{"id":64031,"date":"2026-01-27T15:37:16","date_gmt":"2026-01-27T13:37:16","guid":{"rendered":"https:\/\/neaman-c1cb3f55b1-b5h3cnebcnd7f2cd.a02.azurefd.net\/?p=64031"},"modified":"2026-01-28T09:24:54","modified_gmt":"2026-01-28T07:24:54","slug":"faculty-attitudes-in-universities-and-colleges-tow","status":"publish","type":"post","link":"https:\/\/neaman.org.il\/en\/faculty-attitudes-in-universities-and-colleges-tow\/","title":{"rendered":"Faculty Attitudes in Universities and Colleges Toward the Integration of Core Skills and Competencies into Academic Courses"},"content":{"rendered":"<p><strong>Background<\/strong><br \/>\nThe study was conducted by the Samuel Neaman Institute for the Rothschild Bridge for Higher Education and Employment (EDRE). It examined the attitudes of higher-education leadership, teaching and learning centers, and academic faculty members regarding the integration of core skills and competencies into academic courses.<br \/>\nThis topic is grounded in a global consensus that, alongside disciplinary knowledge, higher education must cultivate skills relevant to the 21st century, such as critical thinking, teamwork, self learning, and presentation skills.<\/p>\n<p><strong>Research Objectives<\/strong><br \/>\nTo examine the attitudes of academic faculty members toward integrating skills into the courses they teach.<br \/>\nTo assess the willingness and capacity of advancing teaching centers to train and support faculty in implementing skills integration.<br \/>\nTo examine initiatives, recognition mechanisms, and institutional support at the level of senior management.<\/p>\n<p><strong>Methodology<\/strong><br \/>\nThe study included five institutions (universities and publicly funded colleges) and three target populations (senior management, teaching and learning centers, and faculty). It combined:<br \/>\nAn online survey of faculty members of participating institutions (N = 387; response rate: 7%).<br \/>\nSemi-structured, in-depth interviews with senior administrators, faculty members, and directors of advancing teaching centers.<br \/>\nKey Survey Findings<br \/>\nGeneral attitudes: 90% of respondents view skills integration as important; over 60% are willing to integrate skills in practice and to undergo training.<br \/>\nTraining gaps: Most lecturers who have integrated skills did not receive dedicated training, however reported a need for personal mentoring and pedagogical support.<br \/>\nDisciplinary differences: Greater willingness to integrate skills is evident in the social sciences and engineering compared to the life sciences, exact sciences, and health professions.<\/p>\n<p>Prominent skills: Presentation, independent learning, reading and writing, teamwork, critical thinking, and disciplinary skills.<br \/>\nTeaching methods: Seminars, flipped classrooms, projects, and internships were perceived as particularly suitable for skills integration.<br \/>\nChallenges: Shortages of technological resources, time, and incentives; lack of institutional recognition in academic promotion.<br \/>\nRequired support: Workshops, assessment tools, teaching assistants, personal mentoring, and recognition in promotion processes.<\/p>\n<p><strong>Key Interview Findings<\/strong><br \/>\nUniversities lead large-scale initiatives (e.g., LEAD at University A, Academia 360 at University C, LAMDA at University B).<br \/>\nColleges focus on operational solutions, integrating skills in first-year courses or specific modules while strengthening industry links.<br \/>\nFaculty support: The primary needs are pedagogical mentoring, formal recognition, and incentives, alongside encouragement of departmental \u201cchampions.\u201d<br \/>\nCultural and value gaps: Research universities experience tension between preserving theoretical knowledge and responding to labor-market needs, compared to colleges\u2019 stronger emphasis on applied training.<br \/>\nTechnological innovation: Expanding integration of artificial intelligence and digital tools in teaching, particularly in first-year courses.<\/p>\n<p><strong>Discussion<\/strong><br \/>\nThe findings indicate institutional and individual readiness to advance skills integration in academic courses, alongside challenges to consistent implementation: the absence of a shared definition of \u201cemployability skills\u201d lack of standardized measurement and assessment, and significant variation across institutions and disciplines. Faculty motivation is high, but systematic institutional support is required.<br \/>\nConclusions and Recommendations<br \/>\nInstitutional level: Establish clear policy, adopt a spiral model for gradual implementation, provide incentives and recognition in promotion, and allocate dedicated resources.<br \/>\nFaculty level: Broaden interpretations of skills, integrate applied projects even in theoretical courses, and promote interdisciplinary collaboration.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Background The study was conducted by the Samuel Neaman Institute for the Rothschild Bridge for Higher Education and Employment (EDRE). It examined the attitudes of higher-education leadership, teaching and learning centers, and academic faculty members regarding the integration of core skills and competencies into academic courses. This topic is grounded in a global consensus that, [&hellip;]<\/p>\n","protected":false},"author":5,"featured_media":64032,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","footnotes":""},"categories":[28],"tags":[1708,422,53,39],"post_category":[8],"class_list":["post-64031","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-report","tag-2025-en","tag-academic-cooperation","tag-education","tag-higher-education","post_category-education"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Faculty Attitudes in Universities and Colleges Toward the Integration of Core Skills and Competencies into Academic Courses - Samuel Neaman Institute<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/neaman.org.il\/en\/faculty-attitudes-in-universities-and-colleges-tow\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Faculty Attitudes in Universities and Colleges Toward the Integration of Core Skills and Competencies into Academic Courses - Samuel Neaman Institute\" \/>\n<meta property=\"og:description\" content=\"Background The study was conducted by the Samuel Neaman Institute for the Rothschild Bridge for Higher Education and Employment (EDRE). 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