The aim of this research was to investigate the type of learning that is involved in the development of university lecturers professional identity. Furthermore, it also aimed to identify ways of optimising the type of learning involved for lecturer development purposes. The research questions that guided this mini-dissertation were firstly, “How do university lecturers develop their professional identities?” and secondly, “What type of learning processes are involved in the identity development of university lecturers?” In light of the above, aspects of narrative as well as constant comparison methods were employed using interviews for data collection. Nine participants were purposefully selected in terms of them being typical university lecturers within a university. A typical lecturer in this study refers to one in which teaching and research form the basic requisites of service. They were interviewed to investigate how they develop a professional identity and also to ascertain the types of learning processes involved in the development of this identity. The data gathered was analysed and the findings were written up. The findings of this research indicated that lecturers develop their professional identity through informal learning experiences in a university context. These experiences are characterised by support or a lack of support from other more knowledgeable and experienced lecturers or whether the lecturer enters the university with already well developed social skills. A lack of support leads to the strengthening of a personal identity and inhibits the development of professional identity. Support gained leads to a strengthening of social identity and assists the development of professional identity. Mentoring and communities of practice are the support structures required which form supportive informal professional relationships. These relationships are characterised by narrative which is the primary learning process involved in the development of professional identity. It is my contention that through informal learning in a situated context lecturers are empowered to take more responsibility with others for the results of their work – thus developing a professional identity. University management does not presently see the merits for lecturers or the university itself for developing the professional identity of lecturers. Such an initiative would lead to more innovative, quick and effective problem solving through collaboration and shared efforts. In today’s economy and with competition for student numbers in private universities there is a need to seek new ways to understand and deliver learning outside formal contexts – this is fuelled in part by radical changes in the market that have pushed many other organisations to work, organize and think and learn in very different ways. / Prof. S.J. Gravett

D.Ed. / During the last decade of the 20th century and in the early years of the new millennium, the education dispensation in South Africa changed tremendously. Many lecturers are not necessarily equipped to face all the challenges the changes brought about, and since it is the vision of the new Government to have a erational, seamless Higher Education system that will embrace the intellectual and professional challenges facing South Africans in the 21st centuryf (Department of Education 2003:iii), the researcher became involved and conducted this study in a Higher Education institution. The relevant acts in the Higher Education environment served as framework to table a training model for newly appointed lecturers. Development research was used as method, and a heuristic statement formulated and tested. The instructional design components based on an Input¨ Process¨ Output matrix was applied, and a step-by-step approach followed to design the training model and simultaneously test the implementation of the programme. An extensive literature study determined criteria to be met in the design of the training programme, and experts in the field of Higher Education continuously gave their input. Reflection on 30 lecturersf who participated by giving their perceptions regarding their ability to perform their duties before and after a year of probation, as well as the 632 studentsf perceptions of the learning facilitation skills of their lecturers, completed the cycle of analysis, design, evaluation and revision. A distinction between the results of experienced and less experienced lecturers proved to be valuable, and the information that was gained, led to recommendations to support staff developers to implement a training programme for lecturers. It became evident that quality promotion is a necessity, and in order to enhance that, staff development initiatives should be linked to the performance appraisal system. Lecturers should take ownership of their own development and recognise the value of reflection on practice. The proposed training programme for the holistic development of lecturers in a Higher Education institution is based on past experience, relevant in the current situation but also future orientated. It is practical, effective and applicable in the Higher Education sector, and the validity lies in the fact that it is goal orientated, based on state of the art knowledge, relevant and meaningful. The reality in which the lecturers are expected to perform is reflected and it considers their emotional and instinctive feelings. It is therefore tabled as a well researched and properly instituted model.