A FACULTY DEVELOPMENT MODEL FOR IRANIAN UNIVERSITIES

The purpose of this study was to design a faculty development model for Iranian Universities. To achieve this goal the following procedures were used: (1) Historical study of the development including review of the present status of higher education in Iran; (2) A five-phase model was developed; (3) A survey instrument was prepared based on the proposed model; (4) The 43 item questionnaires were distributed to the administrators and ten percent of randomly selected faculty members of the University of Tehran, Tehran, Iran; and (5) data obtained in the survey were analyzed using t-test analysis by the S.P.S.S. computer program at the University of Wyoming Computer Center. The five phases (preparation, planning, designing, implementation, and evaluation) of the proposed model were tested. This study found significant differences in the first three phases between the perceptions and attitude of university faculty and administrators. However, both groups' attitude mean toward each phase of the model are supportive. Overall, 93 percent of the population supported the model, while 7 percent were reported "somewhat unfavorable" and nobody responded for not having faculty development at all. The administrators were rated higher than faculty members. The following conclusions and recommendations resulted from the study: (1) The proposed faculty development model can be applied with minor modifications. (2) Faculty members should receive released time and encouragement to originate and participate in faculty development activities. (3) It is necessary for administrators to demonstrate support of faculty ideas in faculty development. (4) Faculty development programs should be promoted both internally and externally. (5) The majority of the respondents indicated a need for faculty development, so the educational leaders of Iran should take immediate action to respond to this need. (6) It is recommended that as a prerequisite to program development an effort be made to increase interaction among the faculty and administrators within and outside of a university. (7) An evaluation study should be conducted in Iran concerning faculty development, three years after the recommended model has been implemented to test its effectiveness. (8) Participation in faculty development programs should be voluntary and continuous. (Abstract shortened with permission of author.)