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Development of a Career Stage-Based Competency Enhancement Roadmap for Faculty Professional Growth: Case Study of University A

  • The Journal of Transdisciplinary Studies
  • Abbr : JTS
  • 2025, 9(3), pp.149~164
  • DOI : 10.22685/jts.2025.9.3.149
  • Publisher : The Society for Transdisciplinary Studies
  • Research Area : Interdisciplinary Studies > Interdisciplinary Research
  • Received : November 29, 2025
  • Accepted : December 23, 2025
  • Published : December 31, 2025

Chon, Eunhwa ORD ID 1,  Yunja Hwang ORD ID 1,  Hyojung Jung ORD ID 1

1단국대학교

Accredited

ABSTRACT

Objectives: The purpose of this study was to develop a faculty competency enhancement roadmap that reflects career-stage-specific needs in order to strengthen faculty competitive ness in higher education. Methods: Core faculty competencies were identified through a comprehensive literature review and an analysis of the university’s talent framework. Faculty development needs were diagnosed using Importance–Performance Analysis (IPA), which examined faculty perceptions of the importance and performance of each competency. The IPA survey was conducted over a two-week period with voluntary participation from full-time faculty members at a four-year university located in the Seoul metropolitan area. Based on the IPA results, a career-stage-based faculty competency roadmap and an institution-level support system were developed. Results: The results indicated that understanding of pedagogy was perceived as highly important but insufficiently performed, identifying it as a priority area requiring concentrated improvement. In contrast, under standing of the university’s vision demonstrated higher performance than importance and was classified as a possible overinvestment area. Overall, the findings suggest that faculty members across career stages perceive a strong need for competency development, while the level of shared understanding of the university’s vision is relatively high. The proposed roadmap emphasizes course design and research expertise development for early-career faculty, student guidance and empathy enhancement for mid-career faculty, and network expansion and contribution to faculty communities for senior faculty. Conclusions: This study provides empirical evidence for the systematic development of faculty competencies across career stages and offers a practical roadmap for faculty development. The findings contribute to enhancing faculty professionalism and strengthen ing educational competitiveness in higher education institutions.

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