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Clarifying the Differences between Training, Development, and Enrichment: The Role of Institutional Belief Constructs in Creating the Purpose of Faculty Learning Initiatives
Author(s) -
Stabile Christopher,
Ritchie William F.
Publication year - 2013
Publication title -
new directions for teaching and learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.192
H-Index - 46
eISSN - 1536-0768
pISSN - 0271-0633
DOI - 10.1002/tl.20047
Subject(s) - professional development , compliance (psychology) , psychology , faculty development , training (meteorology) , higher education , pedagogy , engineering ethics , medical education , political science , social psychology , engineering , medicine , physics , meteorology , law
Many training issues arise as a matter of course at colleges and universities that are intended to bring greater efficiencies and compliance with preestablished operational guidelines. While vital, these issues are distinctively different from the issues surrounding professional development of the faculty. This chapter addresses those differences.