Publication Date
5-12-2025
Document Type
Action research project: Open access
Degree Name
MA Higher Education Leadership
Department
Leadership Studies
Abstract
In this action research study, I explored how the University of San Diego’s Division of Professional and Continuing Education can better support faculty in increasing their presence in online graduate programs. Drawing from the literature on faculty engagement and student satisfaction in online education, I investigated two guiding questions: How do online graduate students perceive faculty engagement, and what support do faculty need to sustain high levels of engagement? Guided by Kemmis and McTaggart’s (2000) action research spiral, the four-phase study began with an analysis of student evaluations (n = 592), derived from 58 course sections, followed by a student survey (n = 94), faculty focus groups (n = 9), and a leadership discussion (n = 5). Thematic analysis showed students value feedback, support, availability, communication, and instructor expertise. Faculty highlighted the need for clearer expectations, targeted development, and community-building. Structural challenges included inconsistent evaluations and unclear definitions of engagement, with leadership noting tensions between autonomy and consistency across programs. Ultimately, my research offers data-informed recommendations to strengthen faculty development, enhance online instruction, and foster more equitable, student-centered virtual learning. As institutions continue to invest in online education, they must also invest in the people who make that learning meaningful.
Digital USD Citation
Constant, Alexandra, "Engaging the Educators: Enhancing Faculty Support in Online Graduate Programs" (2025). M.A. in Higher Education Leadership: Action Research Projects. 144.
https://digital.sandiego.edu/soles-mahel-action/144
Copyright
Copyright held by the author
