Browsing by Author "Dlamini, Batfobile Tiletsile Pearl"

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    The professional development of lecturers in a Higher Education Institution in Eswatini: A case study
    (Stellenbosch : Stellenbosch University, 2022-03) Dlamini, Batfobile Tiletsile Pearl; Frick, Liezel; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The quality of higher education teaching and student learning has now become a significant national and international concern. Calls for effective and quality teaching, student-centered approaches to learning in higher education, and technological advancement have intensified academics' need to improve professional competencies constantly. However, while lecturers' continuing professional development (CPD) is integral to the transformation agenda of many higher education institutions, little attention has been given to continuing the professional development of lecturers in Eswatini. Thus, this thesis explored the role of continuing professional development for lecturers at the Institute of Development and Management (IDM) in Eswatini. A case study research methodology was used to gain an in-depth understanding of CPD in this context. Qualitative data were gathered from semi-structured interviews and document analysis. Respondents and documents were purposively selected for the study. The sample included fifteen lecturers directly linked to CPD and five managerial staff members responsible for the planning and managing CPD in the institution. Three internal policy documents relating to CPD were reviewed to determine the institution's planning, managing, and executing continuing professional development levels. The interview and document data were analysed using thematic analysis. The findings highlight that continuing professional development (CPD) plays a role in academics’ teaching and learning. Through professional development activities, academic staff maintain a high level of expertise and acquire new skills and knowledge that contribute to their personal growth and development, student advancement, and institutional benefits. Findings reveal that IDM supports academic professional development, and it is a priority, but it is not efficiently harnessed in the institutional structures. There is evidence of good practice; however, the fragmented institutional structures and processes to implement professional development show a lack of coordination and gaps in provision. Gaps include the lack of a CPD policy that focuses on academic, professional development the challenges of measuring CPD contribution to the individual, department, and institution. Professional development and individual performance management (particularly teaching) are not linked. In this regard, the thesis offers various strategies for improving continuing professional development. For the CPD initiatives to be beneficial to lecturers, proper systems and policies are required to address professional development systematically. A bottom-up approach to the planning and managing of CPD may address the challenge of focusing on generic CPD activities rather than teaching-related professional development for academics.