Date of Award

4-2021

Rights

© 2021 Elizabeth S. Rose

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Michelle Collay

Second Advisor

William Boozang

Third Advisor

Tania Strout

Abstract

Trends in the literature suggest that institutional support, defined as provisions for balancing work demands, schedule, and protected time, is a critical factor consistent with institutional academic success and an increase in faculty satisfaction. Competing factors including societal scrutiny, cost containment the safety and effectiveness of academic healthcare institutions, faculty recruitment and retention, increasing expectations for faculty, and pressures for high-functioning productivity can lead to feelings of ineffectiveness for faculty.

This summative program evaluation focused on the success of the Scholars Program, an institutionally supported faculty development program. The researcher sought to identify and describe faculty perceptions of the program’s effectiveness as defined by two metrics: the faculty member’s self-perceived motivation to remain in an academic career path and their engagement in academics after they graduated the Scholars Program.

The study was guided by two research questions.

1) How do faculty members who participated in the Scholars Program describe its influence on their engagement in academic activities supported by the program?

2) Do the curriculum vitae (CV) of faculty members who have participated in the Scholars Program demonstrate sustained academic productivity through evidence of scholarly appointment and promotion?

Participants consisted of scholars who graduated in the years 2018, 2019 and 2020. This program evaluation used an embedded mixed methodology to identify the qualitative and quantifiable outcomes of the Scholars Program specific to faculty motivation and engagement in academics. The qualitative themes describe the programmatic experiences of the participants and how those programmatic elements effect their self-perceived motivation to participate in scholarly activity. The quantitative data showed participants demonstrated engagement in scholarly work after graduating the scholars program. The findings suggest that participants enjoyed and found value in the program.

Recommendations include: Institutions who may be struggling with faculty engagement might explore programs that utilize a similar approach. The conceptual framework could be useful for developing programs for institutionally supported faculty development and should be evaluated for effectiveness.

Comments

Ed.D. Dissertation

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