Rurality and the professional development of university teachers

Abstract

What are the cultural, structural and agential conditions which enable and constrain the professional development of academics in their role as teachers, which either encourage or discourage them to take advantage of professional development opportunities in a rural university environment? This study sought to examine the context of rurality by examining the enabling and constraining conditions with regard to the professional development of academics as teachers. Two historically disadvantaged rural based universities that were part of the NRF project in which eight universities participated, were the focus of the study. Audio-recorded interviews at the two institutions with five members of the senior management, that is, Vice Chancellor, Deputy Vice-Chancellor responsible for teaching and learning and three Deans and ten lecturers provided data for this research paper. Thematic analysis of interview transcripts revealed amongst other things constraints around policy and subsidy for staff development, and the valuing of research development rather than teaching development. It was found that professional development is compromised by huge workloads which consume time that could have been used for professional development, and the inability to attract and retain staff. The study allowed for the identification of enabling structures and the recommendation of the judicious use of technology in the mitigation of the challenges imposed by rurality. Further, the study recommends reconsideration of theoretical frameworks that inform professional development in rural universities. Practicalities in the modes of delivery when planning for professional development interventions in a rural setting need to be bargained for.