FACULTY DEVELOPMENT B corporate network. Conversely, industry experts who join academia often report facing challenges undertaking the traditional tasks associated with academic research and teaching, such as managing classrooms, producing course syllabi, assignments and other rubrics, writing academic research papers and securing government funding. It is clear that job descriptions for higher education faculty have evolved over the years. However, while there are now expectations for them to be a good teacher, researcher, administrator and mentor all at once, insufficient attention has been paid to faculty training and development. Addressing shortcomings in L&D Currently, a lot of faculty development concerns the use of technology in teaching, with a particular focus on artificial intelligence and the metaverse. However, there is a dearth of in-house training to support academic administrator roles and help practitioners become more student-centric. In addition, higher education leadership roles Based on the findings of Gallup’s State of Higher Education Report 2024 , the extent to which students feel supported and cared for by faculty members is central to their experience of good high-quality education and a top reason for enrolling and persevering with their studies. When an aspiring student is deciding which
often end up being based on one’s personal style and preferences, rather than formulated around what is organisationally good. As a result, learning and development (L&D) for faculty, administrators and leaders remains a tick-box exercise and the ensuing shortcomings leave many faculty and administrators struggling with their roles. To develop a robust faculty pool that is interested, skilled and motivated to contribute to the academic ecosystem effectively, business schools need to help their staff develop skills in areas that include modern and remote teaching techniques, digital tools and student-centricity. They might also need support to explore potential avenues of research and enrich their teaching content. As technology advances and pedagogical approaches shift, the need to support the continuous development of faculty and administrative staff becomes all the more paramount and offers wide- ranging benefits. For example, Learning Policy Institute research led by Linda Darling-Hammond has demonstrated the links between faculty members’ professional development and positive student outcomes, such as enhanced engagement and learning. In addition, research from Margery Ginsberg and Raymond Wlodkowski indicates that institutions prioritising faculty development see higher rates of student retention and satisfaction, while further research showcases how professional growth
institution to apply to, faculty is often one of the first resources they look at. They can, for example, research faculty members’ background and any feedback available from past students and then form their own opinion based on the information gathered. It’s important to note that many students will not only consider the subject-matter expertise, real‑world perspectives and career advice that a faculty member can offer, but also the potential to which they might be able to forge a positive, lasting relationship with them and receive the kind of support that could be critical to their wellbeing and academic development. However, not all faculty members will have had the training to fulfil this last point effectively. Plus, even the most qualified educators range from the exceptional and very good to the decidedly average. It all depends on how much they have kept up with the latest developments in their fields of expertise. The evolution of technology and dynamics of the modern, ever-evolving business world means that faculty must maintain a constant level of interest and awareness. Some faculty members might not have any industry experience, limiting their applied knowledge and
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Business Impact • ISSUE 4 • 2024
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