ABSTRACT
Given the challenges in the environment in which public affairs programs function, how might we envision the theory of change for effective faculty development? In this chapter we provide a theory of change that identifies key contextual factors and the inputs, or resources, needed, the activities required, and expected outcomes in both the short and longer term for effective faculty development. We posit that success consists of having faculty members be productive and enjoy successful careers, and therefore be retained in their department, or at least retained in the academe. Perhaps most importantly, our model also identifies many mediating factors that may hinder successful faculty development at the organizational and individual level, some of which may be outside of the control of university administrators and departmental leaders. While there are likely many ways in which successful faculty development may play out in different contexts, there are five broad processes that are essential: Clear and consistent communication of expectations; provision of formative feedback; effective mentoring; provision of tailored support; and community building. Finally, we provide a set of actionable steps for faculty leaders and junior faculty.
