Faculty development programs (FDPs) play a vital role in empowering educators and improving academia's dynamic realm. It is considered the lifeblood of many educational institutions as it helps to nurture the institution's growth and vitality. The present study examines the importance of faculty development programs in the accreditation of higher education institutions. A systematic literature review was conducted to identify the main factors that are needed in faculty development programs and how they impact the accreditation of institutions. Previously published studies that talked about the same were used for the study. Three main online databases were used for finding previously published papers: Scopus database, JSTOR, and Google Scholar. The search was without any time restriction to include a broad range of research. Study found that FDPs play a very important role in empowering educators to not only meet accreditation requirements but also to exceed them, thus ensuring that educational institutions remain at the forefront of educational excellence in the 21st century.
TopIntroduction
In the ever-changing landscape of higher education, faculty professional development programs play an important role in empowering educators and improving academia's dynamic realm (Austin & Sorcinelli, 2013; Persellin & Goodrick, 2010; Bergquist & Phillips, 1975). Faculty development programs (FDPs) are also considered the lifeblood of many educational institutions as they help nurture the institution's growth and vitality (Camblin & Steger, 2000). FDPs are also useful in addressing the disparity in contemporary management education systems that exist around the world by enhancing teaching and research skills which helps foster a higher quality educational experience (Herman, 2012; Klenowski et al., 2006).
Faculty development programs are developed to increase the skills, knowledge, and professional growth of educators in higher education institutions (Steinert et al., 2005). It helps in improving both intellectual and academic environments in educational institutions (Camblin & Steger, 2000). These programs help to assist faculty members in their roles as educators, researchers, and mentors by providing opportunities for continuous learning and development (McLean et al., 2008). By upgrading their skills and knowledge in various areas, such as technology, management and other specializations faculty members can stay up-to-date regarding the latest advancements in their field of study (Herman, 2012). Faculty development programs include a wide range of activities and initiatives which include workshop seminars, conferences, webinars, and online courses that cover various topics such as curriculum designing, pedagogy, technological integration in teaching and research, assessment strategies, improving and updating research methodologies and leadership skills (Leibowitz et al., 2015; Borrego & Henderson, 2014; Klenowski et al., 2006). These programs help to meet the specific needs and requirements of faculties and research personnel taking into account their disciplines and career stages (Persellin & Goodrick, 2010; Ullian & Stritter, 1997).
Many studies have shown that in recent times there has been a demand for a revitalized emphasis on higher education, (Martin & Polly, 2016) and universities and institutions are actively searching for more efficient and effective approaches to address the growing discontent with the functioning of higher education systems in many countries (Mizikaci, 2006). Accreditation is thus seen as an effective method to quantify the quality of an institution. The faculty development programs also play an important role in the accreditation process of institutions (Cortese, 2003). Accreditation for an institution stands as a hallmark of quality (Kezar & Eckel, 2002). It assures students and stakeholders that the educational institution is committed to excellence in teaching, research and service provided (Romanowski, 2022).
The accreditation process requires institutions to meet rigorous standards and demonstrate continuous and lasting improvement in several aspects of their functioning. One indispensable element in achieving and maintaining accreditation excellence is the faculty training and skill development (Trowler & Bamber, 2005). Faculty development programs play an essential role in empowering educators to not only meet accreditation requirements but also to exceed them, thus ensuring that educational institutions remain at the forefront of educational excellence in the 21st century (Helleve, 2010).