Faculty Development Programs

T.A. Pai Management Institute in Manipal is driving executive education for Coca-Cola, ITC, and Adani Group, ensuring that data-backed insights shape consumer-driven strategies. Amity University and Symbiosis International University are deeply involved in industry projects with Reliance Retail, Bharti Airtel, HDFC Bank, and Deloitte, reinforcing the importance of faculty-led corporate training as a crucial driver of business excellence. Yes, corporate training modules, methods and execution models are changing. 📌 The traditional model of corporate learning—where we always invite industry leaders to universities—is changing. It’s time we reverse the practice and send our best faculty members to conduct executive education programs at the world’s top organizations. The future of education and corporate learning lies in Faculty-Led Corporate Training—where our educators, researchers, and faculty members step into corporate boardrooms, leadership summits, and executive training programs to empower industry leaders with cutting-edge knowledge, research-backed insights, and transformative skills. Why Faculty-Led Corporate Training? 📌 Professors bring decades of academic research, case studies, and analytical insights that can transform corporate decision-making.📌 Premium Institutions have designed executive education programs that focus on business strategy, leadership, innovation 📌 Unlike generic corporate training, faculty-led programs use case studies, problem-solving workshops, and real-world simulations. 📌Faculty trained executives adopt multi-sector strategies by applying academic principles to corporate environments. Let me share examples of some of the institutions who have already adopted this practice. 📌 Internationally, London Business School is equipping leaders at Barclays, HSBC, BP, Shell, and British Airways with expertise in private equity, digital marketing, and risk management. 📌 The National University of Singapore and Nanyang Technological University are working closely with Singapore Airlines, DBS Bank, and Temasek Holdings to enhance corporate capabilities in data science, risk management, and global trade. 📌 China Europe International Business School is at the forefront of corporate learning for Alibaba, Huawei, Tencent, and BYD Auto, ensuring that technology-driven business ecosystems continue to thrive. 📌 IIMs and IITs are actively shaping the leadership terrain by training CXOs, MDs, and senior professionals from Tata Group, Infosys, Wipro, L&T, Mahindra, HCL Technologies, TCS, Tata Steel, ONGC, Reliance, ICICI Bank, Axis Bank, Flipkart, and Aditya Birla Group. With a strong focus on leadership, business strategy, financial modeling, data analytics, AI, and global trade policies. It’s time to empower faculty to step outside the campus, conduct corporate training at the national and international level. Tag to those academic Institutions you know who have adopted such practices.

Investments in people will not only help you to achieve your organizational goals, but it will create a culture of trust and encouragement. I was inspired by this recent blog from Laura Bernhard, PhD at California Competes about a recent initiative at San Diego Mesa College in preparing faculty for the growing demands of online instruction, and doing so by investing in the professional growth of those faculty. https://lnkd.in/gNb7SE_2 We did something similar at San Mateo County Community College District during the pandemic. Courses moved online, and there was a recognition that homegrown, project-based professional development was the key for our faculty. But what determined if someone was faculty? Tenure or tenure-track? Contingent/adjunct? Lecturer? Middle College? Dual enrollment? If you were to tease out the entirety of the group, the # of faculty reached close to 1000, more than 3x the number if we just stayed with traditional 'tenure/tenure-track' thinking. What did we do? We invested in people. We amended an existing four-week online teaching course. We aligned instructional designers and faculty support coaches to be onboarding courses every other week. We kept the faculty coaches available after the work was done. We made the course cumulative; the lessons of Week 1 were applied in practice in Week 2, and the theory of Week 2 was practiced in Week 3...so by the end of Week 4 the faculty had not only been certified in online education but had built *more than 80% of an online course* - and all of this in 25 hours! Oh yeah, and we funded it too. Learners were compensated. Support faculty were compensated. Designers were compensated. It was expensive. But by the end of the 2020 Summer, more than 85% of *ALL* instructors in the San Mateo County Community College District had successfully completed the course - tenure, adjunct, high school dual enrollment teacher, etc. By the end of the Fall, that number was above 90%. Learning is predicated by presence. The presence of the online committee and district leadership that resulted in the high-price decision to fund people not products resulted in a culture change, a recognition of the online environment and a presence in those spaces for students, for each other, and for the broader community.

𝗔 𝘀𝗺𝗮𝗹𝗹 𝗲𝘅𝗽𝗲𝗿𝗶𝗺𝗲𝗻𝘁 𝘄𝗶𝘁𝗵 𝗯𝗶𝗴 𝗶𝗺𝗽𝗮𝗰𝘁: 𝗠𝗶𝗰𝗿𝗼-𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗶𝗻 𝗮𝗰𝗮𝗱𝗲𝗺𝗶𝗮 As we enter the last month of the year, I have been reflecting on one experiment we piloted at DY Patil School of Creative Studies that made a noticeable difference: 𝗺𝗶𝗰𝗿𝗼-𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴 for faculty. Degrees definitely give us credibility and grounding in academia. But with tech/AI evolving fast, media industries shifting and students learning in shorter bursts, staying relevant now requires continuous, small, practical learning. So instead of too many long workshops and faculty development programs, we introduced short learning units that could be applied immediately. Few ideas we implemented were: • A one-page guide to sharpen learning outcomes for our courses • A weekly one-teaching-improvement challenge For media educators, we added focused pieces like: • How algorithms shape student content behaviour • A quick guide on using engagement analytics • Short updates on shifts in creator economy The impact was immediate. Faculty applied insights the same day and our conversations shifted from intention to action. Learning blended into routine instead of becoming another scheduled effort. And integrating this into academic systems is not complex. It can start with a weekly two-minute resource, a shared toolkit or a short-recorded insight. Over time, it becomes a culture of continuous growth. 𝗜𝗳 𝘆𝗼𝘂 𝘄𝗼𝘂𝗹𝗱 𝗹𝗶𝗸𝗲 𝘁𝗼 𝗸𝗻𝗼𝘄 𝗺𝗼𝗿𝗲 𝗮𝗯𝗼𝘂𝘁 𝘁𝗵𝗶𝘀 𝗺𝗼𝗱𝗲𝗹 𝗮𝗻𝗱 𝗵𝗼𝘄 𝘄𝗲 𝗮𝗽𝗽𝗹𝗶𝗲𝗱 𝗶𝘁 𝘁𝗼 𝘀𝘁𝗿𝗲𝗻𝗴𝘁𝗵𝗲𝗻 𝗼𝘂𝗿 𝘁𝗲𝗮𝗰𝗵𝗶𝗻𝗴-𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴 𝗽𝗿𝗼𝗰𝗲𝘀𝘀, 𝗱𝗼 𝗻𝗼𝘁 𝗵𝗲𝘀𝗶𝘁𝗮𝘁𝗲 𝘁𝗼 𝗗𝗠 𝗺𝗲. One small learning. Repeated often. That is how we evolve!

Access, Adoption, Inclusion, Evidence, and Training & Guidance: Key Needs for Faculty, Global Survey Shows The Digital Education Council's 2025 Global AI Faculty Survey offers comprehensive insights into how faculty members across higher education view and use AI. Drawing from 1,681 responses across 52 institutions in 28 countries, the survey reveals a complex landscape where faculty are generally optimistic about AI's potential while harboring significant concerns about implementation and student readiness. Methodology: The study collected data from 1,681 faculty members across 52 participating institutions spanning 28 countries. The survey examined faculty's current AI usage, future expectations, concerns, and institutional support needs through quantitative questions measuring usage patterns, attitudes, and perceptions. 5 Key Tensions after analyzing the faculty survey: 1. Optimism vs. Uncertainty - While 57% of faculty express positive sentiment toward AI in education, a significant 30% remain neutral, creating a divided landscape. - The coexistence of optimism and uncertainty suggests faculty recognize AI's potential but remain cautious about its implications and implementation. 2. Readiness vs. Reality - Despite 86% of faculty seeing themselves using AI in future teaching, 40% self-identify as beginners or having no understanding of AI. - This disconnect between future expectations and current capabilities highlights a critical need for faculty development and support. 3. Change Recognition vs. Preparation - 64% of faculty believe AI will bring significant to transformative change to their roles. - However, 80% report their institutions lack comprehensive AI guidelines, creating a preparedness gap. - This misalignment between change awareness and institutional readiness suggests a critical need for more structured organizational transformation. 4. Integration Drive vs. Implementation Barriers - Time and resource constraints are cited as top barriers, with 40% saying they lack resources to explore AI. - This tension reveals a gap between faculty's willingness to adopt AI and their actual capacity to implement it effectively. 5. Student Engagement vs. Over-reliance - Faculty recognize AI's potential for enhancing student engagement, with 75% using it for creating teaching materials. - However, 83% worry about students' ability to critically evaluate AI output. - This tension reflects deeper concerns about balancing AI's benefits with maintaining authentic learning and critical thinking skills. 5 Recommendations: 1. Develop comprehensive faculty training programs. 2. Create clear AI governance frameworks. 3. Redesign assessments for AI era. 4. Build institutional support resource hubs. 5. Establish AI best practice communities. Source: https://lnkd.in/eh32mqED via Ezequiel Molina

The evidence is clear: One of my go-to studies, the Teacher Development Trust's review (Cordingley et al., 2015) showed clearly that "quick fixes do not work" and traditional one-off training days consistently fail to improve student outcomes. Effective professional development requires sustained engagement - at least two terms, even better a full year or longer. Yet most schools still default to ineffective one-day workshops. TDT's review found that successful programmes share specific characteristics: they're content-focused rather than generic, involve active practice rather than passive listening, and include ongoing collaboration with expert coaching support. Even more telling: NFER research found teacher autonomy over professional development is strongly linked with job satisfaction and retention - yet most PD is still imposed top-down. Here's a diagnostic question I often ask leaders: "What evidence do we have that last year's PD improved teacher practice and student outcomes?" No clear answer? You're likely trapped in the workshop cycle that research proves doesn't work. #ProfessionalDevelopment #EducationLeadership #EvidenceBasedPractice

Most learning interventions fail for one simple reason. They focus on content delivery. But they ignore behavior architecture. Last month, I designed and delivered a structured 3-day Learning & Development intervention at Gokuldham Nar,Gujarat, India for secondary and Higher secondary students and faculty. The objective was not motivation. It was performance transformation. The Core Challenge Across industries — whether classrooms or corporate environments — we see the same pattern: • Participants attend training • They understand the theory • But behavior does not change So we redesigned the learning experience. Framework 1: L.U.R.A – A Performance Architecture Model Instead of giving generic advice, we introduced a cognitive performance structure: L – Intake (Learning - Information Exposure) U – Processing (Understanding & Structuring) R – Retention (Reinforcement & Memory Consolidation) A – Application (Execution Under Pressure) Then we stress-tested it. Participants were required to: • Deliver rapid presentations • Execute structured role plays • Solve performance-based tasks • Demonstrate application within limited time The shift from passive listening to active ownership was visible within the same session. If learning does not reach “A” (Application), it never becomes ROI. Framework 2: Purpose & Prioritization We integrated: • Golden Circle (Why–How–What alignment) • Eisenhower Matrix (Cognitive prioritization under constraint) • Guided meditation (Focus & emotional regulation) The goal was not energy. The goal was structured decision-making. Faculty Module: Inclusive Performance Design For educators (parallel to managers in corporate settings), we explored: • Multimodal learning strategy (VARK as a design tool, not a label) • Avoiding fixed-mindset leadership • Moving from authority-driven to growth-driven facilitation • Emotional sustainability in high-pressure roles • Responsible integration of AI in learning environments Because preference may create efficiency. Adaptability creates effectiveness. One participant wrote: “If we apply this in life, it becomes easy to live happily and successfully.” That is when learning moves from information to internalization. Reflection Across industries and age groups, performance transformation depends on: ✔ Structured frameworks ✔ Immediate application ✔ Cognitive stress-testing ✔ Reflection loops ✔ Emotional alignment Learning must be engineered. Not delivered. If you are building performance-driven learning cultures where behavior change and adaptability matter, I would welcome the conversation. #LearningAndDevelopment #LNDLeadership #InstructionalDesign #BehavioralChange #PerformanceManagement #HRLeadership #OrganizationalDevelopment #ExperientialLearning #LeadershipDevelopment #TalentDevelopment #FutureOfLearning

Mid-career teachers are the engine room of every school. They hold deep classroom experience, shape team culture, and carry much of the day-to-day responsibility for delivering great teaching. But too often, professional development pathways sharply narrow after the Early Career Framework, unless a colleague wants to pursue formal leadership. That’s why I've created the Mid-Career Teacher Development Framework: a simple, practical structure to help schools offer purposeful, motivating development for colleagues beyond ECF but not on leadership routes. Here’s a snapshot of what it includes: 🔹 Deepening subject & pedagogical expertise: Keeping practice fresh through inquiry projects, curriculum design and subject networks. 🔹 Coaching & mentoring: Building professional capital by supporting ECTs, trainees and peers. 🔹 Research & inquiry pathways: From practitioner research to MA/Chartered Teacher programmes - developing evidence-informed practice. 🔹 Influence without hierarchy: Progression routes that recognise excellence without requiring formal leadership roles. 🔹 Broader contributions: Cross-curricular initiatives, enrichment, community projects and trust-wide collaboration. 🔹 Voice, autonomy & recognition: Giving mid-career teachers real influence, protected time, and meaningful celebration of their impact. If we want to retain great teachers, not just recruit them, we must offer development that feels energising and is tailored to the individual's strengths and improvement areas. 👉 Download the full framework and other relevant resources here: https://lnkd.in/ewYHi6tT #TeacherDevelopment #ProfessionalDevelopment #MidCareerTeachers #TeacherRetention #SchoolLeadership

🎯 “Teaching isn’t telling — and subject matter expertise doesn’t always equal expert learning facilitator.” One of the most common mistakes in CPD and IPCE planning? Choosing faculty based only on how much they know — not on how well they can help others learn it. This is what I often refer to as the difference between being an educator versus being a learning facilitator. We’ve all done it. ✅ Brilliant researcher? Book them. ✅ Internationally known expert? Lock them in. ✅ Just published the guideline update? Great — they must be able to teach it . But here’s the learning science reality: Experts often struggle to teach because they forget what it’s like not to know. And sometimes get frustrated when others don't grasp the information as quickly as they would like. That’s called the "expert blind spot" — and it makes it easy to overload learners with content that’s not immediately relevant, or pitched far above where they are. And to be fair to the faculty: most haven’t been trained to teach. They teach the way they were taught. Which often means… 📊 Slides full of microscopic font 🧠 42 objectives in 20 minutes 🗣️ "Here is what I know you need to know” The result? We cover a lot, but learners often retain little — and apply even less. That’s why faculty development is so critical. Not just to help experts present better, but to help them: ✔️ Focus on what the learner needs to know and in the appropriate context ✔️ Connect content to real-world relevance ✔️ Use active learning techniques and engage the learners throughout the education Because just because you can explain a complex pathway in 6 slides… doesn’t mean you should. There are many good ones out there, but we have to help the others! #CPD #CME #FacultyDevelopment #LearningScience #CommunicationMatters #EducationDesign #AdultLearning #RelevanceMatters

Yesterday I delivered a faculty development workshop on transforming assessment for the AI era. Here's what I didn't talk about: cheating. AI detection. Academic integrity policies. Here's what I did talk about: evidence. The core problem is simpler than most institutions realize. Generative AI doesn't create an integrity crisis. It creates an evidence crisis. Most existing assessments can be satisfied by AI-produced work, which means the artifacts students submit no longer function as reliable evidence of learning. The rubric is met. The learning is unverified. That's not a student behavior problem. That's a design problem. And design problems have design solutions. This is the argument I make in my book Assessment Under Adversarial Pressure: Why AI Broke the Evidence Model in Higher Education — and yesterday's workshop put it into practice. Faculty learned five evidence-design patterns that produce trustworthy evidence of student learning regardless of what tools are available. No AI bans. No detection software. No arms race. Just better assessment architecture. What made this engagement different from a typical faculty workshop: it's not a one-and-done. Faculty completed a course assessment audit before the session, identified their most vulnerable assessments, and left with a specific commitment to redesign one assessment for fall. A follow-up consultation next month pressure-tests their designs before implementation. The faculty showed up prepared and engaged — the kind of room that makes this work worth doing. If your institution is still treating AI as a policing problem rather than an evidence-design problem, I'd love to talk. 📘 https://lnkd.in/ePwMDrHZ

🔍 Reality Check in Academia In many institutions, we speak of experiential learning and student-centric education. But on the ground, the real challenge is this: Faculty often aren’t equipped or trained to design tutorials or implement experiential learning effectively. 🎯 It’s not about intent — it’s about capacity building. Faculty development needs to go beyond theory and focus on hands-on training, peer collaboration, and mentoring. 👉 Who should address this? • Leadership teams must prioritize structured FDPs • Universities and accreditation bodies must incentivize pedagogical innovation • Industry-academia partnerships can offer real-world immersion for faculty too It’s time we invest in our educators , because empowered teachers create empowered learners. #FacultyDevelopment #ExperientialLearning #HigherEducation #AcademicLeadership #TeachingTransformation #NEP2020 #thebuildingconversations