Abstract
This research investigated third-level educators’ training and development practices based on case study analysis and evaluation of existing theoretical models. It involved a case study of a private college in Ireland. Using qualitative data, multi-methods was employed to assure methodological triangulation.
The purpose of the current study was to determine T&D practices and trends within a specific case study context of the private college in Ireland.
Although the main weakness of this study was the paucity of sample size, nonetheless, the dissertation managed to portray current T&D practices in the specific context and also set the directions for further debate.
Contemporary third-level education has gone through significant change in terms of student experience, the role of the educators and the educational institution. It remains a highly- regulated environment with growing pressure to remain responsive to the market needs.
This situation obliges lecturers to perform as educators, researchers and also as active members of the educational institution which ultimately has the role of accommodating staff training and development. Not only “excellence in learning” but also “organisational citizenship” notions are evidently needed and desired.
Therefore, certain models have been presented and are based on the specific educational contexts, limitations and strengths of the college’s T&D practices. Author keywords: Training and development, lecturer, third level education, human resources
