Factors affecting academicians' professional development in Türkiye

The purpose of this research is to reveal opinions of academicians about the factors that affect professional development. The data of the qualitative research in which the phenomenological research design was used, was gathered from 22 academicians with different titles that serve in various academic units of five different universities in Türkiye, who were selected using maximum variation sampling, which is a method of purposeful sampling. Academicians who participated in the research were asked 19 questions regarding the scope of professional development and activities, their perception of the level of adequecy of professional development activities and individual, organizational and systemic factors that affect professional development in semi-structured interviews. Participants' answers were analyzed in MAXQDA qualitative analysis software after they were transcribed without any modification. The thematic framework was reviewed regarding each research question as a result of the descriptive analysis of the answers received in the interviews. Content analysis was used to reach the categories, sub-themes and codes of the themes defined in the thematic framework. As a result of the research, the findings that criteria for appointment and promotion, financial factors, quality of universities and publishing opportunities regarding higher education system of Türkiye; academic approach, workload, organizational support, organizational culture and organizational capabilities regarding the organizations that the academicians serve in; personal skills, priorities and personal means and experience regarding individuals affect professional development were reached. It is understood that the factors affecting professional development at the individual, organizational and higher education system levels are not independent, but create a complex structure affecting one another. According to the review of the literature and the results of the research, professional development activities should be approached as a continuous phenomenon by organizations and various support mechanisms provided for academicians should be increased in order to ensure the professional development of academicians.