A Study on Post-Appointment Training Practices for University-Level Educators at University College of Zhob BUITEMS

Abstract

This study explores the availability, accessibility, and quality of post-appointment in-service training programs for faculty at the University College of Zhob (UCoZ), a sub-campus of Balochistan University of Information Technology, Engineering and Management Sciences (BUITEMS), Pakistan. Utilizing a quantitative research design, responses were obtained from 20 faculty members in the Departments of Education, Economics, Business Administration, and Computer Science through a census sampling technique. The results show major gaps in offering training programs, with staff being discontented with their availability, communication, and accessibility. Despite these gaps, existing training initiatives were perceived as effective in enhancing digital literacy, assessment techniques, mentorship, and collaboration. The lack of systematic training was determined to have negative effects on faculty job satisfaction, professional development, teaching quality, student learning, and reputation for the institution. The research highlights the imperative necessity for organized and equitable faculty development programs to close the gap between theoretical understanding and practical implementation in higher education. Recommendations in this study includes establishing a dedicated Faculty Development Unit, mandating structured training for new faculty, creating an annual training calendar, and fostering peer mentorship. These measures aim to enhance teaching quality, faculty performance, and institutional credibility at UCoZ, contributing to the broader discourse on faculty development in Pakistan’s higher education sector.