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Measuring the Implementation Fidelit...

Aldrich, Peni Frisch.

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Measuring the Implementation Fidelity of a Faculty Growth Program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Measuring the Implementation Fidelity of a Faculty Growth Program./
Author:	Aldrich, Peni Frisch.
Description:	145 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
Contained By:	Dissertation Abstracts International76-03A(E).
Subject:	Education, Higher. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3643216
ISBN:	9781321305920

Measuring the Implementation Fidelity of a Faculty Growth Program.
Aldrich, Peni Frisch.

Measuring the Implementation Fidelity of a Faculty Growth Program. - 145 p.

Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.

Thesis (Ed.D.)--Walden University, 2014.

This item must not be sold to any third party vendors.

Collecting implementation fidelity data identifies whether the implementers delivered the program as intended by the program designers. Analyzing the level of implementation fidelity, prior to the program evaluation, ensures that the findings can be attributed to the program design and not to the implementation process. The purpose of this quantitative study was to determine the implementation fidelity of a college faculty growth program (FGP). A survey design within a formative program evaluation framework was used to gather perspectives from 293 faculty members who were evaluated during 5 quarters and 149 corresponding evaluators regarding their level of implementation fidelity in the adherence, exposure, and quality of delivery dimensions. The conceptual framework for this study, Lean Six Sigma, represents an error-free process, void of waste and variation, using metrics to improve quality. Descriptive statistics for the data revealed that the FGP had an acceptable level of implementation fidelity with the program benchmarks. Faculty identified a high level of implementation in adherence (84.41%) and exposure (84.2%). The quality of delivery was rated as moderate (57.18%). Evaluators rated adherence in the high range (85.80%), quality of delivery in the moderate level (60.20%), and exposure (number of evaluations completed) in the low range with 41.56%. This study has implications for social change: The findings could help guide future program implementations, improve the quality of faculty instruction, and increase the quality of student learning in the college classroom.

ISBN: 9781321305920Subjects--Topical Terms:

543175
Education, Higher.

Measuring the Implementation Fidelity of a Faculty Growth Program.
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500 $a Source: Dissertation Abstracts International, Volume: 76-03(E), Section: A.
500 $a Adviser: Clifton Addison.
502 $a Thesis (Ed.D.)--Walden University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Collecting implementation fidelity data identifies whether the implementers delivered the program as intended by the program designers. Analyzing the level of implementation fidelity, prior to the program evaluation, ensures that the findings can be attributed to the program design and not to the implementation process. The purpose of this quantitative study was to determine the implementation fidelity of a college faculty growth program (FGP). A survey design within a formative program evaluation framework was used to gather perspectives from 293 faculty members who were evaluated during 5 quarters and 149 corresponding evaluators regarding their level of implementation fidelity in the adherence, exposure, and quality of delivery dimensions. The conceptual framework for this study, Lean Six Sigma, represents an error-free process, void of waste and variation, using metrics to improve quality. Descriptive statistics for the data revealed that the FGP had an acceptable level of implementation fidelity with the program benchmarks. Faculty identified a high level of implementation in adherence (84.41%) and exposure (84.2%). The quality of delivery was rated as moderate (57.18%). Evaluators rated adherence in the high range (85.80%), quality of delivery in the moderate level (60.20%), and exposure (number of evaluations completed) in the low range with 41.56%. This study has implications for social change: The findings could help guide future program implementations, improve the quality of faculty instruction, and increase the quality of student learning in the college classroom.
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