Evaluating Faculty Performance in Achieving Institutional Goals and Objectives: A Case Study from the Perspective of Graduate Students

Autor/in	Bueno, David Cababaro
Titel	Evaluating Faculty Performance in Achieving Institutional Goals and Objectives: A Case Study from the Perspective of Graduate Students
Quelle	4 (2023), S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bueno, David Cababaro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2619-7820
Schlagwörter	Graduate School Faculty; Teacher Evaluation; Institutional Mission; Educational Objectives; Case Studies; Graduate Students; Student Attitudes; Teacher Role; Expertise; Educational Research; Teacher Researchers; Mentors; Teacher Leadership; Evidence Based Practice; Lifelong Learning; Faculty Development; Student Evaluation of Teacher Performance; Social Exchange Theory; Sense of Community; Advocacy + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Educational objective; Bildungsziel; Erziehungsziel; Case study; Fallstudie; Case Study; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Lehrerrolle; Expert appraisal; Bildungsforschung; Pädagogische Forschung; Lehrerforschung; Lehrerfunktionsstelle; Life-long learning; Lebenslanges Lernen; Theorie des sozialen Wandels; Sozialanwaltschaft
Abstract	Doctor of Education (EdD) faculty members play a critical role in contributing to the goals and objectives of their institutions. This case study explored EdD faculty member's contributions to the institution's goals and objectives. A comprehensive analysis of the students' assessments has identified several emerging themes. These themes highlighted how EdD faculty members demonstrate expertise and knowledge, contribute to research, provide mentorship and guidance, foster collaboration and community engagement, engage in service and leadership, promote diversity, equity, and inclusion, prioritize professional development and innovation, advocate for evidence-based practice, create a sense of community and belonging, instill a culture of lifelong learning, and serve as institutional ambassadors. Understanding and recognizing these themes is crucial for institutions to support and empower their EdD faculty members effectively. By implementing recommendations such as providing professional development opportunities, fostering collaboration, recognizing excellence, supporting mentorship and advising, promoting diversity and inclusion, encouraging research dissemination and engagement, nurturing a sense of community and belonging, and establishing feedback mechanisms, institutions can enhance the contributions of EdD faculty members to the overall success of their institutions and the field of education as a whole. Future research in this area could further explore the long-term impact of faculty contributions, conduct comparative analyses, examine student outcomes, explore faculty perspectives, investigate institutional support and resources, and explore the impact of collaborative partnerships. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01