Abstract
Performance Appraisal (PA) aimed at faculty staff puts emphasis on several teaching, research, and administration duties. The educational institutions seek to adopt a systematic assessment of faculty performance according to the institutional quality system. The study argues that PA can be developed by Entrustable Professional Activities (EPAs) which determinate the competences of faculty through the processes of internal quality assurance (IQA). This study establishes consensus, by using Delphi study, among experts on performance appraisal tools, and aims to provide a framework for EPAs which can be listed to analyze the faculty roles. During three rounds of the Delphi process, 29 experts reported four main roles of faculty in IQA namely, instructor, planner, assessor, and mentor. Participants developed 18 tools can be used to assess 14 EPAs to demonstrate the necessary competences to execute these activities unsupervised. The results can demonstrate the competences to execute these activities unsupervised.
Highlights
Performance appraisal has become one of the essential practices in the management of diverse organizations
The present study argues that the performance appraisal can be developed by using Entrustable Professional Activities (EPAs) which can be listed to analyse the faculty members' roles, through the processes of internal quality assurance systems
In round 1, 37 expert panellists, classified in one of the four subgroups of quality experts (n=5), Program of Quality Assurance Dashboard (PQAD) administrators (n=3), courses leaders(n=8), CDCs Members (n=21), responded to the question, “what are the expected roles of faculty according to PQAD program implementation?”
Summary
Performance appraisal has become one of the essential practices in the management of diverse organizations. Many researchers refer to the goal of a great appraisal system is for professional development, it is not about the ranking or grading of teachers nor the weeding out of poor teachers, it is to create an environment where everyone is used to the best of their abilities (Bradley, 1992). Within this context, the best using of abilities is an objective of internal quality assurance systems which is expected to improve the institutions’ core missions and its staff roles namely, teaching and learning, research and activities related to community engagement (Tavares et al, 2018). The higher education institutions have had to define how IQA practices and faculty effects are perceived within academia and how it may be helpful to critically reflect on how their practices can be more effective and aligned with academia’s expectations (Cardoso et al, 2019)
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