Date of Award

Winter 2-2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Bryan McCoy

Abstract

This quantitative study determined factors affecting preparedness for higher education teachers who have transitioned from their expert-level fieldwork into academia. It is a common practice for new university faculty members to be recruited from their areas of expertise as clinicians and practitioners (Eret et al., 2018; Freeman & DiRamio, 2016; Savage & Pollard, 2016). Transitioning from a chosen field into a novice teacher can carry varying weights depending on university teaching appointments. Having the qualities of an experienced practitioner is highly desired to fill faculty roles, but the expertise as a practitioner does not necessarily develop the teaching skills (Eret et al., 2018; Freeman & DiRamio, 2016; Savage & Pollard, 2016). Due to the frequent hiring of faculty with limited andragogy training, university learning outcomes can be jeopardized, and the quality of the university could suffer as a result of the lack of foundational educational knowledge teachers need to successfully possess the skill sets required in the higher education classroom setting (Eret, et al., 2018; Freeman & DiRamio, 2016; Savage & Pollard, 2016).

This study was completed using the Delphi process. The following research question was used to inform this study: What factors affect new faculty members’ feelings of preparedness of teaching in higher education? The theoretical framework used to guide this study was Herzberg’s Two-Factor Theory which argues that there are two factors an organization can adjust to influence workplace motivations (Herzberg et al., 1959).

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