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Title of Thesis

Muhammad Naeemullah Khan
Institute/University/Department Details
University of Arid Agriculture Rawalpind/University Institute of Education and Research
Number of Pages
Keywords (Extracted from title, table of contents and abstract of thesis)
staff development, higher education, pakistan, adult learning , training cycle, teachers

Higher education is critical for the achievement of economic progress, political stability, and peace. The purpose of higher education is to meet the socio-cultural and developmental needs of a country. Higher education provides an opportunity of developing potential in an individual and in the society. The quality of education in an educational institution depends upon the quality of teacher, which in turn depends on the quality of teacher education. Staff development is very pivotal for the achievement of overall goals of higher Education in Pakistan. The success of innovations depends largely upon the skills of instructors but in Pakistan appropriate attention is not being given towards staff development at University level. Thus it is need of time to conduct an analytical survey in this regard. It is required to access the suitability of available models of training in higher education and to propose an original indigenous staff development model, which may compensate the requirement of present era. The main objectives of the study were (i) to evaluate the existing situation of staff development in higher education in Pakistan. (ii) to investigate the measures adopted by the Government to improve staff development in higher education, (iii) to identify the areas in which development is needed by the teaching staff of the universities, (iv) to design a model for staff development in higher education in Pakistan.

The population of the study consisted of all the teaching staff working in public and private universities and degree awarding institutions. The sample comprised to randomly selected twenty percent teaching staff of ten selected universities, degree-awarding institutions from public sector and forty percent teaching staff of ten selected universities from the private sector. A self developed Questionnaire consisting of forty-one items to be responded on five-point Likert scale and two open-ended options were used to collect data. The questionnaire was reviewed, validated and pilot tested to make it error free and reliable.

The researcher approached all the respondents personally by repeated visits and got filled the questionnaire. So this questionnaire also served the purpose of interview. Data were collected, tabulated analyzed and interpreted using statistical measures. It is concluded from the study that unions and different pressures manipulate the selection process of university teachers in favour of their vested interests against ability and aptitude. Government and Universities do not arrange programmes for staff development. It is not due to scarcity of resources but due to mismanagement. University teachers use lecture method in their classes. It is also concluded that University teachers do feel the need for staff development programme. It is recommended that the teachers should be tested for their aptitude at the time of their selection. After selection of the right man for the right job, they may be given proper training. Needs assessment may be conducted before launching the training programs. A training program may be arranged to improve their methods of teaching as require in their subject area. Government may provide adequate funds for staff development. There may be an institution for training of the teaching staff of higher education institutions, equipped with all the necessary equipments and also chalk out training programmes. Private universities teaching staff need special attention to extradite them from the sense of deprivation. Keeping in view the role of private sector in promotion of higher education they may be given equal chances for professional development inside and outside the country. Incentives of training are essential for motivation, so it is recommended that incentive-based structure may be framed in higher education institution in Pakistan. Researcher’s own proposed model is open for implementation and further research.

Download Full Thesis
2410.63 KB
S. No. Chapter Title of the Chapters Page Size (KB)
1 0 Contents
138.24 KB
2 1 Introduction 1
76.68 KB
3 2 Review of Literature 8
1178.19 KB
  2.1 Higher Education Significance and Scope 8
  2.2 Higher Education in Pakistan 13
  2.3 Role of Teaching Staff in Higher Education 20
  2.4 What is Staff Development? 28
  2.5 Importance of Staff Development 31
  2.6 Staff Development in Pakistan 38
  2.7 Purposes and Goals of Staff Development in Higher Education 46
  2.8 Staff Development Trends and Issues 56
  2.9 Major Variables of Staff Development 64
  2.10 Adult Learning and Staff Development 66
  2.11 The Training Cycle of Staff Development 68
  2.12 Training Techniques for Staff Development 70
  2.13 Concept of Models 77
  2.14 Models of Staff Development 82
  2.15 Related Studies 107
4 3 Research Methodology 112
59.64 KB
  3.1 Population 112
  3.2 Sample 112
  3.3 Research instrument 114
  3.4 Pilot Testing 115
  3.5 Data Collection 116
  3.6 Data Analysis 116
5 4 Results and Discussion 118
690.78 KB
6 5 Discussion 199
64.01 KB
7 6 Summary 204
27.46 KB
8 7 Conclusions 206
28.34 KB
9 8 Recommendations 209
178.2 KB
  8.1 Proposed Model For Staff Development 212
  8.2 Description of Model 213
10 9 Literature Cited 231
157.88 KB
11 10 Appendices 246
130.14 KB