Academic Staff Development Research Articles

Involvement of Academic Staff in the Practice of Professional Development

The article explores the level of involvement of scientific and pedagogical professionals in various social activities for professional development compared to other employee groups. It argues that obtaining additional professional training can be a valuable tool for career growth. The author sees professional development as an integral part of academic growth for scientific and educational workers, along with personal and career development. The findings are based on a combination of theoretical and empirical research conducted by domestic and international scholars, as well as official statistical data and the results of an original sociological study. The study involved a questionnaire survey of scientific and educational professionals (n = 223), as well as other employee groups (n = 833), in the Tyumen and Sverdlovsk regions. As a result, it was found that scientific and pedagogical workers are more likely to engage in professional development activities compared to other categories of the employed population. Continuing professional education programs appear to be the most common form of professional growth. Due to their specialized activities, academic staff tend to develop digital skills more often, while other groups develop personal skills to a greater degree. Based on the level of involvement in professional development, we identified five groups of respondents: “active and engaged”, “achieving the desired level or feeling disappointed”, “questioning or confused”, “recognizing the importance of professional development”, and “rejecting professional development”. The theoretical and empirical findings led to the development of potential strategies to enhance the engagement of scientific and educational professionals in ongoing skill development and acquisition of new competencies. This article is aimed at university management responsible for professional development of academic staff. The findings presented here may have practical implications for the development of personnel strategies at universities with the goal of increasing human capital and professional competence among academic staff, as well as motivating them to engage in continuous learning. The results of this study could be beneficial for participants in the academic community, as well as for specialists involved in developing educational programs and planning the future of universities strategically. The material presented in this paper is relevant not only for academic staff, but also for graduate students who are focused on their continuous professional growth within the academic sector.

Academics’ Experiences during Horrible Times: Online Teaching, Learning, and COVID-19

E-Learning has become the new normal in Higher Educational Institutions across South Africa. Hence, intergration of the new learning pedagogies has initiated a shift of the norms on professional development. This paper seeks to unpack the strategies used by lecturers in the face of adversities experienced during the E-learning space pre & post Covid-19. There are strategies advised by teacher autonomy which need to be explored. It might have been better if teacher autonomy was merely being against pressures exerted on the individual teachers. But, it is a means for teachers to advance their personal and professional capability to adapt to the rapidly changing conditions and situations in learning spaces. This paper seeks to unravel an unacquainted new path on the drive of lecturers in their professional development that has not been evident in their training. In socio-politically transforming societies such as South Africa, the absence of adequate structures to implement a range of changing policies, may leave lecturers in despair when trying to access development opportunities. This paper adopts analytic theory and semi-structured interviews to give light to the constructivist views of lecturers who have developed methods during the times of adversity. Purposive sampling of 6 lecturers and 10 students will help the generation of data for this study because even though lectures had to adjust to new methods but students were in the receiving end of all the pressure. This study argues for implementation of best practices for the successful professional development of academics in line with E-learning. The University of Limpopo will be the centre of data generation with ethical considerations requested as well as literature visited. Collected data will be thematically analysed in order to sieve and arrange the necessary information for this study. The newly shared practices will form part of the resolutions to the professional development of academic staff.

Could ‘flipping’ professional development engage teaching academics? Perceptions of authenticity and relevance

ABSTRACT Improving performance in learning and teaching through professional development (PD) of academic staff is a major goal of higher education institutions. However, gaps between strategy and implementation often hinder progress. Barriers include departmental cultures that do not value teaching, and insufficient attention to how academics perceive their PD needs. For decades, the significance of informal and social learning in the workplace has been known, yet academic development largely continues to be provided through formal instructional activities, focusing on individual development and with reports of low engagement. In this reflective study, we make use of two surveys of academic staff PD preferences in a STEM and health faculty of an Australian university, carried out in 2020 and 2021 for planning purposes during the COVID-19 pandemic but also in the context of a previous faculty re-think of academic development. Academic PD might be ‘flipped’ by addressing needs with recognition of perceptions of authenticity and relevance with informal, peer-to-peer workplace learning to complement formal activities. Understanding motivation for change is essential for engagement.

Influence of a seed-funded community of practice on the development of academic staff research at a comprehensive University in South Africa

This study seeks to explore the influence of a seed-funded project on the research development, professional growth, and collaboration of academic staff. It employed a qualitative reflective inquiry design to elicit the views of participants in the Domain of Emerging Researcher Excellence (DERE). The DERE has a total of 13 members, but for this study, seven participants were selected as a purposive diverse sample representing various disciplines, career stages, and levels of engagement within the Community of Practice (CoP). The findings revealed two main sources of knowledge platforms that helped participants shape their individual research developments. Participants also highlighted the collaborative activities and knowledge-sharing practices prevalent in the DERE. The interdisciplinary project was considered a gateway for professional growth and career trajectories, facilitating mentorship development activities among academics involved in the project. The study concludes that providing seed funding for CoPs can enhance the growth of academic staff research within universities in emerging economies. This initiative has significant implications for fostering a vibrant research culture within institutions, enhancing research capacity among staff, and promoting collaborative engagement across disciplines. Additionally, institutional policies should outline strategies to ensure the long-term sustainability of CoPs beyond seed funding. The study acknowledges the complexity of promoting research capacity for early-career researchers; however, to ensure sustainability, seed-funded projects that influence individual professional growth and emerging researcher career trajectories should be given opportunities to develop their own funding mechanisms so that they do not become extinct once the seed-funding period elapses.

TETFund Sponsored Conference Attendance and Academic Staff Development at Federal University Gashua, Nigeria

It is doubtful that the academic staff at Federal University Gashua will perform their duties effectively and efficiently through conference attendance. To examine if conference attendance improves their professional development forms the basis for this research survey. This study applied a survey research method to ascertain the effect of conference attendance on academic staff development at Federal University Gashua. A structured questionnaire was designed to gather relevant information for our data analysis. To determine the level of their agreement, relevant questions were provided for the academic staff and the result revealed that conference attendance affects academic staff development by helping them sustain greater focus towards their prescribed roles. Similarly, conference attendance helps academic staff at FUGA to achieve their design responsibilities both within and outside the university. The paper concluded that conference attendance promotes academic staff development; and that, TETFund should improve on financial allocations to the case study institution based on needs assessment.

Evaluation of E-Learning Platforms under the EASTRIP Project: Enhancing Competency-Based Education and Training through Holographic Technology in Dar Es Salaam, Tanzania

This study delved into the use of hologram technology to bridge the practical learning gaps in the Competency-Based Education and Training framework when using E-learning platforms. The study utilized a convergent mixed-method, combining quantitative and qualitative approaches. The study focused on 26 public tertiary learning institutions located in Dar es Salaam. It selected 14 widely used e-learning platforms for a comprehensive analysis, ensuring diverse representation. The study's statistical treatment included descriptive statistics and content analysis. The study concluded that the platforms are crucial in delivering content and in teaching, uploading lecture notes and administering tests. However, the use of technology in final examinations and practical assignments indicates notable gaps that need addressing, requiring advanced technologies such as hologram. Addressing these gaps will require technological advancements and continuous professional development for academic staff to optimize the use of e-learning platforms and ensure they meet the comprehensive needs of modern education. This holistic approach will strengthen the alignment of e-learning practices with the CBET framework, fostering a more effective and inclusive learning environment.

Nurturing creative confidence and learner empathy

As a contemporary and boundary spanning approach, design thinking is gaining traction in higher education, but it has not yet been established in academic staff development. The aim of this study is to reflect on a recent staff development intervention on blended learning course design, aimed at promoting a ‘design thinking mindset’ among university lecturers. By analysing empirical data gathered through participant interactions, we discuss the implications and potential of design thinking for academic staff development. Data analysis shows an increased awareness of the complex and diverse student body, a recognition for interdisciplinary collaboration, mentoring and reflective thinking. Additionally, it is highlighted that adopting design thinking is not without challenges, which include the need for continued practice, securing departmental buy-in and upscaling initiatives. The findings emphasise the importance of creating a ‘safe’ space to experiment, modelling a designing-on-the-go approach, focusing on the iterative processes of (re)design, providing scaffolding for learning, making design thinking processes explicit, building a community of practice, regular feedback and maintaining the balance between playfulness and reflection. Success of such an intervention will rely on balancing the development of design thinking skills, a design thinking mindset and creative confidence.

Ambassadors of professional development in teaching and learning in STEM higher education

Abstract In STEM higher education, lecturers need to assist learners in constructing understanding of complex scientific concepts by employing relevant teaching methods, tools, and technologies. A continuous professional development (CPD) of academic teaching staff in teaching and learning is indispensable to keep up with the development of STEM. Using a cascade-like approach in continuous professional development in teaching and learning, where lecturers are involved bottom-up as CPD-Ambassadors, makes it possible to address relevant STEM-specific teaching and learning issues and continuously improve teaching practice. At three international STEM-CPD Summer Schools for CPD-Ambassadors, the CPD-Ambassadors developed fifty CPD-User cases about organising professional development in teaching and learning at their own higher education institutions and promoting the importance of CPD in their local context. The analysis of the CPD-User cases shows that the most frequently addressed teaching competencies and attitudes foster student-centred teaching approaches based on constructivist educational views. A relationship is found with previously defined generally important teaching competences and attitudes for higher STEM education. The results indicate that a cascade-like, discipline oriented continuous professional development approach through CPD-Ambassadors is a promising approach in improving university teaching practice.

‘I just feel very dispensable’: Exploring the connections between precarity and identity for academic literacy developers

Precarious employment is a well-established feature in academia, with many lecturers, tutors and professional services staff on forms of fixed-term contract. It is especially a feature of academic development spaces, such as English for Academic Purposes (EAP) programmes, and academic staff and student development programmes. Precarity results in high staff turnover and undermines staff credibility and capacity; these issues may impact student success. Further, for lecturers and tutors themselves, there are implications for their professional identity and sense of legitimacy within their role, department, and university. Using data from qualitative surveys and interviews with academic literacy practitioners in South Africa, this article explores how being precariously employed affects agency and the development of a professional practitioner identity for those on fixed-term contracts. Using aspects of Archer's social realist framework to theorise agency, we show how precarity impacts a sense of purpose and professional self within the university in relation to other academics and students.

Changing a postgraduate certificate in academic practice to a postgraduate apprenticeship at one English university: impacts for academic identities and staff development practices

ABSTRACT Since 2018, new UK academics can enrol on a postgraduate Academic Professional Apprenticeship (APP) to become accredited higher education professionals. This new apprenticeship replaces or runs alongside traditional newer academic programmes such as Postgraduate Certificates of Academic Practice (PCAP). We share findings from a programme evaluation at one of the first adopters of the APP which explored the experiences of course participants and those supporting them. With 35 interview or focus group participants, findings show how the apprenticeship element adds more development and support opportunities for both, the apprentices and experienced academics supporting them. However, challenges around protecting time for development and balancing workload remained and there were challenges associated with the concept of being an apprentice. We also found some changes to the programme curriculum as a result of mapping it to the apprenticeship standard.

Strategic Labor Induction: a Methodological Proposal Towards the Professional Development of Academic Staff in the Polytechnical Universities of the State of Hidalgo, Mexico

Objective: This research analyzes the perceptions and experiences of the academic staff of the Polytechnic Universities (UP) of the state of Hidalgo, Mexico, regarding the receipt of job induction at the beginning of their hiring or reinduction every time said staff has been promoted or transferred to another area of academic nature. This study aims to substantiate, contrast and interpret how essential strategic job induction is in the (UP) subsystem to trigger the long-term professional development of academic staff in said sector. Theoretical Framework: The present study examines background research that conceptualizes, substantiates and theoretically and pragmatically interprets the phenomenon of job induction as an important requirement after the process of recruitment, selection and hiring of personnel, through its documentation in a procedure, manual, program and records. Design/Methodology/Approach: The methodology used in the present study was grounded theory as a methodological paradigm of the qualitative approach to analyze and interpret the perceptions, sensations and experiences when receiving or not receiving induction/reinduction practices, with the purpose of substantiating the importance of strategic job induction to trigger the professional development of the academic staff of the (UP) of the state of Hidalgo, Mexico. Findings: Theoretical conceptions dictate that job induction is a process that should be applied to newly hired employees and solely for the purposes of welcoming and adapting to the work environment; however, the results of the study showed that job induction should be strategic by allowing permanent two-way communication between collaborator and organization and lead towards the professional development of the academic staff of the (UP) of the state of Hidalgo, Mexico. Research, Practical and Social Implications: The perception and analysis of the induction actions received by the academic staff of the (UP) of the state of Hidalgo, Mexico, can allow the formulation of a methodological guide that strategically guides labor induction and thus triggers the development professional of the academic staff of the (UP) of the state of Hidalgo, Mexico. Originality/Value: This article shows an orientation to understand the vitality of strategic job induction focused on the academic staff of the (UP) of the state of Hidalgo, Mexico, and its impact on professional development.

Us and IT: Capacity-building for blended learning

When Victoria University (VU) Australia, adopted a new learning management system (LMS) as part of its Blended Learning Strategy and Operational Plan in 2014, it introduced a range of support structures including a staff support and training program. Complementing this, the Graduate Certificate in Higher Education (the course providing professional development for early career academic staff) offered an elective AET4010 Blended Learning Design and Development fusing the pedagogical and theoretical aspects of blended learning to foster teaching as a design science. In this study we investigate the effectiveness of AET4010 in developing participants’ capacity to design and, develop blended learning. In this paper we report on the data from the first stage of this investigation. Data is derived from assessment rubrics. Complementary qualitative data will be collected in the second stage via interviews conducted after the participants complete the unit. We analyse our findings against the JISC Building Digital Capability Framework mapped to the UK Professional Standards Framework. This Framework identifies early career academics’ capabilities (Associate Fellows). The emerging findings indicated the value of capacity building through a structured unit of study enabling participants to experience learning from their own learner’s standpoint while reflecting on pedagogical perspectives and ‘teaching as design’.

University absorptive capacity: Normative and perceived assessments

Knowledge management in universities is a dual process combining continuous learning and development of academic staff with the simultaneous transfer of knowledge to students. Collective capabilities and motivation of university employees to absorb and effectively apply knowledge underlie the so-called university absorptive capacity. However, characteristics perceived by workers and the level of absorptive capacity may contrast with the assessments based on university performance standards. The paper proposes and tests a dual method for judging on university absorptive capacity based on normative and perceived assessments. Methodologically, the study rests on knowledge management, the fundamental theoretical framework that covers the concept of absorptive capacity of an organization. Among the research methods are comparative analysis of university performance indicators and economic statistics. Empirical evidence includes data from the survey of 187 academic staff members of Ural Federal University (Ekaterinburg, Russia) and the Monitoring of Efficiency of Higher Educational Institutions in the RF in 2022–2023. Having performed content analysis, we identified the following evaluation parameters: the current level of employees’ knowledge and the potential for knowledge absorption in the organization. The first part of the methodology presents an algorithm for comparing the growth rates of normative performance indicators of the university in question with those of analogous universities. The second part deals with assessing absorptive capacity based on academic staff’s perceptions. The testing results indicate that there is a discrepancy between the normative and perceived assessments, which allowed us to propose a set of measures for adjusting the HR management model in a university.

Future Professionals: Student Satisfaction with the General Medicine Degree Curriculum at University of Prishtina

Future Professionals: Student Satisfaction with the General Medicine Degree Curriculum at University of Prishtina

Linking ambidextrous forms of leadership, knowledge, organisational cultures and learning by higher education institutions: Insights from a survey of administrators

ABSTRACT This article aims to examine the relationship between ambidextrous organisational cultures and ambidextrous learning by higher education institutions, and to scrutinise how the ambidextrous leadership and knowledge of these institutions relate to their ambidextrous cultures. Survey data from 474 university administrators within the Gulf Cooperation Council region, serve as the basis for empirical insights based on structural equation modelling. Survey responses show significant and positive correlation between ambidextrous organisational culture and ambidextrous learning, and additionally reveal that ambidextrous knowledge and ambidextrous leadership significantly and positively relate to ambidextrous organisational cultures. By including ambidextrous forms of culture, leadership, and knowledge constructs to explain ambidextrous learning by organisations, this study makes contributions to organisational ambidexterity theory. Theoretically, this article adds to understanding on the determinants of ambidextrous learning by providing evidence of a culture-learning praxis, while managerially, the article urges for ambidextrous culture-oriented approaches to academic staff development.

THE IMPACT OF TERTIARY EDUCATION TRUST FUND INTERVENTION ON RESEARCH DEVELOPMENTS FOR EFFECTIVE MANAGEMENT OF FEDERAL UNIVERSITIES IN SOUTH EAST, NIGERIA

This study investigated the impact of Tertiary Education Trust Fund (TETFund) intervention on research intervention for effective management of Federal Universities in South East, Nigeria. One research question guided the study while one hypothesis was tested at a 0.05 level of significance. The study adopted a descriptive survey design. The population of the study comprised all 231 staff from the five (5) federal universities in South East, Nigeria. This consisted of 16 staff in TETFund offices and 215 Heads of Departments in the five federal universities in South East, Nigeria. The entire population was used as the study sample purposively. The instrument used for data collection was a researcher-developed questionnaire. The instrument was validated and the reliability of the instrument was established using Cronbach Alpha to determine the internal consistency which yielded a reliability index of 0.75. In analyzing the data, mean scores and standard deviation were used to answer the research question. The t-test was used to test the hypothesis at a 0.05 level of significance. The findings revealed among others that, TETFund intervention had a significant impact on research development for effective management of federal universities in South East, Nigeria. Based on the findings, it was recommended among others that, TETFund should improve its intervention in providing grants for academic staff development for conference participation (International and National), and publications in federal universities in South East, Nigeria.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0487/a.php" alt="Hit counter" /></p>

Exploring barriers to measuring ROI for training and development interventions

The objective of this article is to investigate obstacles that hinder the assessment of return on investment (ROI) for academic staff development initiatives in public universities in South Africa. The primary objective of this study is to address the following research inquiry: What are the obstacles hindering the assessment of return on investment (ROI) for training and development interventions offered to academics within the higher education landscape of South Africa? The study employed a qualitative research methodology, which was based on an interpretive philosophical standpoint. The researchers employed purposive sampling to carefully select a total of fourteen participants who were selected to represent a range of cases or institutions. These included six universities and government institutions, namely the Department of Higher Education and Training (DHET), the Department of Science and Innovation (DSI), and the Education, Training, and Development Practices Sector Education and Training Authority (ETDPSETA). The interview data was subjected to thematic analysis using ATLAS.ti. The factors that hinder the measurement of ROI include the intricacy of the process, insufficient capacity, time lag between training and improved performance, lack of motivation, financial limitations, absence of processes, fragmentation of training and development interventions, interventions producing non-financial advantages, and insufficient data. The study enhanced the existing information on human resource development and practice by identifying the obstacles to measuring return on investment (ROI). Additionally, it offered practical advice and suggestions for future research.

A contextualised Internationalisation of the curriculum: A case study in China

China is often seen as a home country of international students in higher education internationalisation. Little is known how Chinese institutions actively engage in multi-modal and multi-lateral internationalised practices. This paper offers an updated insight of higher education internationalisation in a context outside the dominant western landscape through a case study set in an international college in China. Making use of the existing frameworks of internationalisation of the curriculum (IoC), the current case study focuses on three key aspects of the curriculum: program development, student experience and staff perspectives. A mixed-method approach was used to collect data from three sources: institutional archives and course materials, and student and staff surveys. Triangulated data show that the curriculum was well aligned within the existing IoC frameworks. The curriculum incorporated international content and comparative approaches. Local socio-cultural values were also embedded in joint programs. Both students and academics’ perspectives of an internationalised curriculum showed a high level of alignment with the western community. Student and staff data also revealed urgent need to enhance the level of internationalisation, including English competence of discipline academics, people-to-people connection between local Chinese students and incoming international students, student and staff mobility opportunities, and teaching and research development for academic staff. This study hopes to contribute to the current knowledge of internationalisation of the curriculum with updated understanding in a Chinese context. This paper also provides insight in internationalisation implemented at the curriculum level in China, a context that presents much difference from but relates closely with the western context.

Mentorship and Professional Development of Young Academic Staff in Some Selected Universities in North-West, Nigeria

This study sought to examine the relationship between mentorship and professional development of young academics staff in selected universities in Northwest, Nigeria. Using a quantitative approach, the study employed descriptive correlational design. The sample size of 185 respondents was used, which was selected using purposive sampling technique. The objectives were: to determine the level of mentorship; to determine the level of professional development of young academics; to examine the relationship between mentorship and professional development of young academics staff; and to examine the influence of mentorship on professional development of young academics in the selected universities. Data was collected using a questionnaire which validity and reliability were confirmed through computation of content validity index (CVI) and Cronbach Alpha test which were found to be 0.79 and 0.85 respectively. The quantitative data was analysed using mean, Pearson’s linear correlation coefficient and multiple regression analysis. The results revealed that the level of mentorship in the selected universities is good; the level of professional development is also good; the association between mentorship and professional development is positively significant; and mentorship is a significant predictor of professional development of young academic staff. The study concludes that professional development of young academics can be enhanced through mentor-mentee relationship. The study recommends among others, university managements should invest into mentoring programmes as a strategic priority for the development of quality human resource and capacity building needed for the achievement of their vision and mission.

Young, gifted and black: Black early career academics’ experiences in a South African university

Orientation: Higher education institutions (HEIs) in the Global South remain complex organisations that are facing a myriad of challenges. The sector, already reeling from the logics of the imperial, colonial or apartheid and more recently, neoliberal influences, continues to struggle to adequately respond to these challenges.Research purpose: We used South Africa as a case study to explore and to theorise the challenges that black early career academics (ECAs) are facing as they seek to negotiate their being and belonging in a South African university.Motivation for the study: To shine a spotlight on the complex experiences of black ECAs and how they navigate their being and belonging in a public university.Research approach/design and method: We used a qualitative interpretivist case study to explore black ECAs’ negotiation of entry and success in the university. Additionally, we relied on semi-structured interviews as the main data generation tool.Main findings: We reveal how mentors/supervisors/line managers play a significant role in how black ECAs navigate and negotiate their entry, being and belonging in a neoliberal university. We also reveal an emergent tension between teaching and research, showing how black ECAs believe that teaching and learning is relegated to the margins at university.Practical/managerial implications: Exploring black ECAs experiences in university has implications for the retention, success and transformation of the higher education sector in South Africa.Contribution/value-add: Higher education in general and academic staff development in particular has an instrumental role to play in ensuring that black ECAs are well supported and mentored.