Professional Development in Higher Education: Experiences from Royal Thimphu College

Abstract

This study explored the satisfaction and effectiveness of professional development (PD) programmes offered by the Centre for Innovative Teaching and Learning (CITL) for tutors at Royal Thimphu College (RTC) and to identify areas for improvement. A mixed research methodology was employed, incorporating a self-assessment survey, in-depth interviews, and focus group discussions among tutors. Data collected were categorised into participation and satisfaction, training impact, and future needs. Secondary data such as student consultative meeting minutes and feedback from 2022 PDs were also utilised. In 2022, 16 trainings, 4 seminars, 2 experience-sharing sessions, and 1 cycle of peer observation partnership on teaching and learning were provided. Seventy-three out of 96 tutors participated in two or more CITL programmes. Overall, a mean score of 3.34 was reported on a 4-point Likert scale for satisfaction. The most useful PDs encompassed classroom management, constructive alignment, Bloom's Taxonomy and Blueprint, lesson planning, and giving and receiving feedback. The impact of these training programmes varied, depending on the tutor's education level and experience. Tutors with master's degrees and less than five years of teaching experience reported higher levels of impact. Future needs included training on teaching practical modules, effective technology use, giving and receiving feedback, and data analysis skills. Emergent themes included tutors struggling to find time for CITL programmes and desiring work-life balance. Recommendations are suggested to address these needs, advocating for iterative PDs, additional support for new tutors, and further studies on work-life balance among academicians.