Professional Development, a Major Strategy for Higher Education Student Success, Experiences from a University in Zimbabwe.
| dc.contributor.author | Shava, George, N. | |
| dc.date.accessioned | 2018-08-08T09:09:38Z | |
| dc.date.accessioned | 2023-07-05T10:38:05Z | |
| dc.date.available | 2018-08-08T09:09:38Z | |
| dc.date.available | 2023-07-05T10:38:05Z | |
| dc.date.issued | 2015 | |
| dc.description | Journal Article | en_US |
| dc.description.abstract | In the academic circuit, Professional Development (PD) has proved a vital source for quality and success in teaching and learning in Universities. PD provides academics with job satisfaction and in the process helping to build better universities with competent lecturers. The key personnel in universities who play an important role to bring about transformation and quality products are the lecturers. The academic staff is a crucial element in any university educational program. Academic staff is mainly responsible for the implementation of all educational processes in a university set up. Effective PD in universities has become more crucial in this rapidly changing teaching and learning environments. Significant PD is required in universities to provide academics with the skills to use current methods and will enhance their pedagogical skills. The development of pedagogical skills in university academics in Zimbabwe and the entire Sub Sahara region cannot be addressed simply by running workshops at university level, more sophisticated integrated models like PD are most appropriate. PD is therefore imperative for the currency and relevance of a professional teaching force and in turn the quality of programs delivered in the university. The changing context of higher education in Zimbabwe and Africa as a whole presents new challenges for academics which should be addressed through effective PD. Consequently the goal of this study was to explore challenges faced by university academics in their participation in PD at a university in Zimbabwe which is currently offering a Post Graduate Diploma in Higher Education (PGDHE) to higher education academic staff. The program for PD at the university covered by this study seeks to enhance the professional skills set as well as the overall experiences that can position academics for greater academic success in teaching, research and community services. The qualitative study which was framed within a Realist philosophy of culture, structure and agency by Roy Bhaskar and Margaret Archer was used. In this article I argue that academics in universities are overwhelmed by the demands of PD innovations which are also associated with university quality assurance processes but they face challenges in participating in the programs. | en_US |
| dc.identifier.citation | Shava, G. N. 2015. Professional Development, a Major Strategy for Higher Education Student Success, Experiences from a University in Zimbabwe. Zimbabwe Journal of Science & Technology, 10[2015]:11-25 | en_US |
| dc.identifier.issn | 2409-0360 | |
| dc.identifier.uri | Zimbabwej.sci.technol | |
| dc.identifier.uri | http://196.220.97.103:4000/handle/123456789/938 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Zimbabwe Journal of Science & Technology | en_US |
| dc.subject | Professional Development | en_US |
| dc.subject | Higher Education | en_US |
| dc.subject | Quality Higher Education | en_US |
| dc.subject | Culture | en_US |
| dc.subject | Structure and Agency | en_US |
| dc.subject | Teaching and Learning. | en_US |
| dc.title | Professional Development, a Major Strategy for Higher Education Student Success, Experiences from a University in Zimbabwe. | en_US |
| dc.type | Article | en_US |