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

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.

Abstract