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Academics Development: Aspirations vs. Realities at Haramaya University

Journal Name:

  • Middle Eastern & African Journal of Educational Research

Publication Year:

  • 2014

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
This study purports to investigate the gap between anticipations of professional development programs and the actual implementation practices at Haramaya University. It also aimed at discovering the effect of various professional development endeavors on academic staff capacity and the difference it brought on the processes of university training and education as whole. A case study that constitutes qualitative and quantitative methods, a mixed research approach was employed. In an attempt to achieve the objectives of the study, evidences were collected from staff members, professional development program coordinators and management bodies. The tools for obtaining relevant information were questionnaires, interview, and document analysis. The result obtained shown that the existing system of professional development was a top-down approach, which was dominantly characterized by donor driven than demand driven. The place of teacher to develop, and fully participate in preparation of materials and institutionalization of the professional development program was less regarded or totally non-existent. Moreover, the study strongly underpinned that since there was no a system for need analysis, all the beneficiaries was not at the same level of satisfying position. Apparently, as there was no established practices to make a tracer study in making a follow-up of those participants who had been involved in a professional development training, it seems very difficult if not impossible to know the magnitude and intensity of differences brought on teachers behaviour. In general, it is concluded that in the present system of professional development initiative, there is a visible gap between dreams and real practices.
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