Purpose: This study aims to identify and determine the components of professional development courses with a flipped learning approach designed and implemented.
Materials and Methods: The present study was conducted qualitatively with content analysis method and the research community was faculty members of Farhangian University and familiar with professional development courses that were selected by purposive sampling and a network of specialists. The number of participants in the research was determined based on the sampling logic in qualitative research and the principle of theoretical saturation and included 14 experts and faculty members of Farhangian University. Semi-structured interviews were used to collect the required information in the qualitative section. Data were categorized in the form of open coding, axial coding using MAXQDA2020 software and 950 primary codes, 48 ​​sub-categories and 11 main categories were extracted. The validity of the research was examined and to determine the reliability, the reliability method of retesting (82%) and the reliability method of agreement between the two coders (78%) were used.
Findings: The research findings showed that the components of professional development in 11 categories are institutional factors, support and support, educational development, research development, service development, personal development, cultural development and organizational development, ethics, pedagogy, learning forms.
Conclusion: In recent years, Farhangian University has provided a suitable platform for the professional development of the staff and professors of this university, but so far it has not been able to institutionalize the professional development courses of university professors using new technologies