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  • 2021Efuphd

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Reflection: A means to faculty engagement in meaningful continuing professional development

Research output: ThesisDoctoral Thesis

  • Ifeatu Efu
Publication date2021
Number of pages230
Awarding Institution
  • Lancaster University
<mark>Original language</mark>English


This study sought to understand reflection as a means to faculty engagement
in continuing professional development (CPD) by examining faculty perceptions
about reflection; reflection as a tool to facilitate responsibility and participation
in professional development (PD) activities; the extent faculty members reflect
on their PD needs; and how they identify PD initiatives that aim to enhance their
professional growth. To examine these questions, a mixed method study was
undertaken with faculty members in a Canadian higher education institution
(HEI). Drawing on data from a questionnaire and semi-structured interviews,
the extent to which faculty members use reflection as a tool to engage in CPD
was revealed. Though faculty members believe that reflection can help inform
their practice and professional growth, it is used minimally to inform CPD due
to the issues of time and workload, and the types of PDA supported by the
college. To promote reflection among faculty members, time for reflection and
training on how to engage in critical reflection is necessary. This can only be
achieved within a reflective space and environment of trust, especially between
faculty members and management in HEIs. With limited research examining
how faculty members can identify relevant and meaningful CPD, this study
provides a basis for the use of reflection as a means for them to make deliberate
and systematic attempts to reflect on their practice. Through reflection, faculty
members generate information and knowledge that helps them make meaning
of their actions and experiences, and from which learning through meaningful
CPD can continue.