Exploring Faculty Perceptions of Professional Development and Engagement: Voices from a Technical and Applied University in Qatar

<p dir="ltr">The current study surveys faculty perceptions of the effectiveness of professional development (PD) programs to promote instructional practice and job engagement at a technical and applied higher education institution based in Qatar. The study is consistent with the vision and targets outlined by the Qatar National Vision 2030 (QNV 2030) and aims to address certain challenges faced by educators working within multicultural and multidisciplinary environments. Using an interpretive approach, structured interviews were conducted with five professors to gather and examine rich and detailed data relating to PD experience. Thematic analysis identified a variety of interrelated challenges, including a disconnect between PD provision and faculty need, reliance on informal mentoring, concerns of cross-cultural compatibility, lack of systematic planning, and conflict through timing and workload. The results concur with established theory, including Andragogy (Knowles, 1980), the Job Demands-Resources (JD-R) Model (Bakker & Demerouti, 2001), and Communities of Practice (CoPs) theory (Wenger, 1998). The research calls for PD programs to be redesigned using proven, evidence-informed methods, including competency mapping, formal mentoring, and Training Needs Analysis (TNA). Suggested initiatives include enhancing utilization of technology to enable various formats of delivery, program schedule modifications to mitigate workload, and tying PD performance to performance reviews for enhancement purposes. The study concludes by emphasizing the importance of aligning PD programs to institution, country, and faculty priorities to develop an engaged, efficient, and productive workforce and contribute to the overall targets of QNV 2030 and United Nations Sustainable Development Goals (SDGs).</p>