Abstract

Learning may be seen as an essential component of high quality education. Ongoing learning is required in faculty members, so that they may in turn facilitate the development of critical thinking skills in their students. Faculty Development Programmes (FDPs) are a means to expose the faculty in higher education to new theories, technologies and practices, and thereby to enhance their effectiveness. The present study was undertaken in India with the objective of identifying the perceived areas of learning of faculty from FDPs. Four such areas were identified, which are: instructional development, institutional development, network development and professional development. The present study also explores the impact of duration of work experience on learning of faculty from FDPs.