The effect of changing course delivery modes and faculty status on faculty performance at a proprietary graduate school

Abstract

The purpose of this research was to examine whether teaching effectiveness was impacted when faculty transitioned from part-time to full-time status and when they changed their delivery method from standard course to technology-augmented delivery. Historical data were used from five terms before the change (pretest), and 5 posttest terms from 2002 through 2004. The sample included 92 part-time faculty and 10 full-time faculty who changed from part-time. The outcome measure was end of term student evaluations. Eight ANOVAs were used to compare ratings of part-time and full-time faculty on the pretest student evaluations. Mean posttest scores on each of the eight variables from the end of term student evaluations of faculty were compared using analysis of covariance to adjust for any pretest differences. Eight 2 x 6 mixed ANOVAs were used to analyze whether ratings changed from pretest to posttest. Five full-time faculty members were interviewed regarding their perceptions of the two transitions. The results of this study indicated there were no significant differences between part-time and full-time faculty, in part because the small number of full-time faculty produced inadequate power. There were a few relatively statistically significant differences between the pretest period when the standard delivery method was used and the posttest period after the change was made to the technology-augmented method. Only the overall composite variable showed a consistent increase in instructor ratings post change. Faculty interviewed stated they did not feel that the transition from standard to hybrid delivery negatively impacted their teaching effectiveness, and they agreed that they would not recommend returning to the former method of standard delivery. These findings may assist institutions as they make future curriculum design decisions and as they evaluate change projects. Additionally, this study may encourage further analysis of the cost and risk of implementing new curriculum design. The results may also impact faculty expectations of a change in teaching status from part-time to full-time.