Instructors’ workplace learning activities and inhibitors in Ethiopian higher learning institutions: Bahir Dar University in focus

Abstract

While studies give much attention to the officially introduced Higher Diploma Program practices and effectiveness, little is known about the workplace learning activities and barriers in universities. This study is therefore aimed to capture the learning activities of instructors of Bahir Dar University, and the factors that impede their learning engagements. Accordingly, a total of 117 instructors from six academic units took part in the study. The results show that instructors heavily rely on self-learning activities, and internet searching predominates workplace learning. Formal training opportunities are perceived as inadequate and less relevant to instructors’ teaching practices. Generally, the university is found to be weak in promoting favorable conditions for instructors’ workplace learning. Furthermore, findings associated with the organizational level and individual-level factors that negatively influence instructors’ workplace learning are presented along with suggestions for better practice and further research. • Searching the internet is the most dominant learning activity among instructors. • Instructors rely mostly on self-learning activities to improve their career. Cooperative and interactional learning is weak. • Training opportunities at the university are not adequate and work-oriented. • Lack of incentive packages and instructors’ poor knowledge-seeking behavior were the most serious inhibitors.