Implementing faculty development programs in Thailand private higher education institutions: Roles and responsibilities of deans and department chairs
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| Publicat a: | ProQuest Dissertations and Theses (2000) |
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| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 304641989 | ||
| 003 | UK-CbPIL | ||
| 020 | |a 978-0-493-07739-0 | ||
| 035 | |a 304641989 | ||
| 045 | 0 | |b d20000101 | |
| 084 | |a 66569 |2 nlm | ||
| 100 | 1 | |a Kuptarnond, Wipada | |
| 245 | 1 | |a Implementing faculty development programs in Thailand private higher education institutions: Roles and responsibilities of deans and department chairs | |
| 260 | |b ProQuest Dissertations & Theses |c 2000 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a This study ascertained the current status of faculty development program implementation in Thailand private higher education institutions in terms of existing faculty development programs, effectiveness of these programs, additional program needs, program implementation, obstacles to program participation, and the roles and responsibilities of deans and department chairs in program implementation. This study surveyed the perceptions of two sample groups: deans and department chairs from schools of business in private higher education institutions in Thailand. Based on the literature, questionnaires were designed and used to collect the data. The findings indicated that both deans and department chairs identified that many programs concerning ‘instructional development’ and ‘disciplinary development’ currently existed, and they still needed additional programs in those existing areas. The effectiveness of faculty development programs in Thailand private higher education institutions was not considered outstanding. Most of existing faculty development programs were only moderately effective. Many components have been neglected or rarely included in the program design and implementation, especially components of ‘effective processes to evaluate program outcomes’ and ‘prepare trainers for program implementation.’ In addition, deans and department chairs perceived that many issues were significant obstacles to faculty participation in faculty development programs. Most of them rated ‘no reduction of teaching load to participate’ and ‘not strongly motivated and encouraged to participate in these programs’ as very significant obstacles. Most deans and department chairs perceived that the initiator, advisor, and facilitator roles were very important roles for them in faculty development program implementation, however they did not ‘always’ but only ‘sometimes’ perform these roles. Implementing faculty development programs in Thailand private higher education institutions is in need of improvement. Institutional administrators should continuously implement faculty development programs by deliberately considering essential components that lead to program effectiveness and eliminating obstacles encountered in faculty members' participation in faculty development programs. Deans and department chairs should pay more attention to performing initiator, advisor, and facilitator roles in supporting faculty development program implementation. | |
| 653 | |a Higher education | ||
| 653 | |a Studies | ||
| 653 | |a School administration | ||
| 653 | |a Management | ||
| 653 | |a Professional development | ||
| 653 | |a Students | ||
| 653 | |a Perceptions | ||
| 653 | |a Curricula | ||
| 653 | |a Learning | ||
| 653 | |a School faculty | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (2000) | |
| 786 | 0 | |d ProQuest |t ABI/INFORM Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/304641989/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/304641989/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |