Modeling organizational capacity development through faculty development programs

INTRODUCTION: Faculty development programs are widely recognized for enhancing individual academic competencies in higher education. However, their systemic influence on organizational capacity, especially within complex academic institutions, remains underexplored. This study aimed to develop a conceptual model that illustrates the mechanisms underlying the contribution of faculty development programs to organizational capacity development. METHODS: A conceptual model development design was employed, guided by Crawford's framework and informed by three complementary sources: literature, empirical experience, and theory. A narrative literature review identified capacity development indicators relevant to faculty development programs. Twenty-two semi-structured interviews with faculty participants provided contextualized insights into organizational impacts, facilitators, and barriers. Morgan's Capacity Development Framework supplied the theoretical foundation. Findings from all sources were integrated and refined through expert review to construct the final conceptual model. RESULTS: Literature review generated 36 organizational capacity development indicators, categorized into six domains. Interview findings revealed how faculty development influenced instructional capabilities, professionalism, program sustainability, and contextual interactions. The integrated analysis produced a conceptual model illustrating dynamic interactions among contextual conditions, program characteristics, individual and interpersonal factors, and organizational capacity outcomes. DISCUSSION: Faculty development programs contribute meaningfully to organizational capacity when aligned with systemic, interpersonal, and contextual dynamics. The proposed conceptual model provides a strategic, theory-informed framework for planning, implementing, and evaluating faculty development initiatives aimed at sustainable organizational improvement.