New Faculty Members in Kuwaiti Universities: Challenges and Opportunities

Abstract

Objective: To explore the challenges and opportunities faced by new faculty members in Kuwaiti universities and to identify factors contributing to their successful adaptation and integration. Theoretical reference: This study is grounded in the theoretical frameworks of teaching experience, organizational environment, and expectation alignment, focusing on their roles in faculty integration and adaptation. Method: A qualitative research methodology was employed, involving a detailed examination of the experiences and perspectives of new faculty members in Kuwaiti universities. Results and Conclusion: The research identified three key domains—teaching experience, organizational environment, and expectations—as crucial predictors of successful faculty integration. These domains interact through teaching experience alignment, expectation-ecosystem integration, and pedagogical-ecological synergy, facilitating a quick start and effective integration of new faculty members. Research implications: The findings offer valuable insights into the onboarding processes of universities, highlighting the importance of aligning teaching experience with organizational expectations and environments to promote effective faculty integration. Originality/Value: This study contributes to the understanding of faculty onboarding by specifically focusing on Kuwaiti universities, thereby providing a unique perspective on the integration challenges and opportunities in a specific cultural and academic context.