Needs analysis questionnaire (NAQ) as enabling tool for effective induction engagement of new university academics/teachers

Abstract

Globally, not much has been researched, written, or even known about effective tools that might be used to engage new academics or university teachers during the induction process in higher education institutions. Our paper utilized data from 2019 to 2022 responses from needs analysis questionnaires (NAQs) of our Needs-based induction (NBI) model to make an argument for NAQ as one of the effective enabling tools for the induction of new university academics or teachers. Adopting and utilizing the qualitative document or documentary analysis methodological approach, we make a compelling argument for the rationale and importance of NAQ as a tool that we used and are currently using for engaging new academics (NAs) effectively in their induction process. As an effective tool for engaging NAs during their induction process, NAQ responses provide us with crucial information such as the teaching experience of all the NAs, challenges they are already experiencing as well as their professional development needs with regard to teaching and learning. Utilising thematic and content analysis was utilized for analysis purposes, the paper shows that the NAQ can be one of the most crucial tools for preparatory and engagement during the induction of NAs. This paper has implications for the induction of new academics or teachers, academic developers, and academic or professional development practice, for both basic and higher education institutions.