Analysis of Nigerian Lecturers’ Professional Development Programme Participation

Abstract

In human capital management, the most imperative thing is to think about the human capital that is skillful, innovative, proactive, and profitable for comparative advantage. Any professional development programme (PDP) (Training for Higher Education, Conferences, and Workshops) embarked on by any institution should increase the output and development of both the staff and the university. This study, therefore, sought to investigate lecturers' rate and location of participation in professional development. The rate of participation was investigated using a descriptive survey design. The study participants were all lecturers in Nigerian Federal Universities. The 280 participants were chosen using a stratified sample procedure. The instrument's face, construct, and content validity was done with the internal consistency via Cronbach Alpha indicated 0.70. The research questions were analysed using descriptive statistics (frequency, percentage, graph, mean rating, and rank ordering). Thus, the finding indicated that the Nigerian universities’ lecturers have a high participation rate in PDP. Cross-border training that will enhance university lecturers' productivity should be encouraged more in Nigeria via a Memorandum of Understanding (MoU).

Trajectory of brain-drain and quality of work-life amongst Nigeria’s university lecturers: academic staff union of universities (ASUU) incessant strike in retrospect

“…Lectures are not enabled to access funds that will assist them in developing themselves, at the same time, the government has no provision for the development of members of academic staff in Nigerian universities. Also, the study of Awodiji et al (2022) established the same opinion that poor performance amongst academic staff was noted because of inadequate staff development and this led to personnel demotivation, conflict, poor attitude to work and ultimately industrial action amongst university lecturers.…”

“…This made the study of Odusanya (2019) to recommend that lecturers must be offered enabling environment where they will be driven to be fully involved in staff development programmes that will stimulate and build their capacity. Awodiji et al (2022) study established that poor performance amongst academic staff was noted because of inadequate staff development and this led to personnel demotivation, conflict, poor attitude to work and ultimately industrial action amongst university lecturers. Thus, this study postulates that, H4.…”

Are female secondary school teachers in Bangladesh becoming digitally empowered or disempowered? An exploratory analysis of the impact of digital empowerment on professional development

“…Teachers encounter various challenges that impact their readiness to implement ICTs into their teaching learning process. Awodiji et al (2022) discovered that increased domestic obligations of Nigerian female lecturers could hinder their involvement in professional development. Gender imbalances in participation could result from diverse factors like domestic duties, cultural norms, and socioeconomic status.…”