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Faculty development practices for te...

Shih, Ming-Hsiang Mino.

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Faculty development practices for teaching improvement at higher education institutions in Taiwan.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Faculty development practices for teaching improvement at higher education institutions in Taiwan./
作者:	Shih, Ming-Hsiang Mino.
面頁冊數:	211 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-09, Section: A, page: 3372.
Contained By:	Dissertation Abstracts International59-09A.
標題:	Higher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9906908
ISBN:	9780599046924

Faculty development practices for teaching improvement at higher education institutions in Taiwan.
Shih, Ming-Hsiang Mino.

Faculty development practices for teaching improvement at higher education institutions in Taiwan. - 211 p.

Source: Dissertation Abstracts International, Volume: 59-09, Section: A, page: 3372.

Thesis (Ph.D.)--Ohio University, 1998.

The study identifies how faculty development practices for teaching improvement are employed at higher education institutions in Taiwan. The effectiveness of these practices is estimated. How the funding, the organizational structure, and the use of evaluation are related to these practices are examined as well.

ISBN: 9780599046924Subjects--Topical Terms:

641065
Higher education.

Faculty development practices for teaching improvement at higher education institutions in Taiwan.
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245 1 0 $a Faculty development practices for teaching improvement at higher education institutions in Taiwan.
300 $a 211 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-09, Section: A, page: 3372.
500 $a Director: Richard I. Miller.
502 $a Thesis (Ph.D.)--Ohio University, 1998.
520 $a The study identifies how faculty development practices for teaching improvement are employed at higher education institutions in Taiwan. The effectiveness of these practices is estimated. How the funding, the organizational structure, and the use of evaluation are related to these practices are examined as well.
520 $a The 138 presidents of Taiwanese higher education institutions were asked to forward the survey questionnaires to the persons responsible for directing or coordinating faculty development programs. A total of 106 (76.81%) institutions responded with usable surveys. Each of the 36 faculty development practices for teaching improvement was rated to determine its extent of use and estimated effectiveness based on category of institution and source of control. The perceived extent of use of these practices was then examined on its relationship to the variation of annual institutional budget for faculty development, to the availability of the organizational structure for faculty development, and to the frequency of evaluation in faculty development practices.
520 $a Analyses of data reveal the 36 faculty development practices for teaching improvement generally are sometimes used and are estimated somewhat effective among Taiwanese higher education institutions. No significant difference (.05 level) in the perceived extent of use, as well as in the estimated effectiveness, of faculty development practices for teaching improvement is found based on category of institution and source of control. The ANOVA also finds no significant two-way interaction between category of institution and source of control in the perceived extent of use, as well as in the estimated effectiveness, of faculty development practices for teaching improvement. Significant difference is found in the perceived extent of use of faculty development practices for teaching improvement based on the variation of annual institutional budget for faculty development, the availability of the organizational structure for faculty development, or the frequency of evaluation in faculty development practices.
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