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


Kara M., YILDIRIM Z.

PERFORMANCE IMPROVEMENT QUARTERLY, cilt.33, ss.173-205, 2020 (ESCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 33 Konu: 2
  • Basım Tarihi: 2020
  • Doi Numarası: 10.1002/piq.21321
  • Dergi Adı: PERFORMANCE IMPROVEMENT QUARTERLY
  • Sayfa Sayıları: ss.173-205

Özet

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.