University faculty’s informal learning and professional reflections: text mining for processing interviews

Abstract

Purpose

As university faculty faced new challenges, such as rapid digital social and the coronavirus disease 2019 (COVID-19) response, this study aimed to identify the daily changes in the interaction between the faculty and the organizational environment (colleague, policy and new issue) by exploring their recent dynamic educational efforts and the professional development.

Design/methodology/approach

This is a study wherein perceptions of 20 faculty from 15 universities and colleges were collected through in-depth online interviews. The authors analyzed interview data by arranging and visualizing the analyzed data using network clustering. Further, they applied the Latent Dirichlet allocation of the topic modeling to monitor the appropriate number of clusters, ultimately determined as four clusters using partial clustering.

Findings

The results showed that university faculty spontaneously tried to solve the problems through informal learning while the commitment to peer learning was deepening, reflecting the collectivist orientation nature of Chinese culture. Besides, the faculty also required support to reflect on their daily efforts for professional development. These results about their various learning routines prove the justification for the faculty's professional development to be discussed from the “learning by doing” perspective of lifelong learning.

Originality/value

This study proved the significance of informal learning for university faculty's professional development and the reasonable value of peer learning, and provided insights into how the Chinese context may influence university faculty's informal learning experience.

Citation

Park, K.H., Li, H. and Liu, C. (2024), "University faculty’s informal learning and professional reflections: text mining for processing interviews", Journal of Applied Research in Higher Education, Vol. 16 No. 2, pp. 497-509. https://doi.org/10.1108/JARHE-09-2022-0292