Continuous professional development in higher education: A systematic review of its conceptualizations, trends and challenges (2011- 2020)

Medhanit Adane  Solomon; Amare Asgedom  Gebremedhin; Kassahun Weldemariam  Tigistu

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Published:

May 15, 2023

DOI:

Keywords:

Continuous professional development, higher education, systematic review

How to Cite

Solomon, M. A. ., Gebremedhin, A. A. ., & Tigistu, K. W. . (2023). Continuous professional development in higher education: A systematic review of its conceptualizations, trends and challenges (2011- 2020). Bahir Dar Journal of Education, 23(1), 21–39. https://doi.org/10.4314/bdje.v23i1.

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Vol. 23 No. 1 (2023)

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Articles

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Author Biographies

Medhanit Adane Solomon, Addis Ababa University

PhD Candidate, Department of Curriculum and Instruction, College of Education and Behavioral Studies

Amare Asgedom Gebremedhin, Addis Ababa University

Professor of Education, Department of Curriculum and Instruction, College of Education and Behavioral Studies, currently a member of RISE Ethiopia International Research Project

Kassahun Weldemariam Tigistu, University of Gothenburg

Senior Lecturer, Department of Pedagogical, Curricular and Professional Studies, Faculty of Education

Medhanit Adane Solomon

Addis Ababa University

http://orcid.org/0000-0003-1147-0430

Amare Asgedom Gebremedhin

Addis Ababa University

https://orcid.org/0000-0002-5849-7852

Kassahun Weldemariam Tigistu

University of Gothenburg

https://orcid.org/0000-0002-7017-0246

Abstract

The purpose of this systematic review is twofold. On the one hand, the authors investigate the conceptualizations and associated trends in staff Continuous Professional Development (CPD) in higher education. On the other hand, they explore the challenges that hinder academic staff from engaging in CPD in higher education. To this end, the authors employ Preferred Reporting Items for Systematic Reviews and Meta-Analyses-PRISMA. The findings reveal that there are varied conceptualizations of CPD in higher education which include: activities and interventions taken aimed at improving knowledge, skills, and attitudes of academics. Likewise, the trends of CPD in higher education vary in form, focus area/content, strategy, and expected outcomes. The challenges hindering academics range from individual academics' attitude to their respective institution to the national policies that govern higher education. Finally, we argue that effective CPD in higher education requires a systematic, comprehensive, and well-established policy-led approach to staff development.

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