FACULTY DEVELOPMENT PROGRAM ANALYSIS

[Student ID]

[Submitted to]

[Submitted by]

[Date]
Table of Contents
Introduction......................................................................................................................................2
Drive................................................................................................................................................2
Barriers............................................................................................................................................4
Scope................................................................................................................................................5
Teaching Effectiveness................................................................................................................5
Leadership Development.............................................................................................................6
Research and Scholarship............................................................................................................6
Career Development....................................................................................................................6
Organisational Change.................................................................................................................7
Format..............................................................................................................................................7
Learning from Experience...........................................................................................................8
Peer Coaching and Mentorship....................................................................................................8
Workshops and Seminars............................................................................................................9
Intensive Longitudinal Programs.................................................................................................9
Online Learning...........................................................................................................................9
Evaluation........................................................................................................................................9
References......................................................................................................................................11
Introduction

Faculty development is a need rather than a choice if Arabian Gulf university is to

generate qualified professional instructors, educators, investigators, and leaders because most

professors are ill-prepared for several of their new responsibilities. While there has been a lot

written on faculty development, the planning phase of this crucial activity has gotten a lot of

attention. This article uses Compass Model for planning faculty development. Moreover, the

article tells about the Scope, format, barriers and evaluation of faculty development at Gulf

University.

Drive

There are two forms of input to consider regarding faculty development: internal and

external. The Compass Model's horizontal axis represents internal input, reflecting academics'

particular abilities (East) and areas of interest (West). The external drive symbolises institutional

tactics (North) and accessible resources (South) on the vertical axis (Al-Eraky & McLean, 2012).
 Figure 1: The Compass Model

When organising faculty development, the Compass Model is exceptional in that it

incorporates the objectives of multiple stakeholders. It also makes recommendations for faculty

development initiatives. The Compass Model may be assessed in two ways: theoretically, by

comparing it to other techniques for planning faculty development, and practically, by applying

it to a case study of a faculty development program.

Table 1: Kern’s (2009) six-step approach to curriculum development37 mapped against

Kern’s (2009) six- Compass model Description

step approach

Step 1: Problem North direction The issue is diagnosed by comparing it

identification and to the True North of the Compass,

general needs either internally by the institution's

 assessment leadership or externally by a

professional agency.

Step 2: Targeted East and West Corresponds to the horizontal axis of

needs assessment directions the Compass Model, i.e. the faculty

members' desires (West) and their real

needs to carry out their responsibilities

(East).

Step 3: Goals and North and South Find in light of tactics (North) and

objectives directions resources (South).

Step 4: North direction Find in light of tactics (North) and

Educational resources (South).

strategies

Step 5: All four quadrants Relates to the program's offers, which

Implementation are elaborated and handled in

Compass's four quadrants.

Step 6: Evaluation All directions and Quality check to address a neglected

and feedback quadrants aspect of FD planning and execution.

During the planning phase of faculty development, the Compass Model was tested at the

medical centre of Arabian gulf university in Bahrain to check for ignored agendas (directions) or

missed opportunities (quadrants) (Al-Eraky & McLean, 2012).

Barriers

Institutional, personal, curriculum-related, student and research-related barriers to a

faculty development program are generally classified. The highest-ranked unique walls are

resistance to change, the volume of work and lack of time, and the insufficiency of faculty

cooperation in decision-making. The most miniature emotional walls are a lack of mentorship, a

conviction that teacher training has little to do with teaching quality, and a desire to broaden the

notion of scholarship. The top institutional barriers are the deficiency of administrative and

organisational assistance, the lack of aid from the government and university, and the

unpredictability of the decision-making management system. The three most minor significant

impediments are the lack of incorporation of technology into conventional instructional

practices, facility issues, and rising diversity and ethnicity. Another significant barrier is that

several faculty members are unaware of how a faculty development program might improve their

present and future work quality. This aversion to change may cause the execution of such

projects to be delayed. Teachers' attitudes and misconceptions regarding the value of training and

the relationship between teaching and clinical abilities and teaching quality would not be well

received (Montero et al., 2012).

Scope

The faculty development program in Arabian gulf universities aims to educate faculty

members on the skills appropriate to their organization and the academic role and preserve their

vitality, now and in the long term (Steinert, 2014). The faculty development program fulfils the

following roles of faculty members from Arabian Gulf University.

 Figure 2: Scope of Faculty Development Program

Teaching Effectiveness

All healthcare professionals teaching in the Arabian Gulf have been allowed to participate in

activities and programs related to teaching effectiveness. Specific topic areas, including

alcoholism, substance misuse, and medical mistakes, have lately been part of the faculty

development plan, fulfilling members' roles. Arabian Gulf University is placing the literature on

faculty development for teaching enhancement in the context of the Academy of Medical

Educators' professional standards. As long as outcomes-based education is provided to faculty

members, it appears to be just as vital to students at all levels of training (Harden & Crosby,

2000).

Leadership Development

The majority of the work on faculty development has been on educational leadership,

which causes personal and interpersonal effectiveness, leadership styles and project
management, dispute resolution and negotiation, teamwork and cooperation, and corporate

change and growth.

Research and Scholarship

Faculty development plays a crucial role at Arabian Gulf University in establishing

research capability. As a result, faculty members consider how well they teach health

practitioners to be scholars. However, many faculty members agree that scholarship promotion is

vital for health professionals' professional growth.

Career Development

Faculty development for career development at Arabian gulf university can cover a wide

range of issues, including personal and collective values compatibility, institutional procedures,

processes, resources related to academic roles and duties, and workforce planning. Formal

programs, informal techniques, and the supply of information and resources that help assist and

improve career development are examples of fulfilling faculty members' roles.

Organisational Change

The faculty development program of Gulf university aid in establishing institutional

policies that support and reward achievement, stimulate a re-examination of academic promotion

standards, acknowledge creativity and research, and provide training funding and experiences for

junior and senior faculty members.

Format

As faculty members, health professionals can improve their skills in various ways that

can be applied in the faculty development formats of Arabian Gulf University. For some, this

growth takes the shape of formal seminars or courses; for others, it takes the form of informal

learning, which typically appears in the form of role modelling and experience gained in work
(Steinert, 2014). Some formats of faculty development programs at Arabian Gulf university are

discussed below.

Figure 3: Formats to faculty development

Learning from Experience

The majority of the health professions focus on formal (organised) faculty development

initiatives informal learning, which often occurs in the workplace, is just as essential. This

format of education, which includes role modelling, reflection, and peer learning, may also lead

to forming a community of practice.

Peer Coaching and Mentorship

Peer coaching and mentorship are two other practical formats for developing faculty

members. They are highly individualized, learner-centred techniques that demand a secure

atmosphere, mutual trust, collegiality, and reflection.

 Workshops and Seminars

The issue in adopting this method to faculty development at Arabian gulf university is

explaining the concepts underpinning their design, including theories of learning into their

creation and integrating tactics to facilitate transfer to the workplace.

Intensive Longitudinal Programs

The most common uses of fellowships and other longitudinal programs, which vary in

length, structure, and concentration, enhance educational abilities. On the other hand, this format

helps hone more general leadership and research abilities in the medical centre of G university.

Online Learning

Online learning is an underused format for learning in faculty development. However,

faculty members of Gulf university cherish engagement and social networks. Online learning

allows for more flexible access and chances for personalised learning, evaluation, and feedback.

When combined with more traditional ways, it may take advantage of the best of both worlds.

Evaluation

Evaluating a faculty development program at Arabian Gulf University in Bahrain looks to

be necessary to ensure its continued relevance and effectiveness. Because of the university's

efforts to improve teaching have turned into a comprehensive outlook on faculty growth. They

build innovative strategies of analysis and prognosis, find viable aspects of creating visionary

innovation and education programs, and investigate creative solutions to greater effectiveness.

Arabian Gulf University's faculty growth is effective by two main models. The first is how

faculty development programs change as they react to contemporary reforms and developments

(Derting et al., 2011). The second concern is the constraints imposed by program assessment

methodologies that fail to deal with faculty development's many and varied results and effects.
This necessitates the creation of assessment methods that effectively represent the complexities

of faculty development's products, particularly the reciprocal interactions between program

components and results. Faculty development pays close focus to the consequences of reform on

both the individual faculty member and the university. As a result, teacher development must

include both organisational and human growth. Only by taking such a holistic strategy can one

focuses on enhancing have a long-term impact. This will encourage specialised training expert

practices, but it will also drive faculty to build a viable instruction and studying process. An

essential factor in improving technical development and competency is faculty vitality.

Enhancing faculty vitality in core components such as teaching, evaluating, researching,

engagement, and management is thought to improve the learning atmosphere and increase

students' academic achievement (Blackburn, 1980).

Figure 4: FDP Evaluation Process

Conclusion

This article explained different levels of faculty development at Arabian Gulf University,

specifically the usage of the Compass model. Furthermore, while there is a growing
understanding that faculty development is targeted at all scopes of the faculty members, the

majority of the research to date has focused on faculty development for educational

enhancement, frequently in an academic context. The faculty development program at Arabian

Gulf University aims to foster, promote, and strengthen the vitality of faculty members and the

institutions in which they work (both inside and beyond the academic context) to enable learning

better.

References

Blackburn, R. T. (1980). Project for faculty development program evaluation.

https://academic.oup.com/bioscience/article/61/7/550/266257?login=true

Ebert-May, D., Derting, T. L., Hodder, J., Momsen, J. L., Long, T. M., & Jardeleza, S. E. (2011). What we

say is not what we do: Effective evaluation of faculty professional development

programs. BioScience, 61(7), 550-558.

https://onlinelibrary.wiley.com/doi/abs/10.1002/j.0022-0337.2007.71.12.tb04428.x

Al-Eraky, M. M., & McLean, M. (2012). The Compass Model to plan faculty development

programs. Medical Education Development, 2(1), e4-e4.

https://www.pagepress.org/journals/index.php/med/article/view/3698

Steinert, Y. (2014). Faculty development: core concepts and principles. In Faculty development in the

health professions (pp. 3-25). Springer, Dordrecht.

https://link.springer.com/chapter/10.1007/978-94-007-7612-8_1

Harden, R., & Crosby, J. (2000). AMEE Guide No 20: The good teacher is more than a lecturerÐthe

twelve roles of the teacher. Medical teacher, 22(4), 334-47.

https://edu.umsu.ac.ir/uploads/good_teacher_i_29998.pdf
Montero, L., Triviño, X., Sirhan, M., Moore, P., & Leiva, L. (2012). Barriers for faculty development in

medical education: a qualitative study. Revista Medica de Chile, 140(6), 695-702.

https://europepmc.org/article/med/23282605