ERIC Number: EJ1179803
Record Type: Journal
Publication Date: 2018-May
Abstractor: As Provided
Annual Performance Reviews of, for and by Faculty: A Qualitative Analysis of One Department's Experiences
Connelly, Maureen T.; Inui, Thomas S.; Oken, Emily; Peters, Antoinette S.
Journal of Faculty Development, v32 n2 p5-12 May 2018
Purpose: Although annual performance reviews and feedback are recommended for faculty development, best practices and faculty perceptions have not been documented. The authors sought to evaluate the process in one medical school department that established and has sustained an innovative review tradition for 25 years. Method: Content analysis of faculty reports and immersion/crystallization to analyze interviews. Results: Faculty reports described satisfaction and dissatisfaction; facilitators and barriers to goals; and requests for feedback, with community, collaboration and mentorship integral to all three. Interviewees emphasized practical challenges, the role of the mentor and the power of the review to establish community norms. Conclusion: Respondents generally found reviews constructive and supportive. The process informs departmental expectations and culture.
Descriptors: Qualitative Research, Annual Reports, Faculty Development, Best Practices, Teacher Attitudes, Medical School Faculty, Content Analysis, Participant Satisfaction, Barriers, Feedback (Response), Mentors, Self Disclosure (Individuals), Communities of Practice, Community Benefits, Educational Benefits, Teacher Evaluation, Evaluation Methods, Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Massachusetts (Cambridge)
Grant or Contract Numbers: N/A