Professional and Organizational Development Network in Higher Education
Date of this Version
2008
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2008) 26
doi: 10.3998/tia.17063888.0026.016
Abstract
This study documents an emerging profile of the faculty status of faculty developers as solicited, compiled, and interactively interpreted with faculty developer practitioners. It used integrated (mixed) methodology and participatory research strategies to gather data and it shares descriptive statistical information on the various positions held by faculty developer respondents; qualitatively analyzed impressions of the importance of faculty status to their credibility and effectiveness as faculty developers; and information regarding respondents’ institutional contexts. Findings are further disaggregated across institutional contexts and sex to explore trends, differential perceptions, and other emergent issues as identified by participant researchers.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND