Faculty development program needs at Mongolian State Universities: Content and strategies.

摘要

A quality higher education system is considered one of the main factors of national well being. In Mongolia, higher education reforms and changes can be enhanced, promoted and implemented by variety of needs-based faculty development programs that are targeted to specific sub-groups in addition to current practices. The purpose of this study was to explore faculty development program needs at Mongolian State Universities. This study analyzed responses to the following three research questions: (1) What are the faculty development program content needs as perceived by faculty members of Mongolian State Universities? (2) What are preferred faculty development strategies as perceived by faculty members of Mongolian State Universities? (3) Are there significant differences in faculty development program needs in terms of content and strategies in regard to gender, age, experience, discipline, western educational experience, rank, educational level, and position? The survey instrument was based on literature review; specifically Centra, Hosseini, Miedzinski et al, and Murray's instruments on the basis of Bergquist-Phillips' and Gaff's faculty development models, and modified to this particular research.;A pilot test among 45 faculty members was administered to analyze the reliability and validity of the survey. The reliability coefficients were .95 and .98. Five Mongolian experts in higher education administration validated the content of the instrument. Five hundred thirty faculty members of three state universities were randomly selected and invited to participate in this survey research. The response rate was 86%. This research determined top priorities in faculty competencies and development needs among faculty members employed at Mongolian State Universities in 2007. Furthermore, eight different demographic and professional groups' responses were analyzed to determine group differences utilizing ANOVA, and Tukey's HSD post-hoc tests. Recommendations and summaries were formulated based on the results.