Document Type : Original Article
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Abstract
The aim of this study was to describe faculty development programs in different universities. This study is a descriptive comparative study. Development programs of 53 universities in Iran, U.S., Canada, Australia, England and Hong_Kong were analyzed with a qualitative Meta-synthesis approach through line-by-line coding in MAXQDA 10. Identified components were integrated and described inductively. According to findings, delivery methods are: workshops, mentoring, long-term-courses, seminars, internship under mentor’s supervision, discussion-groups, organizational-socialization, showcase-best practices, individual-consultation, university-meeting-participation, networking, peer-evaluation, study-groups, short-term-courses, social-participation, shadow-program, writing-teaching-portfolio, experienced-faculty-interview, group-consultation, teamwork, self-study, open-classroom-events. The content offered includes educational-pedagogical issues, leadership-management, social-interpersonal-competencies and academic-writing, research, research-ethics, futurology, practical-knowledge, familiarity with organizational-roles, personal-competencies, service-providing, professional-ethics and scientific-community-acceptance. Topics with general audience are planned centrally with cooperation of graduate students’ office, technology support centers, libraries and departments such as school of management and topics with specific audience are planned by subject department in collaboration with cluster universities. Delivery Methods are determined by the goals, facilities, and culture of institution. Content is determined according to institution’s goals. In order to successfully designed programs, it is necessary to identify faculty needs and their learning culture. Implementing programs in one way and by one center cannot have the desired effect.
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