Exploring Faculty Members’ Perceptions of Professional Training in Higher Education: A Qualitative Study at the Faculty of Education, Al-Madinah International University, Malaysia

Abstract

This Research explored faculty members’ perceptions of professional training as part of their academic role and professional identity in higher education, focusing on the Faculty of Education at Al-Madinah International University (MEDIU), Malaysia. A qualitative case study design within an interpretive paradigm was employed to capture participants’ lived experiences. The study involved all full-time faculty members (n = 7), representing complete coverage of the target population. Data were collected through semi-structured interviews conducted face-to-face and online and analyzed using thematic analysis following Braun and Clarke’s six-phase framework. The findings revealed four main themes: conceptualization of professional training, experience and relevance of training practices, institutional influence on engagement, and professional training as a dimension of identity construction. Faculty members demonstrated a clear understanding of training as workshops and development activities; however, training was often perceived as fragmented rather than strategically structured. Engagement was strongly influenced by the relevance of training content to academic responsibilities, while institutional policies frequently shaped participation as compliance-based. Despite these challenges, professional training contributed to reflective practice and the ongoing construction of professional identity when it was meaningful and contextually aligned. The study highlights the need for strategically integrated, needs-based, and context-sensitive training models, particularly within dual-mode learning environments. It concludes that embedding professional training within institutional development frameworks enhances its effectiveness, supports faculty development, and improves academic practices, offering practical implications and directions for future research in higher education contexts.