Volume 22, Issue 1 (January-February 2023)
Payesh 2023, 22(1): 95-104 |
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1- Department of Educational Management, Science and Research branch, Islamic Azad University, Tehran, Iran
2- Department of Educational Management, Islamic Azad University, Saveh Branch, Saveh, Iran
2- Department of Educational Management, Islamic Azad University, Saveh Branch, Saveh, Iran
Abstract: (877 Views)
Objective(s): Higher education institutions today face many challenges, including growing expectations about the quality of education programs. On the other hand, the professional development of faculty members is the key to improving the quality of education. The present study aimed to provide a model of professional self-development for university faculty members.
Methods: The was a qualitative study. Semi-structured interviews were conducted to collect data and information. The study participants consisted of a purposeful sample of academic experts who were faculty members. Data collection was continued until theoretical saturation. In order to analyze the data, open, axial and selective coding methods have been used.
Results: In all 16 interviews were conducted. The following themes emerged from the analysis: professional self-development competencies (professional meaning-making, professional valuation, professional purposefulness, professional knowledge, professional skills, professional communication, professional ethics and professional behavior), self-development action and implementation (self-learning, e-learning, training, Learning in action, learning from colleagues, mentoring, study opportunities, participation in conferences), self-development planning (self-evaluation, self-planning and professional self-change), desire for self-development (desire based on learning and progress, based on internal motivation, based on work relationships and based on external motivation) and factors affecting self-development (individual, technological and virtual, international, organizational and environmental factors).
Conclusion: Based on the findings of the present research, it is concluded that the professional self-development of faculty members is an integrated model consisting of a set of factors that together make self-development possible.
Methods: The was a qualitative study. Semi-structured interviews were conducted to collect data and information. The study participants consisted of a purposeful sample of academic experts who were faculty members. Data collection was continued until theoretical saturation. In order to analyze the data, open, axial and selective coding methods have been used.
Results: In all 16 interviews were conducted. The following themes emerged from the analysis: professional self-development competencies (professional meaning-making, professional valuation, professional purposefulness, professional knowledge, professional skills, professional communication, professional ethics and professional behavior), self-development action and implementation (self-learning, e-learning, training, Learning in action, learning from colleagues, mentoring, study opportunities, participation in conferences), self-development planning (self-evaluation, self-planning and professional self-change), desire for self-development (desire based on learning and progress, based on internal motivation, based on work relationships and based on external motivation) and factors affecting self-development (individual, technological and virtual, international, organizational and environmental factors).
Conclusion: Based on the findings of the present research, it is concluded that the professional self-development of faculty members is an integrated model consisting of a set of factors that together make self-development possible.
type of study: Descriptive |
Subject:
Helath Services Management
Received: 2021/10/19 | Accepted: 2023/01/26 | ePublished ahead of print: 2023/01/28 | Published: 2023/02/7
Received: 2021/10/19 | Accepted: 2023/01/26 | ePublished ahead of print: 2023/01/28 | Published: 2023/02/7
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