Research On Service Quality Of Center For Faculty Development In Research University

University faculty, who creates the value of university and represents the spirit of university, is of significant importance to the development of university. As an organization which focuses on the instructional development of university faculty, Center for Faculty Development should improve the service quality in instructional development since its quality affects the construction and development of university faculty as well as the teaching quality of university. The work of instructional development of Research University in China began in 2011, and it contributed to the improvement of faculty’s instructional ability. However, the service quality of Center for Faculty Development and the related systems and regulations of the university should be improved or reformed in order to deepen the instructional development of faculty in Research University.To improve the service quality of instructional development of Center for Faculty Development in Research University, case study is used in this thesis. Choosing a Center for Faculty Development of a certain Research University as case, the author designed a questionnaire based on the theory of Service Quality. To explain the results of quantitative research, the author also took eight semi-structured focus group interviews. The result of quantitative research shows that the faculty’s perception of the function of the center, the teaching training and the management of the center is lower than the expectation significantly. The outside organizational environment of the Center for Faculty Development, that is to say, the systems and rules of the university and schools negatively affect the enthusiasm of faculty’s instructional development and the efficiency of the work of the center.Center for Faculty Development should extend its function and provide diverse programs in instructional development. With the improvement of the faculty development, they should pay attention to the multi-dimension factors which affect the faculty’s instructional development. It’s better for the center to enhance the teaching ability of faculty by supporting the overall development of faculty. Secondly, the center should analyze the expectation and perception of faculty that they can improve or design better instructional development programs by understanding faculty’s needs. Thirdly, the center should design rational service quality rules to increase faculty’s perception of those programs or activities. Last but not least, the center should act as a bridge between the faculty and the university and schools to accelerate the reform of the evaluation of professional title and compensation system as well as the teaching evaluation system and the teaching motivation mechanism. By reforming the related systems, the center can motivate and maintaining the enthusiasm of faculty’s instructional development. Hence, the center can help to change the educational ideas of faculty, enhance the teaching ability and introduce new teaching methods. Therefore, it will achieve the goal of improving students learning achievement and the teaching quality in university.