Professional Growth Through FDPs: Insights from the Kirkpatrick Model

Abstract

This study investigates the effectiveness of Faculty Development Programs (FDPs) in promoting professional growth among educators, utilizing the Kirkpatrick Model as a framework for evaluation. Specifically, the research aims to determine the contributions that professional development programs make in three areas:  first, the amount of knowledge and skills gained, second, confidence in use of the newly acquired knowledge and skills, and third, organizational impact over time. The study has learning outcomes assessment of faculty members attending FDPs by means of a structured questionnaire. It also assesses the ability of the participants to report levels of confidence regarding the use of knowledge and skills gained in the NFTs in practice. It also looks into the wider organizational benefits arising from the effective utilization of skills   obtained through the FDPs.

The present research evaluates the implications of the provided information in more than one dimension, therefore bringing the contribution to educational institutions and policy makers. These results are also important for the professional development discussions in higher education and serve as a foundation for the improvement of design and implementation of FDPs in order to enhance the effectiveness of faculty members and the other organizations’ results.