Background Competency‐based (CBE) programs have increased significantly over the past decade in response to a changing higher education environment. This dramatic increase in CBE programs has been supported by faculty tasked with developing curriculum composed of competency statements, assessment strategies, and learning content. Yet, little is known about the types of training and support provided to faculty and faculty‐perceived levels of competence in CBE curriculum development. Methods This study used a convenience sample to gather survey data from 70 faculty members who had developed CBE curriculum. Participants provided information on the CBE components developed, types of training received, and hours spent in training. Each faculty member also identified his or her perceived level of competence in content development, assessment development, collaboration skills, technical skills, and communication skills. A correlation analysis was used to compare training histories with perceived levels of competence in the five skill areas identified. Findings Results suggest that the type of training a faculty member receives affects his or her perceived levels of confidence in CBE curriculum development skills. A significant relationship between total hours of training and level of competence was indicated with four types of training: one‐on‐one training with an expert, webinars, phone conferences, and self‐study. Conclusion The most important conclusion is the result of the final hypothesis: there is a significant positive relationship between motivating students (faculty) to engage and level of competence. Both student (faculty) retention and success are related to higher levels of engagement (Tools for teaching, 2nd ed. San Francisco, CA: John Wiley & Sons, Inc; 2009).

Methods:The Brandman University Strut Learning platform offers a set of analytics that can be utilized by Academic Coaches, Tutorial Faculty, and Administrators as student performance metrics. Reports summarizing that data have indicators for student progress in the program, competency, and learning activity level, as well as topics and subtopics with which the students may need additional support. We began this investigation by assuming that our dependent variable, student success, should be measured by the length of time required for completing the competency (Note: some of the concluding remarks pertain directly to this decision, and points to future directions for the investigation). Our intention was to evaluate the relationship that our dependent variable might have statistically with seventeen independent variables all related to student satisfaction, including: Academic Coaching, Online Writing and Math Center, Library Support, and Tutorial Faculty Support.Findings: It was speculated that satisfaction about the individual services involved might be related to overall satisfaction with the program. The Student Services that showed the greatest correlation between satisfaction in individual services and overall satisfaction. Conclusion:We found strong statistical association between students' beliefs about the importance of a student service and their satisfaction in that same service. We also found strong statistical association between students' satisfaction in individual student services and their satisfaction overall in the program. However, we found a weak association in the most critical area -whether the satisfaction in the student services is related to our definition of student success.

American expatriates continue to have higher failure rates than that of other expatriate nationals. Literature attributes a lack of adequate training to early assignment departures. In addition, adaptability, family considerations, and repatriate concerns are also contributing factors. This article recommends the use of a systematic approach to developing training programs for American expatriates to increase the chances of expatriate success. Conventional practices surrounding American expatriate selection consisted of a you re up next approach for selection which has not been effective. Upon determining to invest in a systematic approach for expatriate selection and development, instant commitment is required. Organizational leaders should commit to shifting the culture of the company to allow for the change. As to be expected, this will mean different things for different organizations.