Empowering Educators: Faculty’s Perceptions of Effective Professional Development Programs and Professional Agency

• In Event: Broken Promises in Higher Education: The Hidden Costs of Diversity, Development, and Institutional Support

Abstract

Faculty professional development (PD) training is crucial for enhancing pedagogies and student learning. However, the existing evaluation instrument of faculty PD lacks focus on measuring faculty’s professional agency particularly within the Chinese higher education context. This study employs an exploratory sequential mixed method approach to investigate factors influencing faculty PD effectiveness and faculty professional agency from the faculty’s perspective. Findings reveal key components of effective PD, including preparation, design, delivery, skill transfer, and alignment with institutional values. Faculty also expressed the need for post-training support. To foster professional agency, faculty can focus on student support and peer mentorship. This study contributes to the development of more impactful PD programs by identifying critical factors and strategies for enhancing faculty agency.

Authors

• Rong Wang, Xi'an Jiaotong-Liverpool University

• Jiaqi Fu, Xi'an Jiaotong-Liverpool University