Faculty Performance Improvement in Distance Education: Interventions for Performance Improvement (Part II)


PERFORMANCE IMPROVEMENT QUARTERLY, vol.33, no.2, pp.173-205, 2020 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 33 Issue: 2
  • Publication Date: 2020
  • Doi Number: 10.1002/piq.21321
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, ABI/INFORM, Business Source Elite, Business Source Premier, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), INSPEC, Psycinfo
  • Page Numbers: pp.173-205
  • Middle East Technical University Affiliated: Yes


The second part of this comprehensive systemic study aims to identify the required interventions to overcome the causes of faculty-performance deficiencies that were determined in the first part. The externality-tangibility (E-T) model of human performance guided the study to identify the needed interventions for faculty-performance improvement. Grounded-theory research design was used to develop the intervention model for faculty-performance improvement. The participants of the study consisted of all stakeholders of distance education: the experts (including national policy makers), administrators, faculty members (including program and school coordinators), support staff, and students. The data were collected through multiple data sources: interviews, observations, and artifact analysis and were analyzed through constant comparative analysis. The findings of the study revealed the internal and external interventions required for faculty-performance improvement according to the nine elements in the E-T model. These findings helped to propose a model of faculty performance in distance education.