Perceptions of Success and Impact of Interactions on Faculty Development Centers in Higher Education

Autor/in	White, Mark
Titel	Perceptions of Success and Impact of Interactions on Faculty Development Centers in Higher Education
Quelle	(2014), (213 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-0116-7
Schlagwörter	Hochschulschrift; Dissertation; Faculty Development; Higher Education; Teacher Centers; College Faculty; Qualitative Research; Phenomenology; Experience; Teacher Role; Teacher Attitudes; Attendance; Instructional Effectiveness; Teacher Behavior; Time Management; Pedagogical Content Knowledge; Interpersonal Relationship; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teacher centres; Lehrerzentrum; Fakultät; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Erfahrung; Lehrerrolle; Lehrerverhalten; Anwesenheit; Unterrichtserfolg; Teacher behaviour; Zeitmanagement; Pädagogische Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	In efforts to improve the quality of education, higher education institutions are increasingly turning to lead faculty developers (LFDs) of faculty development centers (FDCs) as part of the solution. Historically, LFDs have been responsible for working directly with faculty to improve teaching strategies, course design, and technology integration. As faculty development programs change and become more integrated with multiple entities across an institution, a clear need exists for LFDs to learn how interactions with different personnel within various departments can impact the success of faculty development efforts. In this qualitative, phenomenological study, the lived experiences of 12 LFDs were investigated to gain a better understanding of the role of interactions and perceptions of LFDs on success of faculty development programs. Research participants were LFDs from multiple FDCs around the U.S. with varying levels of experience and differing levels of interactions within their institutions. In-depth, semi-structured questions were asked of LFDs regarding their perceptions of faculty development success, how they interact with college personnel, and their perceptions of the impact of those interactions on faculty development efforts. A phenomenological reduction approach utilizing NVivo 10™ data analysis software was used in the collection of data for analysis of 20 categories, which were then assembled into themes. Findings from this study revealed seven key themes, including the use of attendance as a measure of FDC success, faculty behavior changes as a possible means of assessment, intrinsic desire of LFDs to help faculty and administrative personnel, content expertise does not necessarily ensure effective teaching skills, faculty are very busy, teaching is not always a priority, and strong personal relationship produce positive outcomes. Recommendations for future research include investigation into definitions of effectiveness and success, research into FDCs at various evolutional stages, closer examination of relationships between faculty and administrative personnel, and assessment techniques used in the area of faculty development for better evaluation of the value and impact faculty development has in improvement of student learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01