The main purpose of this study was to describe the professional development (PD) activities accorded to non-teaching administrators of Moi University, a national university in Kenya. It also explored the perceptions of the administrators regarding various aspects of the PD initiatives. The study targeted all non-teaching administrative staff from the level of Administrative Assistant to the Registrar level. Forty-six of the 54 circulated questionnaires--representing an 85% return rate--seven interviews, and various university publications and documents provided data for the study.
The study results indicate that overall, despite the apparent high need for and interest in PD by the administrators, the university accorded limited opportunities. Administrator participation in PD activities was also limited and tended to favour those in the higher-level positions. Seminars and formal education were the most frequently used forms of PD, most of which were funded by external agencies. For most, self-development was perceived to be the motivating factor for PD even though the university official policy and objectives were largely geared towards institutional development. The PD skills perceived to be of high importance and in need of development were, computer skills, human resources management, time management, and decision-making. However, this study revealed that most initiatives undertaken by the administrators were unrelated to what they perceived as important or of high need.
The lack of established PD programs, clear objectives, guiding policy, financial and technical resources, needs analysis, supportive administrative structure, and little support from the senior management were identified as major barriers to PD.
From the study findings, it is recommended that the university should institute its own coordinated programs, budgeted through the new training office and backed by a clear policy. In addition, cost-effective and accessible in-house courses and programs having the support of university faculty staff should be encouraged. Likewise, a re-evaluation of the university's administrative structure and reward system should be undertaken, with a view to improving morale and fostering interest in PD. Overall, this study offers constructive insights for university administrators in similar environments and, as well, contributes to the understanding of issues in professional development within higher education institutions.
