Enhancing Quality Teaching Through Professional Development: Lecturers’ Insights on Induction Courses at One Zimbabwean University

Abstract

This article presents the findings of a qualitative case study that explored the perspectives of ten 
new academics who had participated in a professional development (PD) programme in the form 
of induction courses offered at the case study institution. Data collection instruments were 
questionnaires, which yielded open answers, focus group discussions, and face-to-face interviews. 
The constant comparative method was used to analyse data for thematic coding. The study 
established that participants benefitted from the PD programmes in the form of induction courses, 
which provided them with knowledge and requisite skills needed in their teaching as university 
lecturers. The major weaknesses cited include failure to conduct a needs analysis, and inadequate 
coverage of content due to the short duration of the programme. Participants suggested how future 
courses could be improved. The major recommendations were that the induction course content 
should be revised and sufficient time given to cover the content, in order to enhance teaching 
quality in the context of the institution under study.