Assessing The Effectiveness of Faculty Upskilling Initiatives at Sanjay Ghodawat University, Atigre, Kolhapur

Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-10(V)| October2025 140 Assessing The Effectiveness of Faculty Upskilling Initiatives at Sanjay Ghodawat University, Atigre, Kolhapur Prashant Tukaram Kumbhar1, Dr. Amit M. Hole2 1Research Scholar Savitribai Phule Pune University, Pune 2Assistant Professor, Shivnagar Vidya Prasarak Mandal’s Institute of Management, Malegaon (BK), Baramati, Pune Emailmrprash[email protected] Manuscript ID: JRD -2025-171034 ISSN: 2230-9578 Volume 17 Issue 10(V) Pp. 131-140 October 2025 Submitted: 29 Sept. 2025 Revised: 09 Oct. 2025 Accepted: 23 Oct. 2025 Published: 31 Oct. 2025 Abstract In recent years, rapid technological advances and shifting workforce needs have placed new demands on higher education. Universities must now equip faculty with 21st-century teaching and research skills to stay competitive and meet institutional quality standards. National reforms – notably India’s National Education Policy (NEP) 2020 – explicitly mandate continuous faculty development, emphasizing adaptability, skill-orientation, and lifelong learning. In this strategic context, faculty upskilling initiatives (e.g. workshops, seminars, and online courses) have become critical for maintaining educational excellence. This descriptive study evaluates the effectiveness of SGU’s faculty training programs. A structured questionnaire was administered to 100 teaching staff across departments, collecting quantitative and qualitative data on their experiences, perceptions, and challenges. The results show high participation in these programs and significant self-reported gains: most faculty agreed that training improved their teaching effectiveness (allowing more confident lectures and modern pedagogies) and strengthened research competencies (in areas like methodology, data analysis, and academic writing). At the same time, many respondents cited time constraints and heavy workloads as key barriers to regular participation. In summary, SGU’s upskilling initiatives are positively influencing instructional and scholarly performance, but flexible scheduling and tailored content may be needed to overcome practical challenges. These findings underscore the strategic importance of sustained, context-sensitive faculty development for institutional success. KeywordsFaculty Development; Upskilling; Digital Learning; Higher Education; Professional Growth. Introduction The digital transformation of education has fundamentally altered the role of university faculty. Emerging technologies – including artificial intelligence, online learning platforms, and new media – are rapidly reshaping industries, making the capacity of higher education to impart relevant, future-ready skills more crucial than ever. In this environment, educators must go beyond traditional lecturing to master new pedagogies, digital tools, and interdisciplinary content. International reports note that institutions pioneering online learning networks and faculty development programs are gaining an edge, whereas many others lag due to infrastructure and skills gaps. In India, policy reforms are aligning with this trend. The National Education Policy (NEP) 2020 explicitly highlights the need for adaptable, lifelong learning for educators, and bodies like the UGC and AICTE now require structured training (such as induction and refresher courses) for faculty promotions. Indeed, recent analyses report that over half of Indian college faculty engage in some upskilling effort, ranging from MOOCs to shortterm workshops. Quick Response Code: Website: https://jrdrvb.org/ DOI: 10.5281/zenodo.17464074 Creative Commons (CC BY-NC-SA 4.0) This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Public License, which allows others to remix, tweak, and build upon the work noncommercially, as long as appropriate credit is given and the new creations ae licensed under the idential terms. Address for correspondence: Prashant Tukaram Kumbhar, Research Scholar Savitribai Phule Pune University, Pune How to cite this article Prashant Tukaram Kumbhar, Dr. Amit M. Hole, (2025) Assessing the Effectiveness of Faculty Upskilling Initiatives at Sanjay Ghodawat University, Atigre, Kolhapur. journal of Research & Development, 17(10(V)), 131-140 Original Article Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-10(V)| October2025 141 Despite these initiatives, significant challenges remain. Many Indian universities struggle with uneven technological readiness: poor connectivity and low digital literacy continue to hinder learning innovations. Chronic issues such as high teaching loads, limited funding, and bureaucratic constraints further impede faculty development in practice. Moreover, there is a paucity of empirical research on the outcomes of these programs in the Indian context. As one review observes, evaluation of faculty development programs’ impact is “not well studied” and urgently needed to ensure that training truly enhances teaching quality and professional growth. Sanjay Ghodawat University (SGU), a private institution in Maharashtra, has instituted numerous faculty training efforts (workshops, seminars, online courses, etc.) to meet accreditation standards and the changing educational climate. However, it is not clear how effectively these programs translate into improved teaching or research performance. The present study addresses this gap by systematically assessing SGU’s upskilling initiatives. It investigates faculty perceptions of program usefulness, their actual impact on teaching and research capabilities, and the practical barriers encountered. By situating SGU’s experience within the broader policy and digital-age context, the research aims to provide actionable insights into optimizing institutional faculty development strategies. Literature Review Professional development for educators has long been linked to improved instructional practice and student outcomes. Key contributions include: 1. Guskey (2002) argues that professional development leads to lasting change when participants observe measurable improvements in student learning. Guskey’s model stresses follow-up support and institutional alignment to translate knowledge into classroom practice. 2. Darling-Hammond (2006) synthesizes evidence that effective teacher education programs are context-sensitive, sustained, and connected to practice; mentoring and collaborative inquiry are central features of impactful initiatives. 3. Mishra & Koehler (2006) introduce the TPACK framework, showing that successful integration of technology requires teachers to develop technological, pedagogical, and content knowledge simultaneously. This framework explains why digitization efforts must be scaffolded with pedagogy-focused training. 4. Kirkpatrick & Kirkpatrick (2006) provide a four-level model—reaction, learning, behavior, and results—for evaluating training effectiveness. The model suggests that institutions should assess not only satisfaction but also application and organizational outcomes. 5. Meyer & Land (2005) and Borko (2004) underscore the importance of discipline-specific, context-aware professional development to overcome resistance and enable meaningful adoption of new pedagogies. 6. Policy context: National-level guidance (NEP 2020, UGC guidelines) emphasizes continuous faculty development, digital readiness, and outcomes-based training. OECD reports and institutional scholarship (e.g., Bennett, 2017) recommend centralized Centers for Teaching and Learning and incentive structures to sustain participation. Implication for SGU: The literature collectively recommends tailored, sustained, and evaluated programs with mentoring and institutional incentives—principles that align with the recommendations derived from SGU’s survey data. Research Design and Methodology The original study used a descriptive design and a structured questionnaire administered online and offline to 100 randomly selected faculty members across Sanjay Ghodawat University. Responses were summarized by frequencies and percentages. Ethical approval and institutional permissions were obtained. This analysis relies on the aggregated counts and percentages provided in the research report; raw item-level response records were not available. Research Design and Tool The study adopted a Descriptive Research Design aimed at systematically describing the current status of faculty upskilling initiatives at Sanjay Ghodawat University. This design was chosen because it enables the researcher to analyse opinions, behaviours, and practices using quantitative data collected from a defined population. To collect primary data, the study employed a Structured Questionnaire as its primary research tool. The questionnaire consisted of closed-ended questions divided into sections covering demographic information, participation in training programs, teaching and research impact, challenges faced, use of digital tools, and suggestions for improvement. The questionnaire was distributed online to ensure convenience and wider participation. The data obtained through this tool were analysed using descriptive statistical methods such as frequencies, percentages, and graphical representations. Detailed Data Analysis and Interpretation This section expands the original analysis by interpreting each survey item in detail, linking findings to literature, and highlighting practical implications. Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-10(V)| October2025 142 Respondent Profile i) Gender distribution: Male = 50 (50%), Female = 50 (50%). Interpretation A perfectly balanced gender sample strengthens the generalizability of gender-related insights. No gender skew suggests training uptake and perceptions are not immediately biased by gender in this sample. ii) Designation: Assistant Professor = 85 (85%), Professor = 8 (8%), Associate Professor = 7 (7%). Interpretation The predominance of Assistant Professors indicates the survey primarily reflects earlyand mid-career faculty experiences. Senior faculty views are underrepresented, which may influence perceptions of program relevance and long-term research outcomes. Department-wise distribution: School of Management 16%, School of Pharmacy 15%, SGI 12%, Computer Science 11%, AI 8%, BCA/MCA each 9%. Several departments had minimal or no representation (e.g., Architecture = 0%). School/Department Responses Percentage Aerospace Engineering 1 1% Electrical and Electronics Engineering 1 1% Electronics and Communication 4 4% Computer Science 11 11% Artificial Intelligence 8 8% Bachelor of Computer Applications (BCA) 9 9% Masters of Computer Applications (MCA) 9 9% School of Chemistry 2 2% Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-10(V)| October2025 143 School of Physics 1 1% School of International Studies 0 0% Department of Allied Health Sciences 1 1% School of Allied Health Sciences 5 5% School of Pharmacy 15 15% School of Commerce 3 3% School of Management 16 16% Architecture 0 0% Design 1 1% Department of English 2 2% School of Law 3 3% Department of Humanities 0 0% SGI 12 12% Civil Engineering 5 5% Mechanical Engineering 2 2% Total 100 100% Interpretation Responses cluster in management, pharmacy, and computing—fields that may have different upskilling needs compared to humanities or design. Program design should consider these disciplinary differences; department-specific modules may improve perceived relevance. Impact on Teaching Effectiveness Upskilling programs improve teaching effectiveness. Strongly Agree = 52, Agree = 40, Neutral = 8, Disagree = 0, Strongly Disagree = 0 (Total positive = 92%) Interpretation High positive response aligns with Darling-Hammond’s and Guskey’s findings that meaningful PD improves instructional practice. However, self-reported teaching effectiveness is an early-level (Kirkpatrick Level 1–2) indicator. For stronger claims, observational or student outcome data would be required. Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-10(V)| October2025 144 Participation Rate i) Participation in last two years: Yes = 71 (71%), No = 29 (29%). Interpretation Majority participation suggests institutional uptake of PD efforts. The 29% non-participation group should be profiled (e.g., workload, access issues) to reduce barriers. Relevance and Quality of Programs i) Relevance to modern educational advancements: Agree = 68, Strongly Agree = 23, Neutral = 7, Disagree = 1, Strongly Disagree = 1 (Total positive = 91%). ii) Satisfaction with content quality: Satisfied = 69, Very Satisfied = 19, Neutral = 10, Dissatisfied = 2 (Total positive = 88%). Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-10(V)| October2025 145 Interpretation High relevance and satisfaction scores indicate that program content is largely meeting expectations. Yet, the presence of neutral/dissatisfied responses suggests opportunities to further tailor content—consistent with TPACK recommendations to integrate pedagogy with technology and content. Research Skills Outcomes i) Learning programs improve research skills. Yes = 96, No = 4. ii) Skills improved periodically Research Methodology = 29, Academic Writing = 17, Data Analysis = 20, Literature Review = 6, All of the Above = 43. Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-10(V)| October2025 146 Interpretation Extremely high endorsement for research skill improvements suggests programs are effective in building research capacity. The relatively low figure for literature review suggests a specific gap; specialized workshops on systematic literature search and synthesis could be introduced. Barriers to Participation i) Time constraints for improving skills Always = 25, Often = 23, Sometimes = 43, Rarely = 6, Never = 3. (Total often/always/sometimes = 91%) ii) Perception of generic programs: Agree = 33, Strongly Agree = 5, Neutral = 42, Disagree = 19, Strongly Disagree = 1. iii) Biggest challenges: Lack of time = 57, Technical difficulties = 17, Lack of institutional support = 5, Irrelevant content = 5, Other = 22. Interpretation Time is the dominant constraint—this aligns with broader literature noting faculty workload as a barrier to PD participation. Flexible, micro-learning modules and recorded sessions are recommended. Technical issues (17%) indicate need for better infrastructure and helpdesk support. Post-Training Support and Follow-up i)Adequacy of post-training support: Yes, always = 57, Yes, sometimes = 29, Neutral = 11, No, rarely = 3. Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-10(V)| October2025 147 0 10 20 30 40 50 Responses Percentage How frequently do you use digital learning tools in your teaching process? Daily Weekly Monthly Rarely Never Interpretation The majority receive some post-training support, but 40% do not always receive consistent guidance. Establishing structured mentorship and communities of practice would increase the application of skills (Kirkpatrick Level 3: behavior change). Digital Tools Adoption i) Frequency of use: Daily = 46, Weekly = 36, Monthly = 10, Rarely = 8, Never = 0. ii) Role in professional growth: Yes, significantly = 66, Yes, somewhat = 25, Neutral = 8, No = 1. 57 29 11 3 57% 29% 11% 3% 0 10 20 30 40 50 60 Yes, always Yes, sometimes Neutral No, rarely Do you received adequate post-training support to implement new skills? Responses Percentage Journal of Research and Development Peer Reviewed International, Open Access Journal. ISSN : 2230-9578 | Website: https://jrdrvb.org Volume-17, Issue-10(V)| October2025 148 iii) Accessibility of digital resources: Accessible = 58, Very Accessible = 28, Somewhat Accessible = 14, Neutral/Difficult = 0. Interpretation: Strong daily/weekly adoption and high perceived benefit indicate successful digital integration. Institutional investment in platform usability and training appears to be paying off, though targeted support for the 8– 14% who use tools less frequently could widen adoption. 4.9 Preferred Training Methods and Incentives i) Most effective methods Workshops & Seminars = 77, Online Courses = 21, Peer Learning = 20. Incentives for completion: Yes, definitely = 62, Maybe = 22, No = 16.