Exploring The Induction Experiences of Recently Appointed Health Sciences Lecturers at Good Shepherd Catholic College of Health Sciences In Eswatini
Year: 2025
Type: book-chapter
Abstract: Induction programmes are designed to enable a smooth transition for new faculty members, providing them with critical resources, institutional expertise, and mentorship.However, such programmes vary across institutions, and newly-appointed lecturers often experience them differently.Methodology: This study employed a qualitative research approach, using a descriptive phenomenological case study design, to explore the induction experiences of nine (9) lecturers with fewer than five (5) years of teaching experience at Good Shepherd Catholic College of Health Sciences in Eswatini.Data were collected through semistructured interviews and analysed using qualitative content analysis.Results: Seven themes emerged: formal or structured induction, orientation and support, feedback and evaluation, support resources and materials, confidence and motivation, mentorship and guidance, and communication and clarity of roles.Findings revealed systemic gaps in the induction framework, including minimal formal induction, inadequate support, delayed resource provision, and weak communication channels.These gaps negatively affected confidence, motivation, and integration of new lecturers.Conclusion and Implications: The study highlights the need for higher education institutions in Eswatini and similar contexts to strengthen induction frameworks by incorporating structured orientation, continuous mentorship, timely resource provision, consistent feedback, and clearer communication.Enhancing these processes may improve staff retention, professional growth, and ultimately, the quality of teaching and learning.
Authors: Thandeka Hamilton Mhlongo, Jane Iloanya
Institution: Botho University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W4417192539