Capacity Building Indicators for Faculty Development Programs

Bana, Kiran Fatima Mehboob Ali; Hoor, Talea; Rizvi, Kulsoom Fatima

doi:10.51985/gvet5958

Cited by 2 publications

(1 citation statement)

References 13 publications

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“…Capacity development of faculty development programs is a process of strengthening individuals’ attitudes, values, behaviors, and abilities [ 2 ]. This process also enables the teacher to increase their participation within the wider system, with subsequent improvement of the collective ability of organizations to support change and progress [ 3 , 4 ]. An important aspect of this process is that it enhances the collective abilities and relationships of individuals within a wider system to foster a sense of ownership and development in the organization, which supports a new level of performance [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

Understanding the capacity development of faculty development programs: a sequential explanatory mixed methods study

Salajegheh,

Sandars,

Mirzazadeh

et al. 2024

BMC Med Educ

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Background Faculty development programs can bring about both individual and organizational capacity development by enhancing individuals’ attitudes, values, and skillsto enable them to implement organizational change. Understanding how faculty development programs produce capacity development, and the influencing factors, requires further understanding. This study aimed to explore the perceptions of the participants of a faculty development program about the capacity development features of the program and the influencing factors. Methods A sequential explanatory mixed methods design was used. Faculty members were surveyed about their perspectives on capacity development of faculty development. Subsequently, 22 interviews were conducted with the respondents to deepem understanding of the survey results. Interview transcripts underwent conventional content analysis. Results A total of 203 completed the questionnaire. Most of the faculty highly agreed that the faculty development programs had produced capacity development. The combined data identified (a) “quality of faculty development programs”, underscoring the significance of robust and comprehensive initiatives, (b) “development in instruction”, emphasizing the importance of continuous improvement in pedagogical approaches (c) “development in professionalism”, highlighting the necessity for cultivating a culture of professionalism among faculty members, (d) “development in attitude towards education”, emphasizing the role of mindset in fostering effective teaching practices, and (e) “supporting faculty development programs”, with fostering organizational growth and innovation. Important barriers and facilitators of the capacity development process included several organizational, interpersonal, and individual factors. Conclusion The study identified specific features of the capacity development process in the context of a faculty development program and highlighted the importance of these programs in producing changes in both individuals and within the wider organizational system. Several factors that enabled and constrained the capacity development process were also identified. The findings of the study can inform future implementation of faculty development programs for capacity development.

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Section: Introductionmentioning

confidence: 99%

Understanding the capacity development of faculty development programs: a sequential explanatory mixed methods study

Salajegheh,

Sandars,

Mirzazadeh

et al. 2024

BMC Med Educ

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Evaluation mechanism of local universities’ faculty construction based on SOAP technology

Lin

2023

Applied Mathematics and Nonlinear Sciences

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Accelerating the construction of a high-quality faculty that can adapt to the development of schools is one of the important issues facing universities today. In this paper, we build a comprehensive evaluation system for university teachers based on SOAP technology and hierarchical analysis, adding new security feature elements to the extended namespace of SOAP messages to achieve the system’s ability to handle access control, data confidentiality, and integrity. The system uses hierarchical analysis to hierarchize complex problems, decomposing them into different constituent factors according to the problem and the goals to be achieved and aggregating and combining the factors at different levels according to their interconnectedness and affiliation to form a multi-level analysis structure model. Using this system to analyze the teaching evaluation of college teachers and the six factors of teaching, we get a combined 91.35 and 84.35 for teacher 1 and teacher 2, respectively. From the comparison results, we can see that the teaching effect of Teacher 1 is generally higher than the other five factors, and the teaching attitude of Teacher 1 is lower than the other five factors, which shows that the teaching of Teacher 1 can achieve a good teaching effect. Therefore, the comprehensive evaluation system of college teachers established in this paper based on SOAP technology and hierarchical analysis method has good practicality.

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Capacity Building Indicators for Faculty Development Programs

Cited by 2 publications

References 13 publications

Understanding the capacity development of faculty development programs: a sequential explanatory mixed methods study

Understanding the capacity development of faculty development programs: a sequential explanatory mixed methods study

Evaluation mechanism of local universities’ faculty construction based on SOAP technology

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