Dissertation
Technical university staff development and the mode of teaching
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Technical university staff development and the mode of teachingThis study’s findings indicate that technical university staff development (TUSD) has no significant impact on the mode of instruction (MoI) in the context of mechanical engineering education in Ghanaian technical universities. In contrast to some prior research (e.g., L. Li & Wang, 2021; Sharoff, 2019) that emphasises the significance of staff development in transforming teaching practises and facilitating the integration of technology into education, the results of this study indicate that staff development is not as important as previously believed. The lack of a significant relationship between TUSD and MoT in this study may be attributable to insufficient training, inadequate resources for staff development, or a lack of alignment between staff development programmes and educators’ actual requirements. Based on the findings, the hypothesis that technical university faculty development has a substantial effect on the mode of instruction is refuted. It is essential to acknowledge the research’s limitations. First, the sample size and scope are restricted to mechanical engineering students at Ghanaian technical institutions, which may limit the generalizability of the findings to other disciplines or nations. Second, the study relies on student self-reported data, which may be susceptible to social desirability bias. This study provides precious insights into the connection between technical university staff development and the mode of instruction in Ghanaian technical universities. The findings suggest that merely providing opportunities for staff development may not be sufficient to affect changes in teaching practises. Rather, a more comprehensive approach is required, one that takes into account the quality and relevance of training, the availability of resources for staff development, and the alignment with the requirements of educators. These insights can assist policymakers and educators in bridging the digital skills divide and improving the quality of engineering education through the use of disruptive technologies. Download 2.1 Mb. Share with your friends:
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