This study examines the contribution of faculty development programs to institutional outcomes through an embedded mixed-methods design anchored in Kirkpatrick’s Four-Level Model. Drawing on longitudinal data from fourteen faculty members over a four-year period (2022–2026), the study integrates quantitative indicators—faculty rank progression, performance evaluation ratings, and research productivity—with qualitative insights derived from semi-structured interviews. Findings indicate that faculty development initiatives are associated with improvements in teaching practices, professional engagement, and selected institutional outcomes. However, gains in research productivity remain uneven, suggesting the need for more targeted and sustained support mechanisms. The study extends the application of Kirkpatrick’s framework in higher education by demonstrating how multi-level evaluation can inform institutional quality  assurance and strategic decision-making.

Keywords: Faculty Development; Kirkpatrick Model; Mixed-Methods Evaluation; Higher Education; Teaching Effectiveness; Research Productivity; Quality Assurance.