Date of Conferral
Doctor of Education (Ed.D.)
Many colleges have faced the challenge of engaging faculty in teaching and learning professional development. The purpose of this project study was to investigate why full-time school of business faculty at a small community college in Canada do not complete college course design and student assessment training. Faculty members are urged to complete these trainings in order to implement their courses to successfully prepare students to graduate from college and launch professional careers. The research questions in this study focused on faculty perceptions regarding factors that have prevented their completion of this college's course design and student assessment professional development. The conceptual framework for this study was the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation developed by Keller. A bounded case study design using purposeful sampling was adopted and 12 faculty members from the department agreed to participate in the study. Data collection included interviews that were coded and analyzed for common themes. The key findings suggested that faculty would be interested in having input in mandated professional development so that sessions were more closely aligned with their learning needs and performance plans. The project, a white paper, included recommendations based on findings that may be used by the college to establish a faculty professional development policy that is connected to performance and refine the faculty professional development offerings to accommodate faculty learning needs. Student graduates of the college might benefit from this research as faculty, through professional development, become better able to address the knowledge and skills they require to be positioned to contribute effectively to their communities and the Canadian economy.