Faculty Development Courses are required for all engineering faculty members from entry to exit to facilitate meritocracy. A critical review of the literature revealed that almost all researchers have focused their research on entry- level faculty members. Hence, this study focused on lifelong faculty development courses.
The assessment was based on the feedback from 396 entry-level faculty members who were purposefully included in this research. The following are seven research parts:
1. Entry-level faculty development programs,
2. Getting recognized,
3. Middle-level faculty development programs,
4. Student personnel administration,
5. Senior-level faculty development programs,
6. Advanced-level faculty development programs, and
7. Radical innovations.
This research provides a 360-degree assessment and creates a guide both for the educational administrators and faculty members to reach excellence.
Learning is a lifelong process. The suggestions were validated through a set of institutions.
The long-term process of faculty development from recruitment to retirement has been appreciated but it may take several years to implement. Limitation of this study has been indicated and suggestion for future research has also been indicated.
