An Exploratory Study Of The Staff’s Perception Of Staff Development At Universitas Terbuka

Oetoyo, Boedhi (1995) An Exploratory Study Of The Staff’s Perception Of Staff Development At Universitas Terbuka. Masters thesis, University of Victoria.

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Abstract

The purposes of this study were to investigate the involvement of academics in staff development programs at Universitas Terbuka (UT), to investigate the factors that delayed the career advancement of academics at UT, to investigate the types of staff development programs that are needed at UT, to investigate the differences in opportunities to be involved in academic activities between academics who work in the faculties and those who work in other units, and to investigate the relationship between the opportunities of academics to be involved in academic activities and their academic position/faculty rank. These issues were addressed by administering a questionnaire to all 233 junior academic staff both of UT Jakarta and of UT regional centers throughout Indonesia. The response rate was 67.4% (n157). The results of this study indicated that academics’ involvement in academic activities at UT was a critical problem. About 60% of the respondents had never attended, never been invited, or never been assigned to academic activities related to credit point attainment. Work overloads and, more crucially, the rarity of academic activities were the factors which caused the academics to miss the opportunities to be involved in the programs. Similarly, more than 70% of the respondents stated that academic activities for staff development at UT were inadequate. The majority of the respondents suggested that the best staff development system for UT would be “coordinated by each faculty”. Respondents also stated that “Conducting Research”, “Writing Test Items”, and “Writing Modules” were the activities that were considered most necessary to improve academics’ knowledge, skills, and qualifications. It was felt that these activities would also help the academics to attain the credit points necessary to meet the criteria for promotion. The results of this study also indicated that there were significant differences in the academics’ involvement in academic activities between staff who work in the faculties and those who work in other units outside the faculties. The results also showed that there was a positively significant relationship between academic position and academic activities, and a moderately significant relationship between academic position and years of experience.

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