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Sixty percent reported organized programs, yet only 40 percent had a designated coordinator. Traditional supports such as sabbaticals, travel funds, and newsletters were most common, while some less-used practices were rated highest in effectiveness. The greatest needs centered on instructional improvement rather than personal or organizational development, and participation was strongest among already effective teachers seeking advancement. ",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/faculty-development-practices-in-canadian-universities/597104/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/faculty-development-practices-in-canadian-universities/597104.png","ImageObject",300,407,{"name":92,"@type":93},"Rainbow Cat","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How many Canadian universities reported organized faculty development programs and coordinators?","Question",{"text":112,"@type":113},"Sixty percent reported an organized program, while only 40 percent had a coordinator for development practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which faculty development practices were most common, and which were judged most effective?",{"text":117,"@type":113},"Sabbaticals, travel funds, and newsletters were most common, while some of the least used practices were judged most effective.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the most pressing faculty development needs, and who participated the most?",{"text":121,"@type":113},"The most pressing needs were in instructional improvement rather than personal or organizational development, and participation was greatest among good teachers seeking to get better.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597104,1792480629,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090769181,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","# Faculty Development Practicesin Canadian Universities\n\nABRAM G.KONRAD*  \n## ABSTRACT\n\nThis article reports on a survey of faculty development practices in Canadianuniversities-the extent of their use and estimated effectiveness.Sixty percentof the universities had an organized program,although only 40 percent had acoordinator of development practices.Traditional practices,like sabbaticals,travel funds,and newsletters,were most common,although some of the leastused practices were judged most effective.The most pressing faculty develop-ment needs were in instructional improvement,rather than in personal ororganizational development.Participation in development activities was greatestamong good teachers who wanted to get better,rather than among those whoreally needed to improve.For development programs to become more effective,it seems that institutional commitments for faculty development will have to bestrengthened,both organizationally and financially.  \n## RESUMÉ\n\nCet article rapporte les résultats d'une enquete traitant des politiques et pratiquesde perfectionnement pedagogique et professionnel utilisees dans nos universitesBien que 60%de ces universités aient des programmes organisés pour répondreaux besoins pédagogiques ou professionnels de la faculté,seulement 40%d'entreelles avaient un coordonnateur.Les pratiques deperfectionnement traditionnellestelles que les congés d'étude,les fonds de voyage,et les publications étaient lesplus communes,quoique les pratiques les moins utilisees étaient jugees les plusefficaces.Le besoin le plus pressant se situait dans le domaine du perfectionne-ment de I'instruction plutot que dans celui du développement personnel oustructurel.Les meilleurs participants aux activites de perfectionnement furent lesbons enseignants qui cherchaient a s'ameliorer plutôt que les enseignants quiauraient eu besoin de cette meme amélioration.II s'avère important que nosinstitutions consolident leurs politiques de financement et d'organisation si l'onveut des programmes de perfectionnement pedagogique et professionnel plusefficaces  \nThroughout the history of higher education,excellence has been recognized andpursued in various ways.Indeed,according to Professor Sheffield's(1974)research,there is no one way either to define or achieve excellence in universityteaching.And the same generalization could undoubtedly apply as well to theresearch and service activities of professors.  \nNotwithstanding the complexity of professional roles,considerable thoughtand effort has focused upon the improvement of role performance in recentyears.The heightened interest in improvement relates not only to the quest forpersonal excellence,but also to factors external to the professoriate.Webb andSmith(1976)identified the declining or steady state enrolments and the recruit-ment of minority students with special needs among the factors leading toincreased interest in faculty development in the United States.The general dis-enchantment expressed by students,parents and legislators with the quality ofinstruction was cited by Centra(1976)as another factor.An increase in fundingfaculty development programs in Mexican universities was reported by Moralesand McGinn(1982)as a way of appeasing university complaints related to aslowdown in funding.  \nCanadian higher education also experienced considerable retrenchment duringthe 1970's.Faculty became much less mobile and fewer appointments of newPh.D.'s were made than in the previous decade.Universities could no longerdepend upon changes in faculty as a means of acquiring new ideas.At the sametime,increasing demands for accountability placed expectations of increasedproductivity upon available faculty.The advancement of educational technologyconstituted yet another factor leading to faculty development initiatives.  \nFor at least a decade now,specific efforts have been made to facilitate thequest for excellence in Canadian higher education.In a survey of instructionalimprovement practic","cbCaihz0yLS5pzGB","https://ap.wps.com/l/cbCaihz0yLS5pzGB","pdf",586645,13,"English","# Abstract\n## Survey findings on programs and coordinators\n## Traditional practices vs. perceived effectiveness\n## Priority needs and participation patterns\n## Institutional commitments for effectiveness\n## Historical context and drivers of faculty development\n## Scope and components of faculty development","[{\"question\":\"How many Canadian universities reported organized faculty development programs and coordinators?\",\"answer\":\"Sixty percent reported an organized program, while only 40 percent had a coordinator for development practices.\"},{\"question\":\"Which faculty development practices were most common, and which were judged most effective?\",\"answer\":\"Sabbaticals, travel funds, and newsletters were most common, while some of the least used practices were judged most effective.\"},{\"question\":\"What were the most pressing faculty development needs, and who participated the most?\",\"answer\":\"The most pressing needs were in instructional improvement rather than personal or organizational development, and participation was greatest among good teachers seeking to get better.\"}]","Faculty Development Practices in Canadian Universities | PDF",1792084376,33]