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A comprehensive approach to faculty evaluation.

D L Boland¹, S L Sims

¹Brigham Young University, College of Nursing.

The Journal of Nursing Education

|October 1, 1988

Summary

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This study developed a comprehensive faculty evaluation instrument to assess complex faculty roles. The tool enhances decision-making for faculty development, promotion, and retention.

Area of Science:

Educational Measurement
Higher Education Administration

Background:

Traditional faculty evaluation methods often fail to capture the multifaceted nature of academic roles.
A need exists for a more nuanced and comprehensive approach to assessing faculty performance.

Purpose of the Study:

To design and develop a robust faculty evaluation instrument.
To create a tool that reflects the complexities inherent in the faculty role.
To improve the process of faculty assessment in higher education.

Main Methods:

Conducted a thorough review of existing literature and evaluation tools.
Performed content analyses of faculty job descriptions.
Modified and refined an 80-item instrument based on expert educator feedback.
Incorporated elements such as explicit criteria, flexible standards, and multi-source feedback.

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Main Results:

Developed an 80-item faculty evaluation instrument.
The instrument design emphasizes explicit criteria, flexible standards, and multi-stakeholder involvement (students, peers, administrators, self).
The instrument, when paired with data management, supports informed decisions on faculty development, promotion, retention, and talent utilization.

Conclusions:

The designed instrument offers a comprehensive and flexible approach to faculty evaluation.
It facilitates more consistent and informed decision-making regarding faculty careers.
The instrument allows institutions to tailor performance standards to their unique values and faculty roles.