
Quelle	In: American Language Journal, 2 (1984) 1, S.5-16 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Administrative Organization; Administrator Characteristics; Administrator Qualifications; Administrator Role; College Second Language Programs; Computer Literacy; Curriculum Development; Efficiency; English (Second Language); Higher Education; Intensive Language Courses; Intercultural Communication; Job Satisfaction; Job Skills; Management Teams; National Surveys; Needs Assessment; Occupational Information; Personnel Management; Professional Associations; Public Relations; Scheduling; Second Language Instruction; Student Placement; Student Recruitment; Testing; Time Management + Suchen Sie Ihr Suchwort? Computerkenntnisse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Effectiveness; Effektivität; Wirkungsgrad; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Intensivkurs; Sprachkurs; Interkulturelle Kommunikation; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Produktive Fertigkeit; Bedarfsermittlung; Berufsinformation; Personalmanagement; Public relation work; Öffentlichkeitsarbeit; Disposition; Fremdsprachenunterricht; Schülerpraktikum; Testdurchführung; Testen; Zeitmanagement
Abstract	A survey of directors of intensive English programs (IEPs) about their education, experience, skills, job satisfaction, program size and structure, membership in professional associations, and interest in further training had a response from 177 professionals felt to be representative of the profession, for a 52% response rate. The five most highly rated job skills were: (1) communicating effectively across cultures; (2) maintaining an environment conducive to learning; (3) developing a staff team; (4) managing available time efficiently; and (5) evaluating the IEP's needs. The five skills the respondents rated as their best include: (1) teaching courses within the IEP; (2) communicating effectively across cultures; (3) preparing IEP schedules; (4) explaining basic IEP operating procedures; and (5) overseeing student testing and placement. The five weakest skills included: (1) computer use; (2) proposal writing; (3) arranging extracurricular activities; (4) time management; and (5) maintaining enrollments and recruiting students. Further training was desired in: (1) maintaining enrollments and student recruitment; (2) computer use; (3) designing a comprehensive curriculum; (4) initiating constructive criticism; and (5) communicating effectively across cultures. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01