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dc.contributor.authorOtaki, Farah
dc.contributor.authorHassan Khamis, Amar
dc.contributor.authorAlGurg, Reem
dc.contributor.authorDavis, Dave
dc.contributor.authorZary, Nabil
dc.date.accessioned2021-10-13T08:56:13Z
dc.date.available2021-10-13T08:56:13Z
dc.date.issued2020
dc.identifier.other304-2020.28
dc.identifier.urihttps://repository.mbru.ac.ae/handle/1/552
dc.description.abstractAbstract: The evaluation of a faculty development intervention needs to start at the outset, and not as an afterthought. Moreover, it is important to evaluate the degree to which the predefined impact is attained as a result to the learning and development opportunity. This calls for the engagement of the ultimate receivers: the students, who are wellpositioned to identify gaps in the teaching performance of their own instructors. Accordingly, this mixed-methods study aims at shedding light on a Continuous Quality Improvement system where feedback from undergraduate and postgraduate students is assembled to pinpoint faculty development needs, based on which professional development opportunities are devised. Data was extracted from an annual survey that evaluates the students’ satisfaction. Qualitative data was thematically analysed, and quantitative data was analysed using SPSS. The qualitative analysis resulted in six categories of recommendations, that were fit into two themes: dynamic between the instructors and students, and organization and delivery of the program. As for the quantitative analysis, the students indicated opportunities for improvement in the following two areas: student academic advising process (55.17%), and communication between instructors and students (50.59%). The study concluded that there is added value in capturing and effectively assembling the learners’ perception of faculty performance. It raises the reliability of the implemented evaluation framework, and has the potential of improving the rigor of faculty development initiatives.en_US
dc.language.isoenen_US
dc.subjectFaculty Developmenten_US
dc.subjectStudent Engagementen_US
dc.subjectPostgraduateen_US
dc.subjectUndergraduateen_US
dc.subjectPerformanceen_US
dc.subjectContinuousen_US
dc.titleExploring the value of the learners perception of teaching effectiveness in informing faculty development needs: A mixed-methods studyen_US
dc.typeArticleen_US


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