Educational management leader's perspective on the dimensions of the faculty role in intermodal education programs
DOI:
https://doi.org/10.56162/transdigital531Keywords:
teaching role, cognitive dimension, affective dimension, management dimension, educational intermodalityAbstract
Higher education must respond to current demands and changes through educational models that integrate diverse modalities. Intermodality combines face-to-face, online, and experiential learning within a single academic program, fostering the development of current professional competencies. This study analyzed the role and dimensions of faculty in intermodal undergraduate programs. To this end, the elements that comprise the faculty profile in each modality and the complexity of the role in various settings were examined. Based on real-world teaching practice, the competencies required and valued by key stakeholders in the educational process, especially educational administrators, were identified. A qualitative approach based on the hierarchical triad technique was used to construct semantic networks with the participation of five educational administrators. Significant differences in the dimensions of the faculty role were evident according to the modality, underscoring the importance of considering these differences when selecting faculty for each modality.
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