Abstract:

The purpose of this research was to develop and validate a competency model for university faculty. Firstly, the competency model for university faculty was developed through integrating Behavioral Event Interview (BEI) with O*NET job analysis. Using O*NET job analysis tools, the authors investigated 405 college teachers in another study and built the preliminary competency code dictionary (including 31 competencies). Following the classical BEI method, this study interviewed 24 college teachers (15 outstanding teachers and 9 ordinary ones). According to the code dictionary mentioned above, 210 thousand Chinese characters were clarified and coded by two PhD candidates who majored in psychometrics. Then this study did the comparison of the average competency ranks of college teachers with different performances by T-test with SPSS16.0. The competency model (narrow-sense competency model) for college faculty included 8 competencies: Creativity, Critical Thinking, Teaching Strategies, Concentration, Social Service Orientation, Analytical Thinking, Achievement, and Respect for Others, among which the former 4 competencies were significant at .05 level whereas the latter 4 were significant at .10 level. Secondly, to validate the expert validity of the competency model, this study interviewed 5 Subject Matter Experts (SEMs). Through Focus Group Interview (FGI), the experts agreed that the significant level should be set at the .10 level which would be more in line with the reality. The experts also considered other competencies such as Reflection, Active Learning, Care Students, Team Leadership and et al. as important competencies for college faculty. So when the “self-evaluated competency questionnaire for university faculty” was constructed and the construct validity of the scale was validated, both the differentiating competencies and the threshold competencies were included in the scale. There were 796 college teachers took part in the survey, half of the data was randomly selected for the exploratory factor analysis and the other half for confirmatory factor analysis. The results indicated that the scale (same as the generalized competency model) could be reduced into three factors as Creativity Orientation, Achievement Orientation, and People Orientation. The coefficientα’s for the three factors were .89, .91, and .86 respectively. The confirmatory factor analysis confirmed the three-factor model. Furthermore, to validate the concurrent construct validity of the competency model, this research sampled 8 colleges and obtained 183 teachers’ performance level and competency level scores from their supervisors’ evaluation. The results confirmed that outstanding teachers received higher competency level scores than ordinary teachers, the same as ordinary teachers than inferior teachers. This research indicated that it was feasible to integrate structured job analysis with BEI when developing competency model and the questionnaire constructed had good reliability and validity which could be used for faculty competency evaluation.

摘要：

本研究采取工作分析和行为事件访谈整合的研究范式构建高校教师胜任特征模型，然后通过团体焦点访谈、测验编制、评价第二个校标样本等三种方法，验证模型的专家效度、构想效度与同时结构效度。结果表明：高校教师胜任特征模型包括8项：创新、批判性思维、教学策略、专注、社会服务意识、逻辑分析能力、成就欲、尊重他人；高校教师胜任特征自评问卷可简缩为三个因子，即人员导向、成就导向和创新导向，该问卷具有良好的信效度，可以作为测量高校教师胜任特征水平的工具；将结构化工作分析与行为事件访谈法整合构建胜任特征模型，是可行和有效的建模路径。