Designing a professional development model for faculty at Farhangian University with a grounded theoretical approach and a mixed exploratory paradigm

The purpose of this study was to design a model of  professional development od faculty members at Farhangian university. The philosophical basis of the research was pragmatism approach and mixed exploratory method was used. Grounded theory method was the basis of research. In this study, qualitative data were given more value and these data were ahead of quantitative data in terms of time. The method of data collection was knowledgeable in the qualitative part of semi-organized interviews with experts and was analyzed by open, centralized and selective coding methods. Qualitative samples were selected by theoretical, opportunistic and focal groups. In the quantitative section, the sample was selected by multi-stage cluster sampling and census of faculty members (178 people) and students (216). For validation, reflective, composite and structural measurement models were used by the third version of smart pls3 software. In the findings section: educational, research, professional, organizational and extra-organizational skills with 17 components and 76 indicators in the field of teacher training were identified. Academic and structural strategies were presented and individual, organizational and extra-organizational consequences were identified. The results confirmed all major and minor hypotheses except the impact of globalization and socialization components on strategies as well as the impact of professional development on extra-organizational consequences. As a result of the present study, the need for professional development to achieve a successful university was confirmed, and at the end, suggestions were made at three levels: individual, departmental, educational and organizational. ‌‌