Faculty Performance Improvement in Distance Education: Interventions for Performance Improvement (Part II)

The research article “Faculty Performance Improvement in Distance Education: Interventions for Performance Improvement (Part II)”, co-authored by METU member Prof. Zahide Yıldırım, has been published in Performance Improvement Quarterly.

The second part of this comprehensive systemic study aims to identify the required interventions to overcome the causes of faculty-performance deficiencies that were determined in the first part. The externality-tangibility (E-T) model of human performance guided the study to identify the needed interventions for faculty-performance improvement. Grounded-theory research design was used to develop the intervention model for faculty-performance improvement. The participants of the study consisted of all stakeholders of distance education: the experts (including national policy makers), administrators, faculty members (including program and school coordinators), support staff, and students. The data were collected through multiple data sources: interviews, observations, and artifact analysis and were analyzed through constant comparative analysis. The findings of the study revealed the internal and external interventions required for faculty-performance improvement according to the nine elements in the E-T model. These findings helped to propose a model of faculty performance in distance education.

Kara, M., & Yildirim, Z. (2020). Faculty performance improvement in distance education: Interventions for performance improvement (part II). Performance Improvement Quarterly, 33(2), 173-205. doi:10.1002/piq.21321

Article access: https://onlinelibrary.wiley.com/doi/full/10.1002/piq.21321

Other authors:

Kara M.