Professional Development Programmes for New Faculty Members in Saudi Universities: Current State, Needs, and Proposed Improvements

Abstract

This study analyses the current state of training programmes for new faculty in Saudi Arabian public universities, identifies the training needs of new faculty, and provides recommendations for improvement. The aim of the research is to address the literature gap around training in Saudi universities, make actionable recommendations around training design and implementation for policymakers and training managers in the higher education system, and ultimately to enhance the quality of university education in Saudi Arabia to help meet the goals of the Vision 2030 national development plan by ensuring new faculty are given an effective start to their careers. The methodology employed is an explanatory sequential design using a mixed methods approach involving the collection and statistical analysis of quantitative data through a survey instrument, and the collection and thematic analysis of qualitative data through semi-structured interviews. The convenience and volunteer sampling method led to survey data including 1,131 respondents, and 23 participants were subsequently interviewed to provide further clarity and depth to these results, all faculty members and senior training managers from the 28 public universities currently operating in Saudi Arabia. The findings revealed that training programme implementation, policies and plans for new faculty members in Saudi universities demonstrate multiple critical shortcomings, and needs analysis is rare and poorly conducted. There is significant variation between universities, with some lacking any training programmes altogether, while others implemented programmes in an incomplete manner and failed to meet the actual needs of new faculty members. The study further identified the most important training programme needs for new faculty members. Universities should prioritise implementing peer mentoring programmes, providing more holistic support for study abroad scholarships, and conducting training courses in teaching skills, research, education technologies, community service, and management. The study proposes a framework based on these findings to improve new faculty training in Saudi universities, with a specific focus on enhancing programme effectiveness and ensuring consistent alignment with faculty needs and institutional goals to increase performance outcomes from faculty training and development.