Experiences and Challenges of Faculty Members on the Professional Development in Higher Education Institutions
DOI:
https://doi.org/10.5281/zenodo.19235267Keywords:
Faculty Professional Development, Higher Education Institutions, Institutional Support, Developmental Barriers, Qualitative Phenomenological StudyAbstract
Faculty professional development was vital for enhancing teaching effectiveness and institutional quality. This study explored the experiences, challenges, and support mechanisms influencing faculty development in higher education institutions (HEIs), mainly focusing on institutional efforts, developmental barriers, and improvement strategies. A qualitative approach involved in-depth interviews with faculty members from selected HEIs. Data were analyzed thematically to identify key patterns relating to institutional support, development challenges, and proposed solutions. Findings revealed that faculty development was shaped by institutional initiatives such as seminars, research incentives, mentoring, and structured training. While these were recognized as essential, their implementation was hindered by limited funding, bureaucratic processes, and inconsistent policies. Challenges identified included unequal access to development opportunities, time constraints, and a lack of long-term planning within institutions. Participants emphasized the importance of responsive leadership and inclusive policymaking to improve development programs. Proposed strategies included increasing institutional funding, streamlining administrative processes, implementing recognition programs, and promoting a supportive academic culture that encouraged continuous learning and professional excellence. The study highlighted the critical role of institutions in shaping professional development experiences. While mechanisms existed, they often fell short due to operational and systemic limitations. A strategic, faculty-informed, and inclusive approach was required to ensure sustainable development. Faculty professional growth depended significantly on institutional support and the removal of structural barriers. A comprehensive and proactive approach was essential to promote sustainable faculty development across HEIs.
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