چکیده:
This study aimed to explain a role of faculty development on social capital in distance
education. The research method was descriptive and data analysis method was SEM that
Sample size was determined 181 faculty members of Tehran branch of Payam Noor University
by Stratified random sampling. Faculty development made questionnaire design with the
reliability [α =0/94] and social capital questionnaire of Nahapiet & Ghoshal[1998] with the
reliability [α=0/92] were used to collect data. Results showed faculty development and social
capital of sample size higher than the average and faculty development [r=0/71] had a
significant positive correlation with social capital of sample [p<0/01]. Stepwise regression
analysis showed that among the components of FD, individual development and professional
development predicted 72% of social capital. The study of fitness indicators showed that the
model has a relatively good fit with the data. Structural equation modeling showed faculty
development on cognitive capital [γ=0/84], relational capital [γ=0/85] and structural capital [γ
=0/93] has impact on social capital.
خلاصه ماشینی:
Faculty development made questionnaire design with the reliability [α =0/94] and social capital questionnaire of Nahapiet & Ghoshal[1998] with the reliability [α=0/92] were used to collect data.
In fact, the development of faculty members is considered as the main factor in the cultivation and the support of this valuable resource to enable them to meet their individual goals as teachers, researchers and educational leaders in pursuit of more general goals and missions of the training institution [1].
The suggested definition for the development of faculty members in this research is such that it includes all the planned activities [formal and informal] and the purpose is to increase the knowledge of faculty members in their activities and higher education and this is performed in 3 individual (opinions, morals and moral-humanistic characteristics), professional (as experts an specialists to present the required service) and educational (as instructors relating to teaching- learning process) dimensions.
The dimension related to the educational development of faculty members that have been presented in sub-dimensions like familiarization with theoretical and practical aspects of specialized major, teaching skills and the ability to easily and quickly transfer content, educational technology, and use them in presenting the contents correspond the studies of Bergquist & Philips (1977)[28], Gaff (1976)[10], Higdon (1982)[31], Bland & Schmitz [1988] [30], Wilkerson & Irby (1988) [27] and Power (2008).