Abstract
In many higher educational institutions, one of the faculty requirements is to engage in continuous professional development. Faculty expectations may also include various student development activities. However, the impact of faculty and student development has not been emphasized in previous research, even though it has been noted to contribute to enhancing academic learning and performance. This study examines the perceptions of faculty at several Midwestern higher educational institutions by collecting data through surveys on the importance of faculty and student development in faculty evaluation decisions. The findings are used to make recommendations for administrators, faculty, and future research related to policy and practice on faculty promotion decisions.
Recommended Citation
Konyu-Fogel, Gyongyi; Wallingford, Valerie; Wiley, Carolyn; and Saurbier, Ann
(2016)
"Faculty Perceptions on Professional and Student Development in Performance Evaluations,"
Journal of the North American Management Society: Vol. 10:
No.
2, Article 4.
Available at:
https://thekeep.eiu.edu/jnams/vol10/iss2/4