Abstract
• Background
Many higher education institutions require new teaching staff to participate in faculty development programs aimed at preparing them for their new role as teacher. Whether, and how, such programs influence teaching practices is often unclear. We developed a theory of change for an impact evaluation that we carried out after a new faculty development program had been implemented for one year. We present the results and consequences of this evaluation1.
• Summary of Work
A questionnaire was distributed to all new teachers, that had participated in workshops and/or network activities during the first year of the program. We received 61 answers, corresponding to ca. half of the participants. The questions were aimed at detecting signs of impact on teaching practice, and the answers were analyzed relative to the theory of change for the development program, which was, in short: Cause: We develop and implement development workshops and networks; Effect: The faculty is increasingly engaged in a common effort to develop and improve teaching practices.
• Summary of Results
The developed theory of change included six effects. We interpreted to which degree these effects were achieved, based on the responses to the questionnaire. One of the main desired effects was developments in the participants´ teaching practices, and we saw that ca. 2/3 of the participants use elements from the workshops in their teaching practice at least sometimes; more in reflections on their teaching practices.
• Discussion and Conclusion
Based on the analyses, we conclude that the development program affects most of the participants´ teaching practice and reflections on teaching. However, the analyses also uncovered hindrances to achieving these effects. These were mainly time and logistics (e.g. other tasks hindering participation in, and/or preparations for, the workshops) and the theoretical level in the courses, which was by a few participants considered too high, but also by a similar number too low.
• Take home Messages
Basing the evaluation of the development program on a theory of change stimulates the developers to formulate more precise success criteria for the program. The responses to the theory of change-based questionnaire form a better basis for evaluating the impact of the program than an evaluation to gauge the participants´ level of satisfaction.
1 See also Ellegaard & Foss 2022 (in Danish) in Dansk Universitetspædagogisk Tidsskrift, 17/33:2-20.
Many higher education institutions require new teaching staff to participate in faculty development programs aimed at preparing them for their new role as teacher. Whether, and how, such programs influence teaching practices is often unclear. We developed a theory of change for an impact evaluation that we carried out after a new faculty development program had been implemented for one year. We present the results and consequences of this evaluation1.
• Summary of Work
A questionnaire was distributed to all new teachers, that had participated in workshops and/or network activities during the first year of the program. We received 61 answers, corresponding to ca. half of the participants. The questions were aimed at detecting signs of impact on teaching practice, and the answers were analyzed relative to the theory of change for the development program, which was, in short: Cause: We develop and implement development workshops and networks; Effect: The faculty is increasingly engaged in a common effort to develop and improve teaching practices.
• Summary of Results
The developed theory of change included six effects. We interpreted to which degree these effects were achieved, based on the responses to the questionnaire. One of the main desired effects was developments in the participants´ teaching practices, and we saw that ca. 2/3 of the participants use elements from the workshops in their teaching practice at least sometimes; more in reflections on their teaching practices.
• Discussion and Conclusion
Based on the analyses, we conclude that the development program affects most of the participants´ teaching practice and reflections on teaching. However, the analyses also uncovered hindrances to achieving these effects. These were mainly time and logistics (e.g. other tasks hindering participation in, and/or preparations for, the workshops) and the theoretical level in the courses, which was by a few participants considered too high, but also by a similar number too low.
• Take home Messages
Basing the evaluation of the development program on a theory of change stimulates the developers to formulate more precise success criteria for the program. The responses to the theory of change-based questionnaire form a better basis for evaluating the impact of the program than an evaluation to gauge the participants´ level of satisfaction.
1 See also Ellegaard & Foss 2022 (in Danish) in Dansk Universitetspædagogisk Tidsskrift, 17/33:2-20.
| Bidragets oversatte titel | Effectevaluering af et lektorkvalificeringsprogram for professionsbachelorundervisere |
|---|---|
| Originalsprog | Engelsk |
| Publikationsdato | 27 aug. 2023 |
| Status | Udgivet - 27 aug. 2023 |