Designing the Learning Transfer System of Faculty Development Programs

One of the key issues of faculty development programs is the transfer of learning, which refers to putting in practice the lessons learned by faculty members in the university environment and carrying out professional activities. In this qualitative research, grounded theory was adopted as the research strategy and the data were gathered through conducting semi-structured interviews with 32 faculty members across Qom universities. Then, contextual conditions, causal and intervening variables, strategies and outcomes of the learning transfer process in the faculty development program were examined thereof. The findings of the study indicated that the motivation of transfer and professionalism were categorized as causal conditions. Besides, it was found that the internationalization of higher education, the learners’ academic culture, supportive climate and dynamics of the university curriculum were included in the contextual conditions. Finally, it was indicated that the quality and expectations of the students, the demands of faculty members and readiness for learning were among intervening conditions that affected the learning transfer process. The competency of instructors, improvement of level of academic freedom at universities, designing programs based on the faculty members’ participation, improving the quality and applicability of the content of the programs and the faculty members' socialization were effective strategies on the transfer of learning.