A Phenomenographic Approach to Faculty Development
Conference Tracks
Academic/ Professional Development - Research
Abstract
This study applied a phenomenographic approach to exploring faculty development at both the individual and programmatic levels at an accredited professional military education institution. Findings regarding the variations in lived faculty experiences were gleaned through semi-structured interviews and archival document analysis. Emergent themes informing these experiences include intention of joining a learning community, orientation to and acculturation within the community, and evaluation of personal experience. The resulting recommendations have implications for faculty recruitment, retention, and evaluation, as well as faculty development programming.
Session Format
Research Brief and Reflection Panels
1
Location
Scarbrough Four
Recommended Citation
Hennessey, Megan J. Ph.D., "A Phenomenographic Approach to Faculty Development" (2020). SoTL Commons Conference. 44.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2020/44
A Phenomenographic Approach to Faculty Development
Scarbrough Four
This study applied a phenomenographic approach to exploring faculty development at both the individual and programmatic levels at an accredited professional military education institution. Findings regarding the variations in lived faculty experiences were gleaned through semi-structured interviews and archival document analysis. Emergent themes informing these experiences include intention of joining a learning community, orientation to and acculturation within the community, and evaluation of personal experience. The resulting recommendations have implications for faculty recruitment, retention, and evaluation, as well as faculty development programming.
