Professional development status of teaching staff in a Ugandan public university
Bibliographic Data
| ID | 4896844 |
|---|---|
| Authors | George Wilson Kasule (0009-0006-8806-4050, Kyambogo University, corresponding author), R Wesselink (0000-0002-2737-8471, Wageningen University & Research), Martin Mulder (0000-0002-8729-2477, Wageningen University & Research) |
| Year | 2016 |
| Volume | 38 |
| Issue | 4 |
| Pages | 434-447 |
| Publication date | 2016-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Higher Education Policy and Management (JOURNAL) |
| Journal identifiers | ISSN: 1360-080X • E-ISSN: 1469-9508 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1360080x.2016.1181883 |
| OpenAlex | W2402857167 |
| Language | EN |
| Citations received | 4 |
| References cited | 21 |
A study was conducted to determine general professional development activities perceived to be important in enhancing university teaching staff's job performance, and the extent to which teaching staff participate in these activities in Uganda. Data were collected through semi-structured interviews with faculty deans and department heads (n = 20), and a questionnaire administered to university senior administrative staff (n = 90) and teaching staff (n = 126). Deductive content analysis and descriptive statistics techniques were used to analyse qualitative and quantitative data, respectively. It was established that university teaching staff rarely participate in professional development activities. Nevertheless, activities such as accredited university teacher education and training, symposia, workshops, and professional networks, all oriented on contemporary teaching and learning, research and innovation, and community development activities, are perceived to be important in improving teaching staff job performance. Thus, there is a need to make participation in formal and informal professional development activities mandatory for university teachers
Accreditation · Faculty Development · Medical education · Pedagogy · Political science · Professional development · Public university · Qualitative research · Sociology · Teaching staff · Evaluation of Teaching Practices · Medicine · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies
A comparative evaluation of the leadership development needs of basic school leaders in the 4.0 era
From training to practice
Capturing interactions between middle leaders and teacher entrepreneurial behaviour
Exploring the consideration of university teachers’ basic psychological needs in the design of professional development initiatives
Teachers’ Professional Development in a Climate of Educational Reform
Qualitative evaluation and research methods
Teacher learning in the context of educational innovation
Sampling for qualitative research
Determining Sample Size for Research Activities
Professionalising Teaching Practice in Higher Education
Innovation, research and professional development in higher education
Exploring the Scholarship of Teaching
The current status of teaching staff innovation competence in Ugandan universities
The professional learning of teachers in higher education
How Many Interviews Are Enough
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |