The purpose of the study is to explore the experience of implementing faculty

professional learning communities in higher education institutions in Taiwan.

To achieve this goal, 118 university websites in the sample group were searched

and the faculty learning community documents were collected and analyzed. The

directors of four different centers for professional development in universities in

Taiwan and five leaders of faculty learning communities were interviewed. The

results show that the universities started the faculty learning community in 2005

and that 67% of these 118 universities offered the faculty learning community

service for their teachers in 2012. The universities use these services to create

opportunities for professional communication and to improve effectiveness. The

community is composed of three to fifteen members, and most members come

from the same university; 87% of the community funding from each university is

supported by Ministry of Education (MOE) projects. The activities of the faculty

learning community are flexible and varied and their topics could be modified

according to the teachers’ needs and the school’s objectives The community does

indeed enhance the professional ability of the faculty members, but many of them

are too busy to attend the community; this problem needs to be solved. One way to

promote the faculty learning community is through the use of formal assignments

like curriculum design, which can produce good results. The activities correspond

to the teachers’ needs and the good relationship between members is the key to

the success of the community. Some suggestions are proposed based on the results.