What Motivates Full-Time and Part-Time Faculty in Higher Education to Engage in Professional Development to Improve Online Instruction?

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-15 - Faculty Development Impacts on Instructional Attitudes and Practices

Abstract

This study investigated the perceptions of full-time and part-time faculty regarding various types of external incentives that they find motivating and rewarding to participate in professional development activities related to online instruction. The sample included 42 instructors in 75 courses across a land grant university. Results revealed that full-time faculty as compared to part-time faculty reported tenure and promotion recognition and time as significantly more valuable. Part-time faculty were significantly more positive than full-time faculty instructors about monetary compensation. All faculty appreciated the value of the ongoing coaching/mentoring given by the distance education unit. Acknowledging full-time and part-time faculty differences, institutions may consider a variety of offerings to motivate faculty for professional development to provide continually improving distance education.

Authors

• Maryalice Bruce, University of Wyoming

• Suzanne Young, University of Wyoming

• Athena Marie Kennedy, Arizona State University