Faculty Development Program Policies in State Universities and Colleges: The Case of Cagayan State University (original) (raw)
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Russian Law Journal
This abstract provides a detailed summary of a study designed to evaluate the execution of the Faculty Development Program (FDP) policy at Cagayan State University (CSU). The FDP policy is intended to improve faculty members' professional development and academic competency, thereby ensuring the delivery of high-quality education. The purpose of this research is to assess the effectiveness, problems, and impact of the FDP policy at CSU. A mixed-methods approach was used in the research process, which included surveys, interviews, and document analysis. The survey was given to a representative sample of faculty members from several colleges across the institution, and key stakeholders such as administrators, department heads, and FDP coordinators were interviewed. In addition, policy documents and reports were examined to get insight into the FDP policy's formulation and implementation. According to preliminary studies, CSU's FDP policy has been fairly effecti...
Faculty Development Program for Universi
2012
Faculty Development as theory and practice is facilitating faculty to improve performance in instructional, professional, and organizational development that keeps both faculty member and the university in their capacity to survive and reach the level of increased professional expectations. Instructional development focuses on faculty members as teachers and includes activities that strengthen all aspects of instructional system design and social interactions between teachers and students. Professional development focuses on faculty members as scholars and professionals and includes activities that enhance the scholarship of teachers and accelerate their growth in career. Organizational development focuses on faculty as members of the university community and includes all activities that enhance their departmental and university roles. The faculty enters in university teaching without any formal training and development opportunities currently available to teachers are miserably inadequate. The performance of public sector universities is unsatisfactory and there is a demand from the stakeholders for refinement for which faculty must continuously participate in developmental activities to avoid obsolescence. Teaching of teachers directly affects learning of students. Therefore, there is a need to develop the faculty of universities to prepare students to fulfill the demands of job market. The current study assessed this need for faculty development, and developed a model for developing faculty of public sector universities of Pakistan to pursue its objectives. The study is significant for administration of public sector universities of Pakistan, departmental heads, trainers, teachers, Higher Education Commission, researchers, and general readers. From fifteen public sector universities of Pakistan, 67 departmental heads, 577 teachers, and 670 students were included in the sample. Three self-constructed questionnaires were administered to get opinion of respondents. Both descriptive and inferential statistics were employed to analyze the data and frequencies, mean scores, and t-values (through one sample t-test) were calculated. Taking 3.0 as referred value, mean scores above 3.0 reflected the adequate need whereas mean scores 3.0 and below expressed the inadequate need for faculty development. Independent samples t-test and one-way ANOVA were applied to compare means. Findings of the study explored an overall high degree of need for faculty development program for universities of Pakistan regarding instructional, professional, and organizational development. The sub-scale analysis revealed mean scores 4.277, 3.822, and 3.964 and internal consistency coefficients 0.8621, 0.7869, and 0.699 for instructional, professional, and organizational development respectively. This made them fit in the proposed model as the content of mandatory faculty development program with one-month duration, trained faculty developers, incentives, and 10% budget, at main campuses of the universities. The proposed model was got validated by a panel of 10 experts in the field of faculty development and educational administration using Delphi Technique. The model consists of Need Assessment, Objectives, Design, Process, and Product phases wrapped in National Higher Education Objectives. Among other recommendations, the establishment of a “University Faculty Development Institute” at main campuses of universities is recommended for the implementation of proposed faculty development model.
Faculty Development Program for the College of Arts and Sciences of Notre Dame University, Cotabato City, 2021
This study was conducted to come up with a Faculty development plan for the College of Arts and Sciences of Notre Dame University based on the result of data gathered in this study. The study tried to gather responses of the following queries: 1.What is the level of effectiveness of the Faculty Development practices for the College of Arts and Sciences in terms of: professional advancement, evaluation of the faculty in-service training, selection of the faculty scholars, problems encountered by the faculty scholars, scholarship benefits and financial support of the institution. 2. What Faculty Development Program may be formulated and implemented based on the evaluation result? 3. What is the financial implication of the development plan? The study made use of the descriptive method. Informal interview of the faculty was also conducted to enhance the validity of the data. The respondents were seventy faculty members coming from three departments of the College of Arts and Sciences of Notre Dame University. The general objectives of the plan are: a) to provide faculty members for personal and professional growth b) to provide in-service trainings, conference, workshops, latest trends of education, c) to motivate teachers to become active member in professional organization. As a whole, there is a need for the College of Arts and Sciences of Notre Dame University to have a Faculty Development Program.
Attitude of Faculty Members towards Faculty Development Programs and their Perceived Outcomes
Abstract A confluence of social, economic and global forces in the knowledgedriven economy pose new challenges to the nation's vitality and make clear the need for higher education institutions (HEIs) to assume new responsibilities. In view of this, faculty development is considered as an enduring process that enhances the productivity of academics for helping faculty to play their instructional, professional, and organizational roles effectively. It promotes academic excellence and innovation, sharpens conceptual, human, and technical skills of faculty and enables academic institutions to produce employable graduates. Faculty development programs (FDPs) are a means to expose the faculty in higher education to review, renew and extend their commitment as change agents to the moral purposes of teaching; and by which they acquire and develop their knowledge, skills and attitudes. The present study investigated the attitude of 124 faculty members, working in professional institutes of Dehradun, the state capital of Uttarakhand, towards FDPs and their perceived outcomes. Using factor analysis methods, researchers identify five important factors related to faculty attitude for such development programs. Researchers also attempt to examine possible outcomes and obstacles in attending such programs. Key Words: Higher Education Institutions, Faculty Development Programs, Attitude, Perceived Outcomes
Faculty development program: Way to excellence
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Introduction: The importance of faculty development programs (FDP) to improve teaching effectiveness has been emphasized in recent years. Our endeavors to improve teaching ways at Shifa College of Medicine, include development of student feedback mechanisms, professional development programs, and research into teaching. New trends taking place in academic medicine were accommodated by modification of faculty development model. Methods: With an aim to assess the perceptions of faculty about FDP at Shifa College of Medicine we gathered views of faculty, by administering questionnaire, conducting focus group and individual interviews. Results: More than half of faculty (51%-83%) agreed with various items related to teaching and learning concepts, 79% believed that they learned assessment methods. 73% agreed that it was a source of introduction to new educational strategies. Sixty-eight percent agreed that FDP helped to improve skills in teaching of ethics and professionalism. Results ...
Faculty development: A step towards quality and excellence
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Higher Education Commission (HEC) Pakistan was established in 2002 to restructure the higher education system. Faculty development was identified as a critical element which led to emergence of the Learning Innovation Division in 2003. The objective was to encourage and support faculty and staff teams in creating a high quality, relevant and efficient learning and teaching culture. This led to intensive faculty development activities and introduction of a certificate course in university teaching. This course is first of its kind in Pakistan with an objective to acquaint the faculty members with the basic concepts and recent trends in teaching and learning in higher education. The content addressed six important areas namely curriculum, teaching skills, assessment, research, professional development and information technology skills. A number of instruments were developed for the program evaluation. This study is an evaluation of the first two courses. The immediate analysis of the results showed that this intervention was well received and perceived to be of high relevance to the university teaching as well as there has been a positive improvement from one course to another which is encouraging for the organizers. The program is now replicated at fifteen faculty development centres across Pakistan. This information will be useful for institutions/departments developing similar programs especially in developing countries.
Asian journal of multidisciplinary studies, 2018
The study sought to determine the performance of the Faculty of Pangasinan State University Campuses that offers Business Administration program. The study serves as the basis of proposing measures for the concern faculty in enhancing their performance and overcoming the problems they commonly encounter. The researcher used the descriptive-normative survey design with the aid of a checklist questionnaire- as main instrument in gathering data and documentary analysis as well. The researcher included one hundred twenty one (121) respondents, one (1) program head and twenty (20) students in each PSU Business Administration department and sixteen (16) Business Administration faculty in five PSU branches, wherein five (5) from PSU Lingayen, three (3) from PSU Asingan, two (2) from PSU Alaminos, four (4) from PSU Bayambang and two (2) from PSU San Carlos. All of them are presently working for the school year 2014 to 2015. The researcher chose the respondents using the purposive samping te...
INTERNATIONAL JOURNAL OF ADVANCED PRODUCTION AND INDUSTRIAL ENGINEERING, 2019
Faculty Development Programmes have become an integral part of Indian Higher Education system. Teachers are expected to undergo these programmes not only for professional development but also for their career advancement. Through the present research an effort has been made to explore their effectiveness as perceived by participants, in the fast changing knowledge world which is highly affected by the technological developments particularly information technology. Measures for improvement in these courses have also been explored on the basis of perception of participants.
Literacy Information and Computer Education Journal, 2013
The study investigated the perceptions of 67 departmental heads, 567 teachers, and 670 students randomly selected from 67 departments of 33 faculties of 15 public sector universities of Pakistan, regarding the need for instructional, professional and organizational development of faculty. Three self-constructed questionnaires, for which Cronbatch's Alpha reliability coefficients were found as 0.8418, 0.8346 and 0.7812 respectively, were used for data collection. Mean scores, alpha coefficients and correlations were calculated for the three sub-scales namely instructional development, professional development and organizational development. One-sample t-test, independent samples t-test and one-way ANOVA were employed for significance and variance analysis. An overall high need for faculty development at universities of Pakistan is pointed out by respondents. Instructional development is indicated by the respondents as having the highest degree of need followed by organizational development and Professional development in order of preference of the respondents. Pakistani universities need to take initiatives for developing their faculty to fulfill the demand of stakeholders for realizing the national higher education objectives.