Teaching Competency Needs Analysis Across Faculty Career Stages: Implications for Differentiated Faculty Support Strategies

View at Publisher

Ask AI

Bookmark

Share

Key Points

This research analyzes the teaching competency training needs of faculty based on their career stages and compares differences between new and experienced faculty.
Analyzed teaching competency needs using Borich's needs assessment formula and The Locus for Focus framework.
Compared requirements between new faculty (less than 5 years) and experienced faculty (more than 5 years).
Identified priority areas for teaching support based on analysis results.
Found that new faculty prioritize understanding university identity and basic course design, while experienced faculty focus on student consultation practices and educational technology.
Identified high demand for professional development across all competencies, especially in innovative practices.
Priority tasks include student advisory roles and creating an environment for open questions.

Analyzes teaching competency priorities for faculty at different career stages, suggesting tailored support strategies.

No abstract yet. The journal hasn't published one we can show.

No takes yet. Share an insight, caveat, or question.

Lee et al. (2026) studied this question.

View at Publisher

Ask AI

Bookmark

Share