Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

Professional development is pivotal for academic staff (Akiba, & LeTendre, 2009; Brew, 1995; Day & Sachs, 2004; Kahn & Walsh, 2006; Richards & Farrell, 2005). However, little is known about professional development of the academic staff in Cambodia. To fill this gap, this study aims at investigating the progress and constraints on the Cambodian academic staff’s professional development. This qualitative research study involves semi-structured interviews with eight academic staff, three heads of the department and a vice rector at a university in Cambodia. The study has found that although there are several forms of professional development self-pursued by the academic staff and offered by the university, the academic staff’s professional development is limited. The university fails to provide adequate professional development to the academic staff. Moreover, the academic staff are not actively engaged in professional development. Based on the findings, the study also suggests some recommendations for the university. / published_or_final_version / Education / Master / Master of Education

Introducing a new performance-based review with 100% support from staff in a well-established university is difficult for the university management. Apart from measuring whether regulations have been followed or not, acceptance of academic staff is one key area that educational organizations should not ignore when evaluating effectiveness of a performance-based policy. Using the case university as an example, this study aims at investigating academic staff’s perceptions of gradually introducing an array of performance-based review policies, its design and its success in enhancing quality. By conducting in-depth interviews with eight academic staff in the case university, suggestions to improve the performance-based review policy have also been collected. Findings showed that academic staff basically supported its implementation and believed that it could bring positive impacts to the case university. Major areas of concerns of academic staff, which included assessment criteria, focus of university development, flexibility, reviewer composition and motivation, could be considered by peer universities when designing their own performance-based review policies and promote their policy effectiveness. / published_or_final_version / Education / Master / Master of Education

A debate surrounds the topic of best practices for faculty development. There are those that hold the position that faculty are more likely to develop as a faculty member when they experience an enhancement program, rather than training and development. Still others argue the opposite position claiming that there are unintended negative consequences from faculty mentoring programs. This research examined the practices of mentoring among full-time faculty at member schools of the Council for Christian Colleges and Universities (CCCU). This study was adapted from “The Nature of Workplace Mentoring Relationships among Faculty Members in Christian Higher Education,” a study done by Cunningham (1996). This research described the nature of mentoring among faculty in Christian higher education institutions by explaining the actual mentoring practices taking places in CCCU member schools, by examining the institution’s prioritization of mentoring, and by describing the conditions that might affect the development and maintenance of successful, ongoing mentoring relationships. Finally, this research provided a four-factor description of mentoring’s best practices: Career Guide, Friend, Discipleship, and Information Source. This study provides a clear picture of mentoring practices and how they might be generalized to best fit all Christian higher education institutions. Because Christian higher education institutions are uniquely positioned within society to have significant impact on current and future generations, and because the literature base is lacking in the area of Christian higher education faculty development and mentoring practices, this study provides a convincing argument for the use of mentoring as a best training practice in Christian higher education.

This mixed methods research study examined the relationship between faculty mindset and their perceived use of instructional technology in the higher education classroom. Recognizing the growing importance of technology-mediated learning interventions, the researcher sought to gain a deeper understanding of how mindset influenced the use of technology particularly amongst college of education faculty in Florida public 4-year universities. Data analyses revealed the following findings: (a) Although participants shared a range of integration patterns, faculty predominantly integrated technology for knowledge transmission, backstage activity, and communication purposes; (b) Participants predominantly occupied the integration phase of technology implementation, suggesting that they used technology committedly, but in ways that were familiar and common; (c) The way participants perceived and approached technological realities influenced their patterns of technology integration; and (d) Faculty shared similar concerns about the challenges and benefits associated with technology integration in their classrooms. The key implications that emerged from this study were that student-centered technology implementation practices were underrepresented, and that faculty seemed ill-equipped or underprepared to implement strategies surrounding accessibility. / Includes bibliography. / Dissertation (PhD)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

"This study will deal with the principal types of faculty meetings as they have developed in America over the past thirty years. It will also consider methods and techniques of conducting faculty meetings, including the following: who plans the meeting, at what time and how frequently should they be held, what is the optimum length of each session, where should be meetings be held, what skills and techniques are needed for conducting meetings, what use should be made of other participants, and what use should be made of demonstration teaching. The writer will summarize his findings and make a tentative interpretation of them in the light of his experience as a principal in China"--Introduction. / Typescript. / "August, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaves 28-29).

Zhang Yanfeng. / Thesis submitted in: November 2004. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 144-147). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgement --- p.iii / List of Tables and Figures --- p.v / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter 2 --- Pay-by-position System: Incentive Reform at the Case University / Chapter 2.1 --- Background of the Pay-by-position Scheme --- p.6 / Chapter 2.2 --- Chronology of the Incentive Change --- p.9 / Chapter 2.3 --- Institutional Characteristics of the Pay-by-position System --- p.11 / Chapter 2.4 --- Summary --- p.16 / Chapter Chapter 3 --- Analytical Framework and Literature Review / Chapter 3.1 --- A Brief Introduction to the Theory of Tournament --- p.21 / Chapter 3.2 --- A Simple Model of Homogeneous Two-contestant Tournament --- p.22 / Chapter 3.3 --- Implications under Multi-contestant and Multi-position-level Situation --- p.26 / Chapter 3.4 --- Status Quo of Existing Research --- p.28 / Chapter 3.5 --- Summary --- p.30 / Chapter Chapter 4 --- Empirical Models and Hypotheses / Chapter 4.1 --- Measurement of Key Variables --- p.33 / Chapter 4.2 --- Incentive Effect on Teaching --- p.41 / Chapter 4.3 --- Incentive Effect on Research --- p.48 / Chapter 4.4 --- Sorting Role of the Pay-by-position System --- p.54 / Chapter 4.5 --- Summary --- p.56 / Chapter Chapter 5 --- Data Presentation and a Preliminary Analysis / Chapter 5.1 --- Survey and Data Processing --- p.57 / Chapter 5.2 --- Description of Data --- p.61 / Chapter 5.3 --- A Preliminary Probe into Data --- p.68 / Chapter 5.4 --- Summary --- p.74 / Chapter Chapter 6 --- Empirical Analysis and Estimation results / Chapter 6.1 --- Incentive Effect on Teaching - Evidence from the Full Instructor Sample --- p.99 / Chapter 6.2 --- Incentive Effect on Research - Evidence from the Selected Sample of Responsible Professors --- p.106 / Chapter 6.3 --- Sorting Role of the Pay-by-position System - Ordered Probit Estimation --- p.114 / Chapter 6.4 --- Summary --- p.116 / Chapter Chapter 7 --- Conclusion --- p.140 / References --- p.144

The purpose of this study was to identify perceived barriers to faculty participation in distance education courses in a 4-year university. The literature review was divided into four general areas, each of which may act as a barrier to faculty participation; training, administrators, rewards/compensation, and faculty characteristics/demographics. The research population consisted of 570 faculty and 59 administrators from the eight UNT schools/colleges. Dr. Kristin Betts developed the survey instrument in 1998 for similar research conducted at the George Washington University. Analysis of the collected data revealed that there was no statistically significant relationship found between faculty characteristics and faculty participation in distance education. Faculty participants and administrators disagreed on which factors, from a list of 34 items, had motivated faculty to participate in distance education. Nonparticipants and administrators disagreed on which of the factors, if not available, would be barriers to faculty participation in distance education. Participants and nonparticipants disagreed regarding the level to which selected rewards and compensations had motivated faculty to participate, and the lack of which would inhibit faculty participation in distance education. Finally, 71% of the participants had participated or planned to participate in distance education training compared to only 33% of the nonparticipants. It is obvious that administrators and faculty do not place the same level of importance on motivational or inhibiting factors that may affect faculty participation in distance education. These results indicate that additional research should be accomplished to determine the basis for the disagreement among the three groups.

Digitized by Kansas Correctional Industries

New innovative methods of teaching and learning adopted from mainstream research and development in educational theory and practice are being adapted to serve the unique needs of the medical professions. The success of these methods requires careful planning and establishment of faculty development programs. The purpose of this study is to perform a needs assessment for a faculty development program at the Faculty of Dentistry- Kuwait University, centering on Case-based learning (CBL) and Problem-based learning (PBL) methods of teaching and lesson planning, and to design and test the faculty development digital module that is based on findings from the needs assessment. The author conducted a “proof of concept” mixed methods case study to answer three main research questions. First, what are the perceptions of the current dental faculty about the need for a professional development program? Second, what are the perceptions of, and characteristics and responses to, the learning experiences by a sample of the faculty who experience learning from a set of online professional development modules? Third, what evidence is there that the set of online modules have addressed the needs of the faculty participants? This study was conducted at Kuwait University Faculty of Dentistry. A needs assessment survey was sent to all 44 members of the faculty, of which 34 faculty responded to the needs assessment. The results of the needs assessment showed that overall there was a generally positive response to all of the items pertaining to a need for professional development with 28 faculty expressing interest in participating in an online faculty development program module. However, only 15 of the 28 who expressed interest actually participated in the online module. The results from the instruments embedded in the module showed that 87% of the participants were “satisfied with the module lesson on how to plan CBL lessons. The change in participants’ responses to the last three items of the post-instructional survey pertaining to case-based and problem-based learning was sufficiently large enough to be statistically significant. Future research expanding from this study would help to establish the foundational work to design a more substantial treatment of the various concepts covered in this study in a larger professional development program. The feedback and information gathered from the experimental modules such as used here can serve as a guide to improve and expand future program designs that encourage student-centered collaborative and transformative learning. Additional experimental research is also warranted where the novel designed products for professional development are evaluated by comparing the gains in student learning with the new methods compared to methods more typically used in traditional adult learning and dental education.