Abstract:

This paper shares the transformation of a 4-day Academic Staff Induction Programme (ASIP) at Sunway University from face-to-face to an online format. Despite some positive feedback on the face-to-face ASIP, the decision to shift online was prompted by survey findings which showed resistance from academics due to workload, scheduling conflicts and perceived irrelevance of ASIP content, which affected their quality of participation and engagement. In response to participants’ feedback, ASIP was re-designed as a self-paced, tracked, five-month (flexible) programme on OpenLearning platform where participants could choose physical workshops or online courses on teaching, learning or research to engage with. Based on tracking data, and surveys conducted, online ASIP received positive feedback particularly due to its flexibility. However, challenges arose as many participants did not complete the programme and did not engage with it fully. Several strategies were put in place with some positive outcomes. Implications and recommendations on the conduct of academic development programme like ASIP is provided.

Keywords:

Online professional development, academic induction, staff engagement.