Biggest Obstacles to Faculty Engagement

The results listed here are summarized from responses to the faculty engagement survey since April 2015 when Part 1 was sent out for the second time.

Respondents answered the question What is the biggest obstacle to faculty engagement and training at your institution? by entering their own suggestions, no list was provided in order to avoid any bias or limit in responses. The votes from each survey part are added up and listed in parenthesis after the obstacle, which are then sorted to indicate their ranking. Any new suggestions are added to the list.

Respondents should only answer this question once each during the survey cycle. Additional votes from the same institution are eliminated; only the first response is maintained during each survey cycle. However, given the fact that these votes are somewhat subjective, if different individuals within the same institution respond to different survey parts, one answer will be counted for each individual.

Very long suggestions or comments are summaried into one or more descriptive key words or a short sentence.

Obstacles (amount of votes in parenthesis)
  • Time (29)
    • Faculty having difficulty prioritizing their time between need for conducting research and working to improve their teaching skills and pedagogy
    • Convincing faculty that the time investment in professional development pays off. If we cannot offer concrete value then it is difficult to get faculty engaged.
  • Teaching and Educational innovations, including effective use of educational technology, are not part of faculty evaluation criteria (4)
    • Includes lack of support from administration
  • Lack of incentives for faculty to devote time to improving their teaching methods (3)
  • Faculty attitudes toward use and implementation of technology in the classroom and fear of the unknown (2)
  • Instructor lack of understanding about the potential for big instructional gains with engagement and a small time commitment (2)
  • Teaching and use of instructional technology are valued less than research and publication (particularly at some research universities (1)
  • Changing nature of technology and faculty needing to/failing to keep up with developments (1)
  • Lack of clear policy or standards for training before teaching online or blended courses (1)
  • Lack of coordinated and well-structured center for faculty to consult with educational technology specialists (1)
  • Lack of personnel resources (1)
  • Making faculty feel valued for participating (1)
  • Change fatigue (1)
  • Getting faculty to commit to working on integrating educational technology into their teaching (1)
  • Faculty governance reduces operational effectiveness that could require specific training and professional development be met and/or maintained (1)
  • Some colleges preferring workshops specifically for them instead of participating in mixed workshops with attendees from other colleges (1)
  • Demonization of online learning (1)
  • Identifying the most apparent need, from the perspective of the faculty (1)
  • Faculty resistance to ‘training’ (1)
  • Gaining faculty attention and finding ways to reach more faculty, including those who may be hesitant towards using technology without personal support & training. (2)
  • The need for changing strategies to accommodate changing needs together with the personnel to manage this (1)

Institutions that have responded

Part 1

  • J Sargeant Reynolds Community College
  • Bacone College
  • University of Miami
  • University of Alabama
  • Austin Community College
  • American University in Cairo
  • James Madison University
  • La Salle University
  • Utah State University

Part 2

  • Texas A&M University-Commerce
  • Weber State University
  • James Madison University
  • Name withheld by request

Part 3

  • Edgewood college
  • Linn-Benton Community COllege
  • UC Davis
  • Case Western Reserve University
  • Iowa State University

Part 4

  • University of Miami (duplicate from Part 1, but question not answered then, so added now)
  • St. Catherine University
  • SUNY Potsdam
  • Towson University
  • St. Mary's University (San Francisco)
  • Fort Lewis College

Part 5

  • Weber State University (duplicate from Part 1)
  • SUNY, Buffalo

Part 6

  • Barry University
  • Tyler Junior College
  • The University of Texas at El Paso
  • The University of Akron
  • University of Alabama (answer updated because different from that given in Part 1)
  • Towson University
  • Babson College

Part 7

  • A-B Tech
  • Rutgers, the State University of New Jersey - New Brunswick
  • University of Tennessee Health Science Center
  • Towson University

Part 8

  • Duke University
  • The University of Alabama
  • Our Lady of the Lake University
  • Massachusetts College  of Art
  • The University of Akron

Part 9

  • Northland Pioneer College
  • Weber State University

Part 10:

  • Umass med school
  • Oklahoma Christian University
  • The University of Alabama (answer updated because different from that given in Part 6) 

Part 11:

  • University of Bridgeport
  • SUNY Buffalo State
  • University of Central Florida

Part 12:

  • Grand View University
  • Justice Institute of British Columbia
  • University of North Dakota
  • Rutgers, the State University of New Jersey - New Brunswick (same answer as in Part 7)

Part 13:

  • Pepperdine University
  • University of Mississippi