{"id":{"repo_id":"regina","oai_identifier":"oai:uregina.scholaris.ca:10294/9306"},"canonical_url":"https://search.dev.ndltd.org/etd/regina/oai:uregina.scholaris.ca:10294/9306","repository":{"repo_id":"regina","name":"University of Regina","base_url":"https://uregina.scholaris.ca/server/oai/request"},"display":{"title":"Faculty Engagement in Professional Development: A Bangladesh Case Study","abstract":"Professional development for faculty members in higher education institutions is a normal part of their careers. Effective teaching depends on effective teachers, which in turn depends on the extent to which those teachers engage in professional development. The objectives of this study involved exploring faculty members’ engagement in professional development (PD) at the University of Dhaka in Bangladesh. Specifically, the study examined the nature and outcomes of professional development interventions at that institution, as well as the opportunities and challenges faculty members faced in relation to their engagement in professional development programs. The study uses the findings to offer some suggestions for best practices in faculty engagement in professional development programs at the University of Dhaka as well as similar universities across the country. The study is a qualitative exploration of the individual experiences and collective opinions of twenty faculty members about their engagement in professional development interventions at the University of Dhaka’s Center of Excellence in Teaching and Learning (CoETL) and the Institutional Quality Assurance Cell (IQAC). A case study methodology was adopted for this study with the goal of capturing the individuality of each case and ensuring that in-depth information on the cases was captured. In-depth one-on-one interviews were conducted with the twenty participants, who freely discussed their engagement in professional development. The study found that from the perspective of Bangladeshi higher education institutions, there were very limited scopes available for faculty members to engage in professional development. The study indicated that faculty members usually used traditional teaching strategies in large classrooms because of the deficiency of professional development programs and resources for all faculty members. In addition, due to that deficiency of professional development programs and resources, faculty members' academic achievements and professional advances were also undermined. Further, the lack of faculty member engagement in professional development undermined the reputation of higher education in Bangladesh. The study offers recommendations for higher administration policymakers, including the University Grants Commission (UGC), and university authorities, and provides suggestions for further research.","abstract_html":"Professional development for faculty members in higher education institutions is a normal part of their careers. Effective teaching depends on effective teachers, which in turn depends on the extent to which those teachers engage in professional development. The objectives of this study involved exploring faculty members’ engagement in professional development (PD) at the University of Dhaka in Bangladesh. Specifically, the study examined the nature and outcomes of professional development interventions at that institution, as well as the opportunities and challenges faculty members faced in relation to their engagement in professional development programs. The study uses the findings to offer some suggestions for best practices in faculty engagement in professional development programs at the University of Dhaka as well as similar universities across the country. The study is a qualitative exploration of the individual experiences and collective opinions of twenty faculty members about their engagement in professional development interventions at the University of Dhaka’s Center of Excellence in Teaching and Learning (CoETL) and the Institutional Quality Assurance Cell (IQAC). A case study methodology was adopted for this study with the goal of capturing the individuality of each case and ensuring that in-depth information on the cases was captured. In-depth one-on-one interviews were conducted with the twenty participants, who freely discussed their engagement in professional development. The study found that from the perspective of Bangladeshi higher education institutions, there were very limited scopes available for faculty members to engage in professional development. The study indicated that faculty members usually used traditional teaching strategies in large classrooms because of the deficiency of professional development programs and resources for all faculty members. In addition, due to that deficiency of professional development programs and resources, faculty members' academic achievements and professional advances were also undermined. Further, the lack of faculty member engagement in professional development undermined the reputation of higher education in Bangladesh. The study offers recommendations for higher administration policymakers, including the University Grants Commission (UGC), and university authorities, and provides suggestions for further research.","abstract_has_math":false,"creators":["Shiddike, Mohammad Omar"],"institution":"Faculty of Graduate Studies and Research, University of Regina","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Doctoral -- first","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Bockarie, Abu"],"committee_chairs":[],"committee_members":["Ricketts, Kathryn","Wickson-Griffith, Abigail","Triggs, Valerie"],"year":2020,"date_issued":"2020-07","date_published":"2020-07","updated_at":"2026-07-24T04:03:49Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/5053"],"render_values":[{"text":"https://doi.org/10.82465/5053","href":"https://doi.org/10.82465/5053","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10294/9306","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Bockarie, Abu"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Ricketts, Kathryn","Wickson-Griffith, Abigail","Triggs, Valerie"]},{"key":"dc:creator","label":"Author","values":["Shiddike, Mohammad Omar"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2020-12-13T15:58:06Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2020-12-13T15:58:06Z"]},{"key":"dc:date.issued","label":"Date","values":["2020-07"]},{"key":"dc:publisher","label":"Institution","values":["Faculty of Graduate Studies and Research, University of Regina"]},{"key":"dc:type","label":"Dc Type","values":["master thesis"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral -- first"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Faculty of Graduate Studies and Research, University of Regina"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/5053"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10294/9306"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Human Resource Development, University of Regina. xv, 366 p."]},{"key":"dc:description.abstract","label":"Abstract","values":["Professional development for faculty members in higher education institutions is a normal part of their careers. Effective teaching depends on effective teachers, which in turn depends on the extent to which those teachers engage in professional development. The objectives of this study involved exploring faculty members’ engagement in professional development (PD) at the University of Dhaka in Bangladesh. Specifically, the study examined the nature and outcomes of professional development interventions at that institution, as well as the opportunities and challenges faculty members faced in relation to their engagement in professional development programs. The study uses the findings to offer some suggestions for best practices in faculty engagement in professional development programs at the University of Dhaka as well as similar universities across the country. The study is a qualitative exploration of the individual experiences and collective opinions of twenty faculty members about their engagement in professional development interventions at the University of Dhaka’s Center of Excellence in Teaching and Learning (CoETL) and the Institutional Quality Assurance Cell (IQAC). A case study methodology was adopted for this study with the goal of capturing the individuality of each case and ensuring that in-depth information on the cases was captured. In-depth one-on-one interviews were conducted with the twenty participants, who freely discussed their engagement in professional development. The study found that from the perspective of Bangladeshi higher education institutions, there were very limited scopes available for faculty members to engage in professional development. The study indicated that faculty members usually used traditional teaching strategies in large classrooms because of the deficiency of professional development programs and resources for all faculty members. In addition, due to that deficiency of professional development programs and resources, faculty members' academic achievements and professional advances were also undermined. Further, the lack of faculty member engagement in professional development undermined the reputation of higher education in Bangladesh. The study offers recommendations for higher administration policymakers, including the University Grants Commission (UGC), and university authorities, and provides suggestions for further research."]},{"key":"dc:title","label":"Title","values":["Faculty Engagement in Professional Development: A Bangladesh Case Study"]}]}],"canonical_facts":{"dc:contributor.advisor":["Bockarie, Abu"],"dc:contributor.committeemember":["Ricketts, Kathryn","Wickson-Griffith, Abigail","Triggs, Valerie"],"dc:creator":["Shiddike, Mohammad Omar"],"dc:date.accessioned":["2020-12-13T15:58:06Z"],"dc:date.available":["2020-12-13T15:58:06Z"],"dc:date.issued":["2020-07"],"dc:description":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Human Resource Development, University of Regina. xv, 366 p."],"dc:description.abstract":["Professional development for faculty members in higher education institutions is a normal part of their careers. Effective teaching depends on effective teachers, which in turn depends on the extent to which those teachers engage in professional development. The objectives of this study involved exploring faculty members’ engagement in professional development (PD) at the University of Dhaka in Bangladesh. Specifically, the study examined the nature and outcomes of professional development interventions at that institution, as well as the opportunities and challenges faculty members faced in relation to their engagement in professional development programs. The study uses the findings to offer some suggestions for best practices in faculty engagement in professional development programs at the University of Dhaka as well as similar universities across the country. 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The study indicated that faculty members usually used traditional teaching strategies in large classrooms because of the deficiency of professional development programs and resources for all faculty members. In addition, due to that deficiency of professional development programs and resources, faculty members' academic achievements and professional advances were also undermined. Further, the lack of faculty member engagement in professional development undermined the reputation of higher education in Bangladesh. The study offers recommendations for higher administration policymakers, including the University Grants Commission (UGC), and university authorities, and provides suggestions for further research."],"dc:identifier.doi":["https://doi.org/10.82465/5053"],"dc:identifier.uri":["https://hdl.handle.net/10294/9306"],"dc:language.iso":["en"],"dc:publisher":["Faculty of Graduate Studies and Research, University of Regina"],"dc:title":["Faculty Engagement in Professional Development: A Bangladesh Case Study"],"dc:type":["master thesis"],"thesis:degree_level":["Doctoral -- first"],"thesis:degree_name":["Doctor of Philosophy (PhD)"],"thesis:institution_name":["Faculty of Graduate Studies and Research, University of Regina"]},"updated_at":"2026-07-24T04:03:49Z"}