ROLE OF FDP WORKSHOPS IN ADVANCEMENT, DEVELOPMENT AND TRANSMISSION OF KNOWLEDGE OF HIGHER EDUCATION FACULTY MEMBERS

Received: 28 October 2016 Final Accepted: 27 November 2016 Published: December 2016 The Indian government is continuously introducing reforms to improve the standards of education, to meet the changing needs of the students, and to satisfy the demands of the workplace. Professors today are required to display different types of roles and responsibilities for their professional growth. Time requires the change as with time composition of students, technology and environment is changing with which professors have to adapt with. Keeping all this in mind faculty development programmes are arranged. Researcher has tried to find out effectiveness of FDP workshops through a questionnaire filled from ninety (N=90) faculty members who attended FDP workshops in Delhi which were selected conveniently and purposely from the three workshops organized in Delhi at different times and at different locations thirty members from each were selected as subjects. It was found that FDP workshops have significant positive effect.

The Indian government is continuously introducing reforms to improve the standards of education, to meet the changing needs of the students, and to satisfy the demands of the workplace. Professors today are required to display different types of roles and responsibilities for their professional growth. Time requires the change as with time composition of students, technology and environment is changing with which professors have to adapt with. Keeping all this in mind faculty development programmes are arranged. Researcher has tried to find out effectiveness of FDP workshops through a questionnaire filled from ninety (N=90) faculty members who attended FDP workshops in Delhi which were selected conveniently and purposely from the three workshops organized in Delhi at different times and at different locations thirty members from each were selected as subjects. It was found that FDP workshops have significant positive effect.
India's higher education structure is the third major in the world, next to the United States and China. Indian higher education system has expanded at a rapid pace by adding nearly 20,000 colleges and more than 8 million students in a decade from 2000-01 to 2010-11. The 12th Five-Year Plan, 2012-17, focus on quality education in the chapter of Inclusive & Qualitative Expansion of Higher Education of the UGC document. There is a greater need of research and teachinglearning which should be encouraged to encounter the context and needs of our society, knowledge and the challenge of successful fostering of Constitutional values.
MHRD the Department of Higher Education is responsible for the overall development of the basic infrastructure of Higher Education sector, both in terms of policy and planning. The main focus of department is to look after qualitative improvement in the Higher Education, through world class Universities, Colleges and other Institutions.
The Kothari Commission (1964-66) suggested that a sound programme of professional education is essential for teachers to enhance the qualitative improvement of education. The commission recommended conduct of programmes sponsored by the UGC in universities. Such programmes aims at 1. conducting courses in professional institutes for different categories of teachers The commission also suggested the following principles for improving the quality of teacher education  Reorientation of subject-knowledge  Improvement in methods of teaching and evaluation  Improvement of student-teaching  Development of special courses and programmes  Revision and improvement of curricula.
Professors today are required to display different types of roles and responsibilities for their professional growth. Time requires the change as with time composition of students, technology and environment is changing with which professors have to adapt with.
Today the student body has become large and diverse on basis of different factors such as educational background, race and civilization, gender, class, age, and training. This growing diversity places more responsibilities on faculty members.

Dahlstrom, Eden (2015)
Found that almost 7 out of 10 institutions (69%) provide student technology assistants to help faculty use technology. After looking at the relationship between educational technology staffing patterns and faculty and student impressions of their technology experiences, found that educational technology staffing has a significant effect on student perceptions.

Melodie A. Rowbotham (2015)
findings shows statistically significant results between the control and intervention groups and the pre-and post-mean scores, but no statistically significant changes in the scores over time in general or between the groups themselves. which indicates that participation in a faculty development program can influence how faculty feel about their role as a teacher and can increase teacher self-efficacy, but there is not a change in teacher self-efficacy as a whole or just by group.

Materials and Methods:-
To achieve the objective of the study, ninety (N=90) faculty members who attended FDP workshops in Delhi were selected conveniently and purposely from the three workshops organized in Delhi at different times thirty members from each were selected as subjects. Questionnaire was used to measure purpose and effectiveness of FDP .In order to examine the hypothesis1 of the present study non parametric test Friedman was applied to know motive to attend FDP different variables of construct which were on likert scale were compared and to examine hypothesis 2 and 3 Cochran's Q test was applied as different statements of construct were in yes and no form.

1933
Results and Discussion:- .000 a. Friedman Test Results show that due to knowledge enrichment participants are motivated so alternative hypothesis is accepted. Mean rank of knowledge enrichment 1.75 shows respondents are highly satisfied with FDP workshops agreeing to its help in knowledge enhancement. Confidence building respondents lies in between agree to neutral, for presentation skills lies between neutral to disagree, for API score respondents strongly disagree the purpose of attending is not the score again for competitive advantage strongly disagree, change in curriculum between disagree to strongly disagree and same for network building. .000 1934 Results shows that 75 participants agree FDP helps in developing research culture, 43 agree for its help n team spirit for better decision making, 68 says FDP helps giving hands on latest IT skills including softwares,60 disagree with effectiveness in peer group to reinforce course learning,53 agrees with opportunities for one to one interaction,60 says FDP helps in updating knowledge and information, 53 agrees with that the course designed to be covered in FDP's is covered. Conclusions:-1. Research hypothesis 1 is accepted by rejecting null hypothesis as the FDP's helps in motivating participants according to the purpose, among which knowledge enrichment was found to be most strongest and the weakest was purpose of attending FDP for API score 2. Research hypothesis 2 is accepted by rejecting null hypothesis as the FDP workshops significantly affect knowledge enrichment and development of participants as mostly agree that it develop research culture and least agree peer group development through these 3. Research hypothesis 3 is accepted by rejecting null hypothesis as FDP workshops participants significantly transfer knowledge attained during session highest transfer in innovative research projects and least transferred through curriculum developments