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- W2022333415 abstract "hy should an economics pro fessor who has been teaching at the same college for twenty years and who customarily has received good to excellent ratings from students want to participate in a newly organized instructional development program? Why should a practicing at torney who teaches one course in busi ness law each semester also want to par ticipate in the new program? Why does a young accounting instructor in her sec ond year of teaching participate? And a highly respected and widely published sociologist? Through the use of a marketing model to begin an instructional development program at Bryant College, more than 50 percent of the faculty already have been involved after only one year. This widespread participation has occurred, in spite of the fact that there were no ex trinsic rewards available to faculty members. Some institutions motivate faculty members to participate in instructional development programs through a sys tem of extrinsic rewards such as promo tion, pay, tenure, and other forms of public recognition. However, extrinsic reward systems require the kind of fi nancial commitment that is becoming" @default.
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- W2022333415 date "1987-08-01" @default.
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- W2022333415 title "A Marketing Model for an Instructional Development Program" @default.
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- W2022333415 doi "https://doi.org/10.1080/87567555.1987.10532383" @default.
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