Dissertation/Thesis Abstract

Factors that motivate faculty to participate in professional development activities
by Lian, Xiaoyu, Ed.D., California State University, Fullerton, 2014, 213; 3581491
Abstract (Summary)

Research has found that effective FPD activities improve faculty's instructional practices and pedagogy, technology skills, and knowledge and that the impact last over time (Rutz, Condon, Iverson, Manduca, & Willett, 2012). FPD activities also reduce job burnout and increase a sense of belonging and morale among faculty (Thomas, 2012). However, many colleges and universities are observing low participation rates, and there is a concern about a mismatch of FPD activities and changing faculty needs. Using a mixed methods research design and an online survey instrument that consisted of Liked scale and open-ended items, this study identified factors that motivate faculty to participate in FPD activities and evaluated faculty perceptions about the value and usefulness of FPD activities. A total of 892 full-time and part-time faculty at nine California State University campuses participated in this study.

There were three categories of major findings: (a) relationships between faculty demographics, motivation, and perceived value and usefulness of FPD activities, (b) faculty motivation and perceptions about FPD, and (c) There are positive interrelationships between faculty motivation, perceived value and usefulness of FPD activities. Highlights among the findings included a positive association between off campus FPD involvement with faculty motivation and positive associations between online and off campus FPD with both the perceived value and the perceived usefulness of FPD. The discussion of implications and recommendations included (a) the need for campuses to conduct faculty needs assessments for clear and aligned goals; (b) strategies for planning FPD activities; (c) the use of data to improve FPD effectiveness; (d) the need for policies, resources, and recognitions that promote a culture of FPD; (e) the importance of collaboration; and (f) recommendations for further study related to the regression findings.

Indexing (document details)
Advisor: Ivers, Karen
School: California State University, Fullerton
School Location: United States -- California
Source: DAI-A 75/12(E), Dissertation Abstracts International
Subjects: Educational leadership, Continuing education, Higher education
Keywords: Educational Leadership, Faculty Development, Faculty Evaluation, Higher Education, Motivation Factors, Professional Development
Publication Number: 3581491
ISBN: 978-1-321-24966-8
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