Different worlds: An exploration of university teaching staff's perceptions of their own training and development

Abstract

This study focused on an apparent paradox. Teaching staff within the University, who might be expected to value continuous learning and professional development, tend not to participate in in-house training and development activities organised for
University staff. Ironically, the behaviour of teachers within higher education seems at odds with the world of work-related training, in which employees can expect their employers to invest in their training and development, to equip them to meet the demands of their work.
One impetus for the research was Fishbein and Ajzens (1975) theory of reasoned action. From this starting point, a qualitative and action research approach was adopted. Action research strategies were employed to investigate the perceptions of teaching staff in relation to specific in-house programmes, and more generally concerning their continuing personal, professional and career development.
Interviews with individual members of teaching staff suggest that the way they view their work is fundamentally shaped by their experience, in preparing for their academic role. This experience also influences their perceptions of appropriate personal and professional development, and affects their understanding of the development necessary to enhance their careers.
Finally, the suggestion is made that further study might focus on the reactions of teaching staff to more active institutional management of their training and development, designed to engage them, more closely, with particular organisational policies and plans.