ERIC Number: EJ904270
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 24
Differences in Faculty Development Needs: Implications for Educational Peer Review Program Design
Toth, Kate E.; McKey, Colleen A.
Canadian Journal of Higher Education, v40 n1 p53-68 2010
The purpose of faculty development in terms of the educational role is to assist faculty in becoming better educators. Educational peer review (EPR) is one method of faculty development. This article is based on a study that explored the different development needs of nursing faculty within a school of nursing at an Ontario university. The study explored on three variables of interest: level of skill acquisition, type of faculty appointment, and type of teaching. A qualitative research design in the case-study tradition was employed. Findings indicated that faculty challenges could be grouped into three themes: job knowledge, skills development, and systems challenges. Job knowledge and skills development challenges varied by level of skill acquisition and type of teaching, while identified systems challenges were related to type of appointment. A flexible EPR program that allows for some customization may lead to an increased ability to meet individual faculty development needs and greater faculty buy-in.
Descriptors: Nursing Education, Program Design, Foreign Countries, Faculty Development, College Faculty, Job Skills, Skill Development, Educational Needs, Case Studies, Design Preferences, Needs Assessment, Teacher Attitudes, Interviews, Content Analysis
Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: email@example.com; Web site: http://ss.ucalgary.ca/csshe/en/publications/the-canadian-journal-higher-education
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Canada