The Future of Faculty Development: Where Are We Going?

Abstract

Faculty development has been evolving in focus and form over the past fi ve decades. Originally organized around sabbatical leaves, faculty development now offers a wide array of programs and involves a growing body of highly professional, deeply dedicated professionals. As both faculty members and faculty developers with over fi fty collective years of experience in higher education in the United States and internationally, the authors believe faculty development is a key strategic lever for ensuring institutional quality and supporting institutional change in higher education. With higher education institutions and the faculty within them facing new challenges and opportunities, what is the future of faculty development?In this chapter, readers are pointed to innovations in faculty development that are appearing on the horizon, in the context of changes and challenges confronting higher education institutions. Thoughts about the structures and processes in the practice of faculty development that need attention and some of the pressing issues in the fi eld as a profession are shared. This analysis is drawn from the authors' previous research and writing, as well as the work of others, concerning academic work and workplaces, faculty careers, and faculty development. In particular, this chapter draws substantially on fi ndings from an in-depth study of faculty development professionals in North America (Sorcinelli et al. 2006). In that study, developers from the United States and Canada who were members of the oldest and largest professional association for faculty development scholarsIn this concluding chapter, the authors point readers to innovations in faculty development that are appearing on the horizon, in the context of changes and challenges confronting higher education institutions. Additional thoughts are presented about the structures and processes in the practice of faculty development that need attention, including those related to pressing issues in the fi eld as a profession.

ACADEMICS’ NEEDS AND EXPECTATIONS TOWARD ACADEMIC MANAGEMENT & LEADERSHIP PROGRAMS

“…Relevant studies in literature (Austin & Sorcinelli, 2013;Boer & Meek, 2010;Daniels, 2016;Decramer, Smolders & Vanderstraeten, 2013;Dickson, et al, 2012;Fraser & Ling, 2014;Grunefeld, et al, 2015;Huffman, et al 2001;Marshall, et al, 2000;Wolverton, Ackerman & Holt, 2005) were examined to develop a draft interview form with 5 open-ended questions. The questions were aimed to explore what kind of academic management & leadership programs are desired, how accessible & where they should be, how long those programs should last and who should be training/presenting in the programs.…”

“…Identifying the target audience, getting to know the exact needs of the participants from a university is vital. Instead of making generalisations about the whole academic world, working on the specific issues of the university/faculty/department is necessary since there are differences among schools/departments even in the same university (Austin & Sorcinelli, 2013).…”

Best Practices Framework for Online Faculty Professional Development: A Delphi Study

“…This research study sought to bring consensus among directors of teaching and learning centers and directors of online learning to identify best practices of faculty development about online learning using the Delphi Method. While many schools use different faculty development practices, little is known about which faculty development practices are seen as the most effective and efficient (Austin & Sorcinelli, 2013). Before starting and providing resources for an online education at a teaching and learning center, it is important to understand which types of programs will be most effective and appropriate for their institutional contexts (Herman, 2012).…”

Guidelines for leveraging university didactics centers to support OER uptake in German-speaking Europe

“…The literature on faculty development cites the crucial role played by centers for university didactics in support of faculty whose multiple roles and responsibilities might prevent them from educating themselves about current approaches to teaching and curriculum (Austin & Sorcinelli, 2013). In addition to faculty development, centers for university didactics and E-learning also provide technological support for student research projects, as well as assuring the technical accessibility of course resources and their compatibility with mobile devices.…”