Abstract

Faculty Development Programs (FDPs) are organized efforts to improve the teaching, research, and counselling abilities of faculty members. These programs are crucial for filling up teaching quality gaps and adjusting to changing academic expectations, especially in Bangladesh where there are few systematic FDPs. This study assesses how FDPs affect faculty competencies and institutional progress at Bangladesh University of Professionals (BUP). A mixed-methods approach was utilized, which includes surveys with a total of 178 participants, including students and faculty members. Purposive and random sampling techniques both guaranteed thorough data gathering. SPSS was used for data analysis, and the Shapiro-Wilk and Kolmogorov-Smirnov tests verified that the data were normal (p > 0.05). The results show that FDPs greatly enhance ethical behavior, content creation, and teaching abilities. Nonetheless, few participants reported little advancement in their research understanding, indicating deficiencies in advanced research training. The study suggests more emphasis should be placed on developing research skills in shorter, interactive FDPs that are customized to meet particular requirements. By encouraging professional development and raising the standard of higher education in Bangladesh, these enhancements may increase the effect of FDPs even more.

Keywords

  • Village Community Banks (VICOBA)
  • Forest resource
  • Conservation

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