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

Date

2020-07-01

Author

Kara, Mehmet
Yıldırım, Zahide

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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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.

Subject Keywords

Organizational Behavior and Human Resource Management, Education

URI

https://hdl.handle.net/11511/35164

Journal

PERFORMANCE IMPROVEMENT QUARTERLY

DOI

https://doi.org/10.1002/piq.21321

Collections

Department of Computer Education and Instructional Technology, Article

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Citation Formats

M. Kara and Z. Yıldırım, “Faculty Performance Improvement in Distance Education: Interventions for Performance Improvement (Part II),” PERFORMANCE IMPROVEMENT QUARTERLY, pp. 173–205, 2020, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/35164.