Academics and their Respective Institution Practices of Continuous Professional Development
A case of Hawassa University, Ethiopia
DOI:
https://doi.org/10.32674/jise.v13i1.6147Keywords:
Academics, continuous professional development, higher education institutions, institutional practices of continuous professional development, adult learning theoryAbstract
This study aims to explore Hawassa University academics staffs' understanding, practice and institutional challenges pertaining to their CPD engagement. To this end, we employ exploratory case study as research design involving interview, FGD and document analysis as sources of data. The data were analyzed using thematic descriptive narration based on themes created by the basic questions of the study. The findings reveal that at Hawassa University, academic staffs understood CPD in different ways and practiced both formally and informally. The major challenges that hinder practical effectiveness of CPD includes: misunderstanding of its importance, lessened motivation of academics staffs to participate, inability of the institution to make the content of CPD relevant to academics' current needs and insufficient financial provisions. Finally, we argue that as an inevitable prerequisite for the competitiveness of the individuals and their respective institutions, CPD of academics should be undertaken using innovative and needs systematized approach.
Downloads
References
References
Bacheler, M. (2015). Professional Development of Continuing Higher Education Unit Leaders: A Need for a Competency-Based Approach. The Journal of Continuing Higher Education, 63(3), 152-164. https://doi.org/10.1080/07377363.2015.1085799
Baker, V. L., Pifer, M. J. & Lunsford, L. G. (2018). Faculty development in liberal arts colleges: a look at divisional trends, preferences, and needs. Higher Education Research & Development, 37(7), 1336-1351.https://doi.org/10.1080/07294360.2018.1483901
Barnett, R. (1994). The limits of competence. Buckingham: Open University Press.
Bekalu, A. (2009). Teachers' Professional Development in Ethiopia through Higher Diploma Programme (HDP).IER Flambeau,16(2).
Berry, S. (2018). Professional development for online faculty: instructors’ perspectives on cultivating technical, pedagogical and content knowledge in a distance program. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-018-9194-0
Bolam, R. (1993). Recent developments and emerging issues. In GTC, The continuing professional development of teachers. Papers presented by M Williams & R Bolam for the General Teaching Council, London, Department for Education and Skills, 17-41.
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 8(3), 77-101.
Dadds, M. (2014). Continuing professional development: nurturing the expert within. Prof. Dev. Educ, 40(1), 9–16. doi: 10.1080/19415257.2013.871107.
Dede, C., Jass Ketelhut, D., Whitehouse, P., Breit, L., & McCloskey, E. M. (2009). A Research Agenda for Online Teacher Professional Development. Journal of Teacher Education, 60(1), 8–19. https://doi.org/10.1177/0022487108327554
Demewoz Admasu Gebru (2016) Effectiveness of higher diploma program for early career academics in Ethiopia. Studies in Higher Education, 41(10), 1741-1753. https://doi.org/10.1080/03075079.2016.1221652
Denzin, N. K. & Lincoln, Y. S. (2018). The SAGE Handbook of Qualitative Research. SAGE publishing
Dysart, S. A. & Weckerle, C. (2015). Professional development in higher education: A model for meaningful technology integration. Journal of Information Technology Education: Innovations in Practice, 14, 255-265.
Earley, P. & Porritt, V. (2014). Evaluating the impact of professional development: the need for student focused approach. Professional Development in Education, 40(1), 112- 129. https://doi.org/10.1080/19415257.2013.798741
Fabriz, S., Hansen, M., Heckmann, C., Mordel, J., Mendzheritskaya, J., Stehle, S., SchulzeVorberg, L., Ulrich, I., &Horz, H. (2020). How a professional development program for university teachers impacts their teaching related self-efficacy, self-concept, and subjective knowledge. Higher Education Research & Development, 40(4), 732-752. https://doi.org/10.1080/07294360.2020.1787957
Guskey, T.R. (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press
Haque, M. F., Haque, M. A. & Islam, M. S. (2014). Motivational Theories: a critical analysis. ASA University Review, 8 (1). https://www.researchgate.net/publication/306255973
Hasan, M. & Parvez, M. (2017). Professional Development of 21st Century Teachers in Higher
Education. Educational Quest: An Int. J. of Education and Applied Social Science,
(1), 145-149. https://doi.org/10.5958/2230-7311.2017.00021.6
Hawassa University (2021). Hawassa University Ten years Strategic Plan 2020/21- 2029/30. Unpublished.
Jaiswal, V. (2017). Continuing Professional Development: Inevitable for Academic Excellence. Educational Quest: An Int. J. of Education and Applied Social Science, 8(2), 617-625. DOI: 10.5958/2230-7311.2017.00111.8
Kenneth M. Z. (2003). Teacher research as professional development for P–12 educators in the USA. Educational Action Research, 11(2), 301-326, https://doi.org/10.1080/09650790300200211
Knight, P. (2002). A systemic approach to professional development: learning as practice. Teaching and Teacher Education, 18(3), 229-241.
Knowles, M. S. (1978). Andragogy: Adult Learning Theory in perspective.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Taylor & Francis.
Koç, M., Demirbilek, M., İnce, E. (2015). A Need Assessment for Academics' Professional Development. Education and Science, 40(177), 297-311.
Lam,Y. Y.,(2010). Impact of Globalization on Higher Education: An Empirical Study of Education Policy & Planning of Design Education in Hong Kong. International Education Studies,3(4).
Leibowitz, B. L. (2016). PROFESSIONAL ACADEMIC DEVELOPMENT: THE INFLUENCE OF CONTEXT ON MOTIVATION. South African Journal of Higher Education, 30(6), 191‒206. http://dx.doi.org/10.20853/30-6-733
Lewis, J., Asberry, J., DeJarnett, G. and King, G. (2016).The Best Practices for Shaping School Culture for Instructional Leaders. Alabama Journal of Educational Leadership, 3, 57-63.
Lindvalla, J. & Ryvea , A. (2019). Coherence and the positioning of teachers in professional development programs. A systematic review. Educational Research Review, 27, 140- 154. https://doi.org/10.1016/j.edurev.2019.03.005.
MacPhail, A., Ulvik, M., Guberman, A., Czerniawski, G., Oolbekkink-Marchand, H., & Bain, Y. (2018). The professional development of higher education-based teacher educators: needs and realities. Professional Development in Education, 45(5), 848-861. https://doi.org/10.1080/19415257.2018.1529610
Martin, C.S., Polly, D., Mraz, M.& Algozzine, R. (2018). Teacher perspectives on literacy and mathematics professional development. Issues in Teacher Education, 27(1), 94-105.
Masoumi, D., Hatami, J., &Pourkaremi, J. (2019). Continuing professional development: policies, practices and future direction. International Journal of Educational Management, 33 (1), 98-111. https://doi.org/10.1108/IJEM-03-2018-0109
Mathew, P., Mathew, P & Peechattu, J. (2017). REFLECTIVE PRACTICES: A MEANS TO TEACHER DEVELOPMENT. Asia Pacific Journal of Contemporary Education and Communication Technology (APJCECT),3(1). http://www.apiar.org.au
Mills, A, J., Eurepos, G. & Wiebe, E. (2010). Encyclopedia of Case Study Research. Volume 1 & 2. SAGE.
MoE. (2018). Higher Diploma Program: Handbook for Professional Training of Academic Staff in Higher Education Institutions. Addis Ababa, Ethiopia
Murray, J. & Male, T. (2005). Becoming a teacher educator: evidence from the field. Teaching and Teacher Education, 21 (2), 125–142. doi:10.1016/j.tate.2004.12.006
Naveed, S.; Muhammed, I.; Muhammed, N. &Sajid, R. (2009).The higher the quality of teaching
Pham, D. H. (2021). The Professional Development of Academic Staff in Higher Education Institution. Journal of Teacher Education for Sustainability, 23(1), 115-131. DOI: 10.2478/jtes-2021-0009
Ofojebe , W. N. & Chukwuma, E.T. (2015). Utilization of Continuous Professional Development for Academic Staff Effectiveness in the Higher Education Sector in Contemporary Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies,6(4),306-314.
Qader, M. (2019). Teachers Perception of Continuous Professional Development “CPD” Effectiveness in Higher Education in Kurdistan. IJER, 4 (1), 6-13.http://ijer.ftk.uinjambi.ac.id/index.php/ijer
Sadovets, O., (2017). Modern Trends in Continuous Professional Development of Foreign Language Teachers (On the Basis of the British Council Research).Comparative Professional Pedagogy, 7(4). DOI:10.1515/rpp-2017-0055
Santos, A., Gaušas, S., Mackevičiūtė, R., Jotautytė, A. &Martinaitis, Z. (2019).Innovating Professional Development in Higher Education: Case Studies, EUR 29669 EN, Publications Office of the European Union, Luxembourg.
Smith, K. (2011). The multi-faceted teacher educator: a Norwegian perspective. Journal of Education for Teaching, 37 (3), 337–349. doi:10.1080/02607476.2011.588024
Yaqub, E., Owusu- Cole, C., &Ofosua, C. (2020). Challenges facing continuing professional development (CPD) of academic staff of the colleges of education in Ghana. International Journal of Educational Administration and Policy Studies,12(2), 112-120.
Yilfashewa, S. (2012). Staff Development as an Imperative Avenue in Ensuring Quality:The Experience of Adama University. Education Research International. Hindaw Publishing Corporation
Yilfashewa, S. (2013). Academic Staff Development Dreams and Realities: The Case of Haramaya University. The Ethiopian Journal of Education, XXXIII (1).
Yin, R. K. (2012). Applications of case study research. (3rd ed.). ThousandOaks, CA: Sage
Yin, R, K. (2018). Case Study Research and Applications: Design and Methods. Sixth Edition. SAGE.
Yue, J., Chen, G., Wang, Z. & Liu, W. (2016). Factor analysis of teacher professional development in Chinese military medical universities. Journal of Biological Education, https://doi.org/ 10.1080/00219266.2016.1171793
Zuber- Skerrit,O.; Fletcher, M. & Kearney, J. (2015). Professional Learning in Higher Education and Community: towards New Vision for Action Research. North West University. PALGRAVE
Additional Files
Published
Issue
Section
License
Copyright (c) 2024 medhanit Adane, Amare Asegedom, Kassahun Weldemariyam
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
