Higher Education lecturer role identity (efficacy) in the face of changing institutions and implications for Professional Development at institutions in South Africa.
Session Time and Location
Advance HE Pre-function Area
Higher education has been characterized by change in the past decades. In South Africa, increased access to higher education after independence in 1994 has had effects on academics’ role identification. This study aims to examine the extent to which professional development programmes at two South African Universities promote lecturer role efficacy in the face of changing institutions. Guided by Bandura’s self-efficacy theory, this qualitative case study will collect data from academics and professional development practitioners through interviews and questionnaires. Findings will provide insights on how academic staff development programmes can include development of professional efficacy in the face of change.