Search results
1 – 10 of over 56000Anchal Luthra, Shivani Dixit and Vikas Arya
The faculties are crucial to education. They should have enough training facilities and be encouraged to actively contribute to high-quality education and successful learning…
Abstract
Purpose
The faculties are crucial to education. They should have enough training facilities and be encouraged to actively contribute to high-quality education and successful learning. Faculty engagement and development activities should be explored and included in learning organizations and employee engagement in India. This paper aims to describe higher education as a learning organization. The research will also assess how faculty development programs affect faculty engagement behaviors in these institutions and if professional development mediates this effect, which has not been previously examined.
Design/methodology/approach
This study was conducted with quantitative data collected from 267 faculties through reliable and validated adapted questionnaires. Semistructured interviews were conducted with heads and professor-level faculties to gain insights into faculty development and engagement. Partial least squares structural equation modeling technique (PLS-SEM 3.3.6 version) was used to test the conceptually drafted model.
Findings
Faculty professional development programs shown to improve higher education faculty engagement and professional progress. The studies also showed that higher education institutions must prioritize faculty development to become learning organizations. Professional development reduced the direct effects of faculty development program (FDP) on faculty engagement. This suggests that professional growth mediates the research.
Practical implications
This research emphasizes and professional development to boost teacher involvement in B-Schools. Management must design faculty development programs to construct professional development and learning organizations, according to the results. Developing and writing rules that encourage faculty engagement in such internal and external programs would also enhance their academic and administrative abilities and assist higher education institutions become learning organizations.
Originality/value
The study is one of the few to examine the impact of faculty development programs and professional development on faculty engagement in higher education institutions, particularly B-Schools, and its competitive mediating role.
Details
Keywords
David E. Favre, Dorothe Bach and Lindsay B. Wheeler
This study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new faculty…
Abstract
Purpose
This study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new faculty's perceptions, beliefs and teaching practices. The authors employed the teacher professional knowledge and skill (TPK&S) framework and characteristics of effective educational development interventions to drive the program development, implementation and assessment.
Design/methodology/approach
This study utilized a mixed methods approach. Data sources include pre-/mid-/post-program responses to a validated survey, pre-/post-program course syllabi analyzed using a validated rubric and pre-/post-classroom observations collected using the Classroom Observation Protocol for Undergraduate STEM (COPUS) instrument.
Findings
Findings indicate transformative effects for participants' beliefs about their teaching and changes to their instructional practices. Significant and practical effects were observed across different portions of the program for increases in participants' self-efficacy, endorsement of a conceptual change approach toward teaching and perceptions of institutional support. Participants produced more learning-focused syllabi and many moved toward more student-centered instructional approaches in their teaching practices.
Research limitations/implications
Due to the voluntary nature of the new faculty development program, this study may have been limited by participant self-selection bias and differential sample sizes for the study's individual measures. Future research should consider designs which maximize faculty participation in measurement across all data sources.
Originality/value
This study addresses shortcomings in prior studies which utilized limited data sources to measure intervention impact and answers the call for more rigorous research to obtain a more complete picture of instructional development in higher education.
Details
Keywords
Sabrina Kramer and Spencer Benson
– The purpose of this paper is to develop and assess a faculty development program targeted at pedagogically sound integration of technology by faculty into their courses.
Abstract
Purpose
The purpose of this paper is to develop and assess a faculty development program targeted at pedagogically sound integration of technology by faculty into their courses.
Design/methodology/approach
The paper developed a program that combines a summer training institute and a yearlong faculty learning community. This program is supported by instructional technology and faculty development experts, and rewards the participants both with a stipend and with acknowledgement. To assess the effectiveness of this program, the paper used electronic anonymous surveys during the middle and end of the program.
Findings
Self-reported evaluations suggests that the alumni of the 2011-2012 cohort will continue to develop and adapt technologies in their course, and would encourage their colleagues to do the same. In addition, the majority report that the program has changed the way they see and use technology in the classroom. Additional observations about the program alumni's involvement in continuing efforts to improve teaching with technology indicate that this program may be having an effect beyond the individual participants.
Research limitations/implications
Assessment of the program was limited to only one year, and needs to continue to evaluate the program and the faculty after they leave the program.
Practical implications
This program provides a possible model to implement change at a university, on teaching with technology, or other teaching- and learning-related topics.
Originality/value
In a world where there are increasing expectations of technology in teaching, a successful model of faculty development which produces an increase in pedagogically sound faculty adoption of teaching technology is a valuable one to higher education.
Details
Keywords
Sayo O. Fakayode, Jennifer Jennings Davis, Linus Yu, Paulette Ann Meikle, Ron Darbeau and Georgia Hale
Strengthening the nation’s technological workforce, competing and expanding its relevance in the global economy, and maintaining personal as well as homeland security will be…
Abstract
Strengthening the nation’s technological workforce, competing and expanding its relevance in the global economy, and maintaining personal as well as homeland security will be highly dependent on the quantity, quality, and diversity of the next generations of scientists, engineers, technologists, and mathematicians. Production of a diverse generation of human resources with relevant, competitive skills is critical. However, so too is the need to raise an enlightened citizenry with cross-cultural experience and cultural awareness competency, with a broad worldview and global perspectives. These requirements are critical to understanding the challenges and opportunities of scholarly activity in a pluralistic global environment and positioning ourselves to capitalize upon them. Scholars with cross-cultural experience and competency are empowered to adapt and work collaboratively, nationally and globally, with scholars of different races, geopolitical, socioeconomic, and cultural backgrounds. Development of effective strategies to transform science, technology, engineering, and mathematics (STEM) departments for inclusion and to broaden the participation in STEM across cultures, socioeconomic standing, race, and gender in higher education has been a dominant topic of pedagogical interest of national priority in the last several decades. However, success in these endeavors is achievable only through systemic change and a cultural shift to address the underlying root causes of socioeconomic disparity, gender, and racial disparities and a paucity of cultural awareness among all educational stakeholders. STEM departments can only be truly transformed for inclusion through the development of sensitive, creative, and student-engaging curricula and targeted recruitment and retention of underrepresented minorities in STEM. Formation of well-coordinated alliances spanning educational sectors, governmental and non-governmental organizations, and community engagement and outreach are also critical to promoting inclusive and broad participation in STEM education.
The first section of the chapter gives an introduction to various challenges, obstacles, and hindrances that prevent a successful transformation of K–12 science education as well as STEM departments in higher education for inclusion. The second section discusses historical perspectives of the University of Arkansas-Fort Smith (UAFS) – the institutional profile, missions, and visions of UAFS as a regional university. Policies and strategies for addressing the socioeconomic disparity, faculty gender, and racial disparities and cultural competency awareness at UAFS are also highlighted in this section. Other approaches including targeted efforts to recruit and retain underrepresented minority students, provision of financial assistance for students from low-income families, and a creative “Math-up” curriculum innovation to promote inclusive and broad participation in STEM at UAFS are highlighted in the latter section of the chapter. Formation of alliances between UAFS, local K–12 school districts, and governmental and non-governmental agencies to promote broad participation in STEM at UAFS are discussed. The last section of the chapter provides recommendations for adaptation and sustainability of strategies and efforts aimed at transforming national STEM departments for inclusion.
Details
Keywords
Russell Carpenter, Jonathan Gore, Shirley O’Brien, Jennifer Fairchild and Matthew Winslow
Research models and practices change rapidly. While evidence of such changes includes cross-campus collaborations and multi-authored scholarship, faculty development opportunities…
Abstract
Research models and practices change rapidly. While evidence of such changes includes cross-campus collaborations and multi-authored scholarship, faculty development opportunities also signal what is to come. In this case study, authors representing diverse disciplines examine what faculty development programs reveal about the future of academic research. The authors offer an analysis of faculty support programs across the country as a foundation, and then provide an examination of initiatives in place at their four-year regional comprehensive institution in the United States. The authors then report on the outcomes of these programs for research productivity, with a focus on opportunities that were available to all faculty across the university. Finally, the authors offer perspective on the future of academic research based on findings from examining these programs. The authors suggest that the future of research will focus on (1) collaborative design(s) of research-related support, (2) support structures and programs that encourage and facilitate cross-campus and interdisciplinary research collaborations and sharing, (3) incentive for integrating areas of research with teaching and service, and relatedly (4) programs that encourage faculty to span academic research with industry or community partnerships and collaborations, especially ones that can generate revenue or produce future research, development, or funding streams.
Details
Keywords
- Academic ranking of world universities
- collaboration
- collaborative functional teams
- Eastern Kentucky University
- faculty advancement
- faculty development
- faculty productivity
- Faculty Scholars Institute
- faculty support programs
- faculty recognition
- innovation research grants
- innovative research universities
- paper sprint
- National Taiwan University
- regional comprehensive university
- research
- scholarship of teaching and learning
- scholarship of teaching and learning awards
- teacher-scholar
- University of Florida
- University of Hawai‘i at Manoa
- University of Michigan
- University of Washington
- University of Waterloo
Lisa W. Natkin and Tammy Kolbe
Although the number of higher education institutions adopting sustainability-focused faculty learning communities (FLCs) has grown, very few of these programs have published…
Abstract
Purpose
Although the number of higher education institutions adopting sustainability-focused faculty learning communities (FLCs) has grown, very few of these programs have published evaluation research. This paper aims to report findings from an evaluation of the University of Vermont’s (UVM’s) sustainability faculty fellows (SFF) program. It discusses how utilization-focused program evaluation is an important tool for developing and improving sustainability-focused FLCs. The SFF program aims to enhance sustainability education by bringing faculty members together to expand their knowledge of sustainability concepts and offer pedagogical support for integrating those concepts in higher education curricula.
Design/methodology/approach
A utilization-focused evaluation framework guided the evaluation’s design and implementation. Multiple methods were used to collect evaluation data, including in-person interviews and an online survey with SFF program participants.
Findings
The evaluation’s findings suggest that UVM’s SFF program expanded faculty understanding of sustainability concepts, encouraged curricular and instructional reform and made progress toward developing a community of faculty interested in sustainability education. The evaluation’s utilization focus was instrumental in providing useful information for improving the SFF program.
Originality/value
Evaluation findings expand what we know about the potential effectiveness of sustainability-focused FLCs, as well as challenges institutions might encounter when adopting such an approach to faculty development. Findings also point to ways in which utilization-focused evaluations can inform program development and improvement efforts.
Details
Keywords
Ali Asgar and Rampelli Satyanarayana
This paper seeks to ascertain the effectiveness of a two-week-long faculty development programme (FDP), organized by Indira Gandhi National Open University (IGNOU), for teachers…
Abstract
Purpose
This paper seeks to ascertain the effectiveness of a two-week-long faculty development programme (FDP), organized by Indira Gandhi National Open University (IGNOU), for teachers of the open and distance learning (ODL) system, with the aim of upgrading their knowledge and skills for developing print self-learning materials (SLMs). The specific aim of this study is to ascertain whether the objectives of the FDP have been achieved, to examine the effectiveness of the training programme and to suggest measures for improvement in future FDPs regarding the design and development of print SLMs.
Design/methodology/approach
The study was conducted using a descriptive survey research method, through semi-structured questionnaires and adopted purposive sampling. The first survey was conducted immediately after the completion of the programme, in order to collect feedback from the trainees, while the second survey was conducted after six months of the FDP, using the follow-up approach, so that more reliable and authentic results could be obtained.
Findings
The outcomes of the study revealed that the training had been effective in imparting appropriate knowledge and skills to the trainees, with respect to designing print SLMs. However, certain gaps were also identified and have been reported in this paper. Key suggestions have been made to address the shortcomings and improve forthcoming FDPs.
Research limitations/implications
The present research focused on a specific training programme regarding the design and development of SLMs. Therefore, only the teachers and academics who participated in this specialized training activity were considered for the collection of feedback.
Practical implications
The recommendations of this work may be useful for the trainers, FDP coordinators, training institutions and ODL policymakers for planning and designing effective staff development activities for teachers and academics working in ODL institutions. These would be especially useful in the design of FDPs, aimed at orienting teachers who are involved in curriculum planning, design and development of learning resources.
Originality/value
This study is an original research based on the empirical primary data obtained by the researchers. As the largest open university in the world, IGNOU has been playing a key role in staff development for and in ODL in developing countries. This evaluative study of a specialized FDP in the area of SLM design and development is a significant work that may be valuable for planning the staff development strategies and building a training evaluation mechanism.
Details
Keywords
This study was conducted to examine how proficiencies, motivation, and training impact the success of faculty development for web‐based instruction (WBI) at historically Black…
Abstract
Purpose
This study was conducted to examine how proficiencies, motivation, and training impact the success of faculty development for web‐based instruction (WBI) at historically Black colleges and universities (HBCUs) in the USA.
Design/methodology/approach
Data in this mixed‐design exploratory study came from responses to an online questionnaire and follow‐up interviews. Seven four‐year public HBCUs that offered online curricula and provided faculty development opportunities in various forms such as workshops and seminars were examined.
Findings
The results of the study indicated that faculty were proficient in basic technologies, but less proficient in more demanding technologies; provision of incentives such as time off to attend training was motivating for WBI participation; and faculty preferred individualized training and workshops.
Research limitations/implications
Successful faculty development is as a complex process that involves several integrated components which should be viewed as an intentional, ongoing, and systemic process. Nonetheless, it plays an important role, particularly if programs are available to help faculty link effective delivery in their own teaching and research areas.
Practical implications
Meaningful faculty development should be extendable to all instruction, whether in‐class, web‐based, or web‐enhanced. Faculty development opportunities extending beyond the basic uses of technology and seeking connections between curriculum, pedagogy, technology, and administration to technology success is paramount.
Originality/value
Feedback from this study can serve as a resource for decision‐making about WBI projects. The results of the study should provide data and information that supports the technological mission of institutions.
Details
Keywords
Carol A. Hurney, Carole Nash, Christie-Joy B. Hartman and Edward J. Brantmeier
Key elements of a curriculum are presented for a faculty development program that integrated sustainability content with effective course design methodology across a variety of…
Abstract
Purpose
Key elements of a curriculum are presented for a faculty development program that integrated sustainability content with effective course design methodology across a variety of disciplines. The study aims to present self-reported impacts for a small number of faculty participants and their courses.
Design/methodology/approach
A yearlong faculty development program to introduce content and effective course design for teaching about sustainability was created through a content-driven, backward design approach. Faculty participants from two cohorts were surveyed electronically to evaluate their perceptions of the impact of the program on their courses and professional development either one or two years after completing the program.
Findings
The theoretical model, curriculum and assignments for the sustainability-enhanced program are presented and discussed. Faculty participant responses to a survey (n = 14) following completion of the program indicated that the process changed pedagogical approaches, created a sense of community and raised awareness of campus resources. Faculty perceived that sustainability content enhanced their course redesign by providing “real-world” relevance, awareness and engagement. More than half of the respondents reported using tools they learned in the program to redesign elements of other courses. Three respondents indicated that integrating sustainability content into their courses had little to no benefit.
Research limitations/implications
The study did not explore the impact of the program on faculty and student learning.
Practical implications
The tools presented are practice-ready.
Originality/value
This study can inform the design and evaluation of other sustainability-related faculty development programs.
Details
Keywords
Ellen F. Goldman, Marilyn Wesner, Margaret M. Plack, Nisha N. Manikoth and Yolanda Haywood
– This paper aims to explore the impact leadership development program graduates had on their workgroup, the nature of that impact and how that impact occurred.
Abstract
Purpose
This paper aims to explore the impact leadership development program graduates had on their workgroup, the nature of that impact and how that impact occurred.
Design/methodology/approach
This research was conducted at three sites using a qualitative interview methodology with thematic data analysis. Techniques to ensure trustworthiness included purposive sampling, triangulation of researchers, member checks and code checking.
Findings
Analysis of the data revealed secondhand learning as specific changes in practices, behaviors and attitudes, transferred by program graduates to their peers and supervisors. The transfer of learning was described as both intentional and informal learning during episodes of varying duration, and occurred through a variety of dyadic and group interactions in a manner generally consistent with the 4I framework of organizational learning.
Research limitations/implications
The study was limited to medical educators. Recommendations for supervisors and organizations to maximize training transfer are identified. These suggestions advocate for actively encouraging graduates in departmental leadership and faculty development; focusing transfer on specific practices, behaviors and attitudes; and considering both short- and long-term outcomes.
Originality/value
This paper makes an original contribution to the literature by describing the process of secondhand learning from leadership development program graduates. The paper also expands our understanding of the nuances in transfer methods and associated learning episodes in the context of an educational environment. Finally, the research illustrates how qualitative methods can be used to expose secondhand learning.
Details