Training needs for faculty members: Towards achieving quality of University Education in the light of technological innovations

The aim of this study was to identify training needs of university faculty members, in order to achieve the desired quality in the light of technological innovations. A list of training needs of faculty members was developed in terms of technological innovations in general, developing skills of faculty members in the use of technological innovations and promoting university faculty members in quality assurance skills. The study followed the descriptive-analytic design in presenting the literature. The data collection was based on a questionnaire developed to assess university faculty members’ needs in four areas, these are: teaching, scientific research, community service and promoting quality assurance procedures. The participants were 135 university faculty members chosen from different Saudi universities. Results were statistically analyzed using SPSS. The results revealed the need for university faculty to be trained in the light of technological innovations. The study recommends a program for training faculty members, to use technological innovations, meet their scientific research needs, university teaching, and community service and meet course requirements in terms of quality standards and performance indicators.


INTRODUCTION
University education is considered as a major consumer of modern technology as well as the regional and international changes in the areas of teaching, learning styles, scientific research and quality of education. This need to implement technological innovations is directed towards investment of knowledge and research to develop human resources, satisfy social needs and create new specialties to face challenges in the modern era. The need for faculty training based on the use of innovative technology has emerged to enhance their abilities to face the demands of the labor market and employ quality standards of education in general and in their areas of specializations in particular (Altschuld and Kumar, 2002).
In-service training programs which are designed for use inside the classroom include computer use, internet and designing web pages. Results of studies such as (Sopina and McNeill, 2015) indicated the mastery of the targeted skills. In order to assess the quality of the educational process including, students' method of learning, use of educational technology (distance learning, electronic learning and video-conferencing), teaching environment, learning and assessment, curricula and media. On these, survey of the viewpoints of the research participants on the quality of higher education was conducted (Alshaghdali et al., 2014).
In order to investigate in-service training and the use of programmed learning as one form of innovative technology, the study of Xian (2014) was conducted to examine training course in five USA states. Results revealed that only 5% of teachers use programmed learning. Results also indicated that effective employment of educational technology is closely related to the success of training. In addition, teachers need to blend computerized programs with other conventional courses. Measuring the effect of total quality assurance on creating the match between needs of labor market and educational outcomes was done in Hou et al. (2015) study. They indicated the importance of laying emphasis on the teaching jobs as a core point affecting quality of education in terms of decisions and policies. The study targeted a number of higher education institutions in Taiwan such as International Business Corporation and Engineering Institute.
Assessing training needs of faculty members regarding the use of innovative technology and the way this is related to achieving total quality seems to be an interest of many researchers. The study of Stukalina (2012) investigated the views of 352 faculty members through a 100 items questionnaire consisted of six aspects. These are; technology processes and curricula, design and plan for learning environment, education and curriculum, assessment, productivity and professional performance, and social and ethical issues. Results showed that 30.8% of colleges administrative systems provide faculty members the opportunities for using innovative technology. Results also indicated that the research participants are in need of training on twelve (12) innovative technologies such as use of internet, data display and presentation equipments and video conferencing.
Currently, the higher institutions are assigned important roles such as the continuous assessment of professional development needs of faculty members, demands of work place and bridging the gap between the educational outcomes, appealing for the demands of the community, commitment to quality standards in every activity conducted in campus and ways of overcoming drawbacks resulting from lack of using innovative educational technology (Elabeidy, 2009) Also, the use of innovative technology is considered one of the major factors which support quality and research activities in South Africa (Manduna, 2014).
In the Kingdom of Saudi Arabia, like most countries all over the world, there is a growing interest in designing a model for quality control in higher education since the last decade. This seems important due to the increase in number of government and private universities and colleges. Also, due to the focus on developing faculty members' skills in using innovative technology, creative teaching methods and achieving quality standards (Alshafei et al., 2015).
The views of (171) faculty members, towards the quality of teaching in higher education were investigated using a questionnaire by (Veiga-Simão, Flores, Barros, Fernandes, and Mesquita, 2015) Results indicated that, participants stressed that effective teaching rely on employing innovative technology and opportunities for professional development. Participants also feel satisfied about their teaching which creates interactive environment with students.

Training needs of faculty members
Training needs means the changes required in the skills, knowledge and behaviors of university faculty to achieve purposes and overcome difficulties. (Andronescu and Solomon, 2010) defines training needs as all of the changes required in the knowledge, skills, attitudes and experiences of an individual to get him fit to effectively fulfill the duties of his present job. needs are identified by (Boon, Lutz, and Marburger., 2015) as the knowledge, skills, attitudes and behaviors that need to be changed or modified at the trainee to cope with contemporary or development aspects. The following are some concepts related to training needs: 3. Building a set of organizational frameworks that work on achievement of quality. 4. Constant improvement of academic performance. 5. Overcoming effects of lack of competitiveness of graduates in labor market. 6. Satisfying needs and facing social problems. 7. Improving quality of services. 8. Raising the levels of performance.

Criteria of quality control in education as identified by Mohamed and Osman (2014)
1. Formulation of objectives: general/specific, knowledge, skills and attitudes. 2. Course design: study plans-course descriptionevaluation. 3. Teaching and learning: methods, techniques, strategies, and technology. 4. Faculty members: quality-quantity-ratio of students to staff. 5. Learning resources: library-databases-labsequipment-websites. 6. Internet. 7. Students' evaluations: tests. 8. Students' portfolios: course descriptions, course reports, student activities sample, and course plans. 9. Quality assurance: educational development, quality guides, internal assessment. 10. Supportive services: psychological guidance, academic guidance, and medical care.

TECHNOLOGICAL INNOVATIONS
Higher education has recently witnessed a great development as a result of technology use on both the levels of concepts and application. The traditional role of the teacher has changed into both facilitator and organizer in the learning environment in order to achieve quality. The teacher performs these roles relying mainly on innovative technology (electronic library, multi-media, computer-assisted learning, individualization of learning, learning resources center, open university, distant learning, video-conferencing and web-conferencing). (Stukalina, 2012) confirms that faculty member's acquaintance with concepts related to modern technology helps him develop the ability and skills to use it in teaching.
Innovative technology is a comprehensive system involving all items of modern technology: equipment, programs, learning environments and methods in order to improve quality of the learning process (Al-Naggar, 2009). Thus, the innovative item of technology has two aspects: the material one involving equipment and programs and the second involving the strategies and methods used (Stukalina, 2012).
The present study identifies innovative technology as a comprehensive system of effective use of modern technology including equipment, materials, programs and teaching strategies used to match the nature of course content in order to develop the educational system through interaction between learners, teachers and content.  (Guo and Lanb, 2010). 7. Developing cooperation and partnership skills. 8. Encouraging virtual interaction. 9. Applying learning mastery principles. 10. Raising learners' positivism and motivation. 11. Developing learners' creativity, curiosity and groupwork skills. 12. Achievement of active learning and positive participation.

Characteristics of innovative technology
Innovative technology is characterized by some features essentially related to learning theories, and is designed and produced to match the nature of the educational process. (Casanova et al., 2011) identifies these characteristics as follows: Interactivity: it is the ability to add the elements of action and reaction in the learning situation. The learners choose the media, the types of interaction, training, communication and feedback. Some of the technological innovations allowing this are: computer-assisted instruction, interactive multi-media, hypertext systems, live radio, direct TV, video-conferencing and network. Diversity it means introducing educational content in different forms: visual, audio, using motion pictures or using computer and internet. Diversity provides varied alternatives and stimuli for learning such as written and audio texts, drawings, and graphics. (Khallaf-allah, 2010).
Cosmic: using technological innovations in conferences, forums and distant lecturing to serve the purposes of teaching, training and exchanging experiences.

Integration:
The media is integrated in order to achieve the specified learning purpose. The suitable medium is chosen (whether visual, audio, drawings, cartoons, music or sound effects).
Accessibility: It means that the technological innovation is available at the time it is needed by the teacher and student (Griffith and Rubera, 2014).

Total quality management:
This feature is related to the achieved quality of the design and production of the technological innovation on both the material and cognitive levels.

Factors of success in implementing innovative technology in universities
A group of elements need to be considered for successful use of technological innovations: (Sorensen, 2009

RESEARCH PROBLEM (FACULTY MEMBERS IN SAUDI UNIVERSITIES ARE UNABLE TO ACHIEVE HIGH QUALITY EDUCATION DUE TO LACK OF USE OF INNOVATIVE TECHNOLOGY)
The present study investigates training needs of university faculty to achieve the desired quality in terms of innovative technology. The study attempts to answer the following research questions:

Research design
The quasi experimental design was employed to investigate the problem of research.

Research participants
One hundred and thirty five (135) faculty members were chosen from Saudi universities.

List of training needs
A primary list of university staff training needs was prepared based on:

Face validity
To specify relatedness of item to the part it belongs to, the list was presented to 15 jurors in the areas included in the questionnaire: Core One: Training needs for teaching: 1. Planning, preparation and execution (29) (13) items.
Core Two: Training needs for scientific research (60) items. Core Three: Training needs for community service (58) items. Core Four: training needs for quality management (67) items.

Reliability of the list of training needs
For reliability, the list was to a group of 58 faculty members, quality and development consultants and quality administrators in Saudi universities. Alpha-Cronbach reliability was calculated and reached (0.89).
In the light of reliability and validity of the initial list, a final list was developed consisting of the following four cores: 1. Core One: Training needs for teaching (82 items). 2. Core Two: Training needs for research (52 items). 3. Core Three: Training needs for community service (55 items). 4. Core Four: Training needs for quality management (67 items). Questionnaire was administered to (138) faculty member's to identify training needs.

Statistical analysis
SPSS program was used to calculate means, standard deviations, frequencies, standard error, variance and Chi-square.
The list of educational quality control standards: Based on the following: 1. A review of literature in the areas of total quality, curriculum and instruction. 2. A review of related studies . 3. A list of 10 main criteria is prepared; statement of objectivescourse design-teaching and learning-staff-learning resources and innovations-student evaluation-student portfolios-quality assurance-supportive services-management). 4. Regarding the achievement of teaching and learning objectives. 5. Standardizing the list of criteria according to the following procedures: a) Face validity: the list of quality management was presented to a group of experts to decide its relatedness to the objectives. b) Reliability of the list: after administering the list to a group of (24) staff, reliability factor was calculated using Alpha-Cronbach equation. It reached 0.90.. c) In the light of opinions of experts and reliability factor, a final version of the list was prepared and administered to a group of (37) university faculty. d) Statistical analysis: SPSS program was used to calculate the means standard deviations, frequencies, standard error and variance.

List of technological innovations: Based on the following:
1. A review of related literature in order to prepare the list of technological innovations to be used in university education. 2. A review of studies related to technological innovations.
3. Taking into consideration that every item represents the core it belongs to. 4. Standardizing the list of technological innovations as follows: a) Face Validity: The primary form of the list was presented to (13) faculty members specialized in technology. The list consisted of the following three cores: Core One: Educational technology (10 items). Core Two: Multimedia (29 items). Core Three: Equipment for technological innovations (16 items). b) Reliability of the List: the needs of 59 faculty member were assessed in terms of the list. Alpha-Cronbach formula was administered to test the reliability of responses of the participants, results (0.88). c) In the light of the list reliability and validity, a final copy was prepared and administered to 95 faculty members from the Saudi universities. d) Statistical analysis of data was conducted using SPSS program.

Views of participants on training needs of faculty members
To answer this question, statistical analysis of the data obtained from the questionnaire of staff training needs was conducted using SPSS program. Means, standard deviations, standard error and variance were calculated as shown in Table 1. Table 1 shows mean scores of staff responses to questionnaire items concerning training needs for teaching. Mean was (4.169) with standard deviation of (0.726) and percentage of (82.3%). This confirms the need for training on planning, execution and use of teaching strategies and evaluation methods. The value of Chi square was (41.3) which is significant at (0.01) implying. Table 1 provides mean scores of staff responses to questionnaire items concerning scientific research (4.339) which is considered high, with standard deviation of (0.703) and percentage of (86.5%). This means there is a high need for training on the skills, principles, ethics and techniques of writing scientific research. The value of Chi square was (44.3) which is significant at (0.01) level. Table 1 shows mean scores of staff responses to questionnaire items concerning community service (4.209) with standard deviation of 0.768 and percentage  Table 1 shows mean scores of staff responses to questionnaire items concerning quality management (4.305) with standard deviation of 0.721 and percentage of 79.2% representing a high need for training on quality management systems. The value of Chi-square was (38.1) which is significant at (0.01) level.

Views of participants on standards of achieving high quality university education and its relationship with training needs of faculty members
To answer this question, statistical analysis of the data related to achievement of quality in university education was conducted using SPSS program. Means, standard deviation, standard error, variance and Chi-square value were calculated as shown in Table 2. Table 2 shows mean scores of staff responses to questionnaire items with regards to criteria of university quality management (4.297) with standard deviation of 0.716 and percentage of 83.4% which confirms the importance of these criteria. The value of Chi-square was 42.1 which is significant at 0.01 level. Table 3 shows means, standard deviations, standard error and variance for standards of quality management. They were all significant at 0.01 level.

The innovative technology needed by faculty members
To answer this question, statistical analysis of the data related to technological innovations required by staff was conducted using SPSS program. Means, standard deviations, standard error, variance and Chi-square were calculated. Results are shown in Table 4. Table  4 shows mean scores of staff responses to the first core of technological innovations concerning educational technology (3.894), standard deviation (0.763) and percentage (76.5%) which confirms the importance of technological innovations related to educational technology (Internet-email-web design-learning groupsfile compressing programs-concurrent communicationsearch engines-file download). The means for this part was high. Chi-square value was (38.7) which is Innovations related to multimedia: Table 4 shows high mean scores of staff responses to the second core of technological innovations questionnaire concerning multimedia (4.304), standard deviation (0.726) and percentage 84.1% which confirms the importance of technological innovations related to multimedia (production of multimedia-design of multimedia presentations-interactive multimedia-photo shop-distant learning-mastery learning-learning management-open education-programmed instruction-electronic content management systems-virtual reality-hypertext systemshypermedia systems-routing audio systems-individually prescribed systems). The value of  which is significant at 0.01 levels.

Innovations related to educational technology:
Innovations related to educational equipment: Table 4 shows mean scores of staff responses to the questionnaire items concerned with technological innovations related to educational equipment (4.112), with standard deviation (0.799) and percentage (75.4%). This emphasizes the importance of technological innovations related to educational equipment (data show projectors-Internet digital camera-video digital cameradigital camera-scanner-audio digital equipmentcomputers-interactive video-faximili-fax-video text-cell phones-electronic blackboard). Chi-square value was (38) which is significant at 0.01 levels.

Results from core one
Results show that staff need training in the area of teaching (planning-preparation-execution-teaching strategies-technology-learning resources-evaluationteaching performance indicators-learning outputs). Mean of scores on the teaching core was (4.169), standard deviation (0.726) and percentage of (82.3%) (Figure 1). Chi-square value was (41.3) which is significant at 0.01 levels. Results agree with results of Xian study (2014) and Stukalina (2012) in the following points: 1. Emphasizing effective teaching strategies and developing staff skills and abilities 2. Encouraging creativity 3. Constant evaluation and variation of evaluation methods 4. Using innovative technology 5. Statement of objectives and methods of student motivation. 6. Involving computerized educational programs in curricula 7. Building teaching strategies based on innovative technology.

Results for core two
Results refer to staff training needs in the area of scientific research (principles and ethics-skills of writing research reports-statistical analysis of research datausing the digital library-scientific publication-building databases-applying scientific research regulations) Mean of scores of this core was (4.339) with standard deviation (0.703) and percentage of (86.5%) (Figure 1). The value of Chi-square was (44.3) which is significant at (0.01) level. Results indicate the importance of using innovative technology in scientific research to collect and deal with data. Results agree with findings from Xian study (2014) and Casanova et al., (2011)

Results of core three
Results show training needs of staff in the area of community service (identifying social needs, planning university activities to serve community, cooperation between organization and professional groups, providing training programs that match qualitative and quantitative requirements of labor market, raising awareness of the importance of work, encouraging investment in technical and professional training, treating labor market problems, continuous education programs to satisfy social needs and project management). Mean of scores for this core was (4.209) with standard deviation of (0.768) and percentage of (80.5%) (Figure 1). Chi-square value was (39.2) which is significant at (0.01) level. These results match the findings of Xian (2014) as follows: 1. Training on providing social consultations 2. Employing research findings to serve community 3. Staff participation with views, knowledge and experiences to serve community 4. Improving university outputs to serve labor market needs 5. There is a gap between outcomes and labor market due to negligence of innovative technology. 6. Poor contribution of education in building social knowledge. 7. Empowering the relationship between the academic product and social needs.

Results of core four
Results refer to staff training needs in the area of quality management (disseminating a culture of quality input, output and processes assessment; basics of educational programs evaluation; basics and mechanisms of international accreditation; quality control; sustained development systems; improving learning outcomes; achievement of key performance indicators; referenced comparisons; applying total quality standards; preparing course specifications; preparing field practice specifications; preparing course reports-;preparing program reports; preparing program for self-study; preparing institution's self-study; using technological innovations to achieve learning outcomes). Mean of scores was 4.305 with standard deviation of 0.721 and a percentage of 79.2% (Figure 1). Chi-square value was 38.1 which is significant at 0.01 level. Results agree with the findings of Xian study (2014) which are as follows: 1. Relating objectives of training programs to development of staff abilities to achieve quality standards. 2. Training on formulation of learning outcomes. 3. Building and designing tests according to teaching and learning requirements. 4. Improving staff abilities to integrate computerized programs in their courses. 5. Ability to relate learning outcomes to requirements of labor market. 6. Increasing interest in university quality in the light of communication and information technology. 7. Emphasizing evaluation methods as a guarantee of quality achievement.
Interpretation of results of question two: What are the criteria for the achievement of quality in university in relation to staff training needs?
Results of the statistical analysis of data acquired from questionnaire concerning achievement of university qualitative quality in relation to training requirements revealed staff need to master: statement of objectives, course design, learning resources and innovations, methods of evaluation, student portfolios, quality assurance, supportive services and management. Mean of scores of responses was as high as 4.297 with standard deviation of 0.716 and a percentage of 83.4%. Chi-square value was 42.1 which is significant at 0.01 level ( Figure 2). Results correlate with the findings of Al-Shafei et al. (2015), Stukalina (2012) and Elabeidy (2009): 1. Planning for learning environment 2. Variation in evaluation methods. 3. Analyzing staff skills, capabilities and attitudes. 4. Analyzing administrative and teaching tasks of staff. 5. There is a lack of reliance on technology in teaching. 6. The importance of quality management in achieving educational quality. 7. Identifying the strategies and mechanisms that can help academic institutions achieve quality outcomes to meet community needs.

Results of question three: What are the technological innovations required by university faculty?
Results confirm that staff need training on surveying the Internet, designing educational websites, file compressing, concurrent communication search engines, file upload and download in order to achieve qualitative quality of their teaching and research work and community service. Mean of scores was as high as 3. 894 with standard deviation of 0.763 and a percentage of 76.5% which is significant at 0.01 level (Figure 3). Results