The Development of Model for Faculty Development of Private Higher Education Institutions

This research aimed at shifting the traditional faculty development paradigm of private higher education institutions and proposing the model aligned to the realneeds for development. As stated in higher education quality system, Commission of Higher Education (2006) and The Office for National Education Standards and Quality Assessment (Public Organization) (2007), the faculty members‘ status in academic ranks and degree continuously shown under quality standard, causing the quality of academic works produced. With aforementioned status, the researchers identified and analyzed the problem of faculty development in order to propose an effective model. Sample of the study were 19 vice president for academic affairs, deans and faculty members classified into 2 disciplines as Humanities/Social Sciences and Physical/Health Sciences from stratified random sampling of 65 private higher education populations. Those 19 institutions sampled by random sampling, consist of 51 executives and 70 selected faculty members. Needs assessment research was used in the study. Data were gathered by interviewing and sending out two open-ended questionnaires. The first one was for collecting the concept statements which were thought to be the causes of belowstandard faculty development. The statements then were used for constructing another one and later for being structured and rated by those subjects. The preliminary findings of causes conceptualized by faculty members were overloaded of multitasking, resulting in the lack of doing and practising other academic works, especially for research. Moreover, there was low motivation to participate in faculty development programs. Causes conceptualized by executives were less attention paying of members to the development, together with uncertainty of retention and tenure-status after any faculty developed. In accordance with the findings from scenario, the categories reflect that research based missions, valued self development of faculty members and motivation aligned faculty life cycle were to be applied for the development. Teaching cultures which have dominated the works of faculty in private higher education since establishment should be replaced by scholarship concept. Concerning the root characteristics of Thai private higher education cultures and socialization found. A model for change that focus on the emerging from inside-out motivation emphasizing the development needs of each faculty member life cycle is the heart to meet the project provided by institutions. In order to change from traditional view, three stages of planned change were employed (1) unfreezing (2) freezing (3) refreezing. The purpose of the model is to affect motivational patterns related to faculty members‘ developmental needs, shown by behavioral modification. Discussions and recommendations were given for the use of faculty development model for planning implementing and evaluating faculty development as new approaches to synergize the only traditional one. Model testing is in progress. Further development of compatible quality indicators for private higher education institutional faculty development are recommended