Navigating Faculty Development in Higher Education: Experiences of Faculty Members at Nilkantha Multiple Campus

Abstract

Professional development is a multidimensional and continuous process of growth that bridges the critical gap between theoretical knowledge and classroom implementation. This study explores the current status, institutional policies, and practical strategies of faculty development at Nilkantha Multiple Campus (NMC), a community-based higher education institution in Dhading, Nepal. In the wake of national shifts toward Quality Assurance and Accreditation (QAA), community campuses face unique pressures to enhance faculty competency despite systemic constraints. Rooted in an interpretive phenomenological design and guided by Wallace’s Reflective Model and Freire’s concept of conscientization, this research investigates how faculty members perceive and navigate their professional journeys. Data were collected through semi-structured interviews with four purposively selected full-time faculty members across different departments and analyzed using Colaizzi’s (1978) seven-step thematic framework. The findings reveal that NMC successfully fosters advanced scholarship through research funds, study leave, and peer observation, alongside motivational "Best Faculty" awards. However, heavy teaching loads cause time poverty, and a significant gap remains in utilizing global digital platforms like JSTOR and MOOCs. To sustain innovation, the study implies a critical need for consistent training follow-up mechanisms. Ultimately, the research concludes that further institutionalizing collaborative learning communities and mentoring cycles is essential to maintain global quality standards through collective ownership.