Fostering quality teaching and learning in higher education through academic staff development: Challenges for a multi-campus university

The National demands on quality and concentration by Higher Education Institutions to meet these demands compromise the provision of quality teaching, thereby hindering the quality of learning. Also, many systems of external quality assurance are cumbersome, bureaucratic and time-consuming for academics and their effect in improving quality is generally not yet conclusively demonstrated. Compliance with external requirements on quality initiatives results to lack of time towards staff development, and in some cases making it difficult for staff development. This paper reports on challenges faced by one Higher Education Institution in promoting the quality of teaching and learning through academic staff development. This is a case study of a multi-campus higher education institution in the Eastern Cape, South Africa. Qualitative interpretive paradigm informed the investigation. Semi-structured interview was conducted with the Teaching Development Consultant coordinating staff development to generate data. Findings revealed that although staff development can enhance quality teaching and learning there are challenges to achieving quality. These challenges are presented in this paper. In conclusion, some recommendations on how quality in teaching and learning can be promoted and maintained through academic staff development are suggested