NOVICE FACULTY DEVELOPMENT IN HIGHER EDUCATION IN POST-SOVIET AZERBAIJAN

This study aimed to explore novice faculty development in public and private higher education institutions (HEIs) in post-soviet Azerbaijan, to identify perceptions of support from administration and experienced faculty members, and to find the difficulties that novice faculty members may have encountered in their early years of being a member of academic staff and factors that contribute to their professional development. The study employed qualitative methods of data collection and data analysis. A convenience sampling strategy assisted in selecting research sites and participants that were easily accessible to investigate the phenomenon. The target population was faculty members and administrative staff at public and private higher education institutions across Azerbaijan. The decision to select those sites was not to limit access to a single institution, and the sample made of research sites from different regions of the country provided a chance for obtaining rich data based on diverse experiences that were beneficial to get a better understanding of the phenomenon since the perception of people might differ depending on their geographical situation and types of universities they worked. The sample was made up of twenty-four novice and experienced faculty members as well as heads of departments at eight HEIs. The data were collected from novice faculty members who were in the field for less than five years, experienced faculty members who were in the field for five years or more, and heads of departments regardless of the years of experience in the administrative position since the research questions of the study focused on pedagogical, academic, and administrative support from the university community. Constant comparative data analysis was exercised to identify the difficulties that novice faculty members encountered and factors that contributed to their professional development and to ascertain whether there was any support provided by the administration and experienced faculty members in place. The data were obtained in both Azerbaijani and English because some respondents were from regional universities and they might not speak English well, the data was translated, analysed, and double-checked by two bilingual peer reviewers. The triangulated data helped reach authenticity and test validity through the convergence of information from three different groups. A member check was conducted to receive the participants’ verification and ensure the credibility of the findings. The significance of this study was adding to the theoretical and practical aspects of novice faculty development, which might be necessary in the post-soviet Azerbaijani setting. We attempted to understand the novice faculty development and factors contributing to it through the lens of sociocultural perspectives as several empirical studies indicated the validity of the explanation and prediction of how humans develop and change. The understanding was derived through semi-structured interviews with a predetermined set of open-ended and close-ended questions, and follow-up questions spontaneously posed during the interviews. The findings suggest that the administration and experienced faculty members permit novice faculty members to observe and assist with class materials. Regarding difficulties, communication, teaching new subjects, classroom management, failed expectations, age gap, and student behaviours remain the most apparent. The study concludes that public and private higher education institutions in post-soviet Azerbaijan do not identify novice faculty development as a policy mechanism and apply any formal induction procedures in place for building professional skills and adjusting to new jobs. In light of the research findings, it is recommended that HEIs should develop and maintain an induction mechanism as well as mentoring that can stimulate novice faculty members to adapt to the academic community and serve as a professional development opportunity and a chance to receive diverse perspectives in discussing insufficiency in teaching, classroom management, and the research capacity building. Further quantitative studies with a more representative sample are suggested to be conducted on novice faculty development to provide interested parties with data that can be used to inform decision-making and contribute to improving the academic body of knowledge.