ISSN: 2226-6348
Open access
This paper, a qualitative data presentation, was aimed at gathering the perception of an academician in a leadership position who grew in the profession for over a decade. The selected private higher education institution in Malaysia, in the pre-pandemic period, underwent a major leadership change that had a shift in the business direction followed by the pandemic which impacted the academics directly. Both the academic and the institution not only sustained the pandemic impact and shift of dynamics that took place but achieved the goals of the major shift. The researchers interviewed the academician to collect data which was then thematically analyzed to categorize, draw and present what emerged. The interview questions were developed to obtain the key person’s description and evaluations of the institution’s continuous professional development (CPD) activities, planning, and effort in the said institution. Data indicated that the institution is currently weathering challenges from being unable to identify the type of CPD needed, academic staff lacking the motivation to commit to CPD or to self-reflectively plan CPD activities along with a general lack of emphasis on CPD value to personal and institutional development. Data further sees the lack of reward linked to pursuing CPD to influence academics as professionals. The conviction that they, in turn, will impact learner growth, which ultimately is the institution’s mission, has to be made a pressing matter. A clear link to these challenges points to the need for purposeful communication between academics, the human resources department, and the senior management to address on-ground challenges, be realistic on what budget support can be made available, prioritize urgent gaps, and deploy purposeful CPD activities and references for the academics to fill the gaps effectively and efficiently.
Patrick, O. B., & Okafor, M. U. (2021). Continuing Professional Development: Understanding the Perceptions of Higher Institution Lecturers in Anambra State, Nigeria. Journal of Education and Practice. https://doi.org/10.7176/jep/12-20-05
Ovenden-Hope, T., Blandford, S., Cain, T., & Maxwell, B. (2018). RETAIN early career teacher retention programme: evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession. Journal of Education for Teaching, 44(5), 590–607.
https://doi.org/10.1080/02607476.2018.1516349
Phogat, N. (2022). The Role of School Leaders in Facilitating Continuous Professional Development to Empower Teachers in Private Schools in Dubai. https://bspace.buid.ac.ae/handle/1234/2034
Obwogi, J. (2012). Factors That Affect Quality of Teaching Staff in Universities in Kenya. Abstracts of Postgraduate Thesis.
http://journals.jkuat.ac.ke/index.php/pgthesis_abs/article/view/618/0
ICB - InterConsult Bulgaria Ltd. (2018b). Participation in continuous professional development training and perceived teaching assessment: A case study at the Malaysian Technical University. Questa Soft. https://www.ceeol.com/search/article-detail?id=689574
Mohamed, A. R., & Ahmad, A. (2019). Redesigning Continuing Professional Development Training (CPDT) in Higher Education. Advances in Higher Education and Professional Development Book Series, 304–325. https://doi.org/10.4018/978-1-5225-7832-1.ch018
Nooruddin, S. (n.d.). Engagement of School Leadership in Teachers’ Continuous Professional Development: A Case Study. https://eric.ed.gov/?id=EJ1216779
Dahri, N. A., Al-Rahmi, W. M., Almogren, A. S., Yahaya, N., Vighio, M. S., & Al-Maatouk, Q. (2023). Mobile-Based Training and Certification Framework for Teachers’ Professional Development. Sustainability, 15(7), 5839. https://doi.org/10.3390/su15075839
Allen, L. C., Palermo, C., Armstrong, E., & Hay, M. (2019). Categorising the broad impacts of continuing professional development: a scoping review. Medical Education, 53(11), 1087–1099. https://doi.org/10.1111/medu.13922
Bendtsen, M., Forsman, L., & Bjorklund, M. (2021). Exploring empowering practices for teachers’ sustainable continuing professional development. Educational Research, 64(1), 60–76. https://doi.org/10.1080/00131881.2021.2000338
Sum, K. W., Wallhead, T., Ha, S., & Sit, H. (2018). Effects of physical education continuing professional development on teachers’ physical literacy and self-efficacy and students’ learning outcomes. International Journal of Educational Research, 88, 1–8. https://doi.org/10.1016/j.ijer.2018.01.001
Somantri, C., & Iskandar, H. (2021). The Impact of CPD in Teaching, and the Role of Principal in Promoting CPD. https://doi.org/10.2991/assehr.k.210212.074
Karunanayaka, S., & Naidu, S. (2018). Designing capacity building of educators in open educational resources integration leads to transformational change. Distance Education, 39(1), 87–109. https://doi.org/10.1080/01587919.2017.1413933
In-Text Citation: (Subasini & Nesamany, 2023)
To Cite this Article: Subasini, N. S., & Nesamany, B. (2023). Academic Staff CPD in A Private Higher Education Institute in Malaysia: Exploring the Perspective. International Journal of Academic Research in Progressive Education and Development, 12(2), 2162–2170.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode