Knowledge, Attitudes, and Growth among University Professors

Abstract

Universities are under constant and intense strain because of the dynamic nature of societal demand and progress. When it comes to providing economic, ecological, and sustainable solutions, the issue is whether or not HEIs produce graduates with the competencies to do so. Higher education institutions (HEIs) also have a responsibility to ensure that their students are adequately prepared for careers in today's increasingly complicated, rapidly changing, and multidisciplinary job market. In order to meet this challenge, universities need faculty members with a wide range of skills, dispositions, and levels of professional development in the areas of instruction, study, and service. Sadly, teachers don't have a good grasp on whether or not their students are prepared to thrive in today's interconnected and multicultural world. Consequently, this investigation employs a sequential mixed-methods approach to explain how professors' skills, outlooks, and training shape their classroom instruction and their students' academic growth in higher education. The professors have higher opinions of their own abilities and character than the students do. Untenured lecturers, according to faculty representatives, have a superior disposition and skillset than their tenured counterparts. One-third of professors have met at least one of the research advancement requirements. When compared to students in the social sciences and engineering, those majoring in the biological sciences had a higher level of satisfaction with their instructors and the growth of their skills. Knowing how characteristics like aptitudes, attitudes, and professional growth are likely to affect the quality of instruction and student outcomes is crucial for developing and implementing effective educational changes.