Higher education institutions are facing several challenges in the contemporary competitive market environment created by business dynamics, emerging technology, new competition, varying productivity, evolving nature of employment, and high turnover of employees. Faculty of higher education institutions is supposed to be both active teachers and researchers and stay at the frontiers of knowledge by acquiring working knowledge from other interdisciplinary fields in the subject domain. For this, it is essential to participate in research and development activities. The goal of the faculty development program (FDP) is to strengthen the teaching and research skills of future, new and experienced teachers, researchers, and trainers. Most of the definitions of faculty development programs primarily consist of several activities that prepare faculty in their role in terms of knowledge, skills, and behavior. Hence, the faculty training and development program should be designed in such a way that it shouldstrategically be able to enhance teacher’s capability and ability to handle the greater responsibility when progressing from junior to senior positions and be able to create a teacher’s unique identity. Without FDP, teaching is mostly restricted to teachers who communicate their knowledge of the subject by one-way teaching. Many people are entering the teaching profession immediately after graduation. These people have no industrial experience, knowledge of the methodologies of professional development, an idea of the industry’s exact requirements, and a research-oriented approach. Therefore, they can hardly go beyond the subjects provided in the syllabus and, in most cases, cannot share the requisite details with the practical aspects. Similarly, basic teaching skills are also lacking, such as class discipline, slow learning, successful implementation, etc. When an educator progresses from junior to senior level, administrative duties increase horizontally apart from high teaching responsibilities. A faculty is expected at the senior level to be aware of cross-domain knowledge, have sufficient orientation for study, and serve as a mentor for other junior faculty. Given this situation and the different training criteria of instructors, business schools are taking a range of measures to improve and enhance the skills of faculty members to boost expertise, knowledge, and skills, and thereby improve the teaching-learning process. Thus, business schools are organizing various FDPs related to research, development, teaching methodologies, domain knowledge, etc. The importance of faculty training and development and its role in improving the educational quality, students’ satisfaction, teacher performance, and organizational effectiveness in a larger context has provoked an interest in examining its utility. Faculty members whether working in private or public higher education institutions cannot perform better without proper training and development. Please identify research problem from above article.
Higher education institutions are facing several challenges in the contemporary competitive
strategically be able to enhance teacher’s capability and ability to handle the greater responsibility when progressing from junior to senior positions and be able to create a teacher’s unique identity. Without FDP, teaching is mostly restricted to teachers who communicate their knowledge of the subject by one-way teaching. Many people are entering the teaching profession immediately after graduation. These people have no industrial experience, knowledge of the methodologies of professional development, an idea of the industry’s exact requirements, and a research-oriented approach. Therefore, they can hardly go beyond the subjects provided in the syllabus and, in most cases, cannot share the requisite details with the practical aspects. Similarly, basic teaching skills are also lacking, such as class discipline, slow learning, successful implementation, etc. When an educator progresses from junior to senior level, administrative duties increase horizontally apart from high teaching responsibilities. A faculty is expected at the senior level to be aware of cross-domain knowledge, have sufficient orientation for study, and serve as a mentor for other junior faculty. Given this situation and the different training criteria of instructors, business schools are taking a range of measures to improve and enhance the skills of faculty members to boost expertise, knowledge, and skills, and thereby improve the teaching-learning process. Thus, business schools are organizing various FDPs related to research, development, teaching methodologies, domain knowledge, etc. The importance of faculty training and development and its role in improving the educational quality, students’ satisfaction, teacher performance, and organizational effectiveness in a larger context has provoked an interest in examining its utility. Faculty members whether working in private or public higher education institutions cannot perform better without proper training and development.
Please identify research problem from above article.
Research methodology is described as the specific technique or a particular procedure that is used to analyze, process, select and identify information regarding a topic. It is important to mention that the methodology section of a research paper facilitates a reader to evaluate the overall reliability and validity of the study.
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