Assessing the Effectiveness of Faculty Induction Programmes: A Case Study at a UAE Private-Sector Higher Education Institution

Abstract

This study examines faculty perceptions of a Faculty Induction Programme at a private higher education university in the United Arab Emirates, focusing on its role in supporting cultural acclimatisation, mentorship, and job satisfaction. Grounded upon the theories and models of Hall (1959), Knowles (1980), Purnell (2002), Hofstede (2010), and Bennett (2017), alongside the utilisation of Spector’s (1997) Job Satisfaction Survey, a sequential mixed-methods design was applied, incorporating 22 semi-structured interviews and a quantitative survey of 101 faculty and administrators. The findings suggest that while faculty induction programmes facilitate initial cultural and professional adjustment, they often lack continuity, leadership involvement, and formalised mentoring structures. In response, the study resulted in the development and exploratory application of the Al-Shamsi Faculty Induction Scale (ASFIS), a practical tool based on the themes identified during the research. The ASFIS measures five key areas that influence faculty integration: administrative orientation, cultural integration, mentoring, clarity of expectations, and faculty satisfaction. While the ASFIS provides useful insights for improving induction programmes, it reflects the specific context of the studied institution; therefore, further refinement and broader application would be required to confirm its reliability and potential for wider use. Based on these findings, the study recommends strengthening academic mentoring frameworks, expanding cultural orientation workshops, and ensuring leadership engagement throughout the onboarding process. This study offers context-sensitive, evidence-based insights relevant to faculty development practice in private universities within the Arabian Gulf and contributes to broader discussions on onboarding, faculty retention, and cultural integration in higher education. Keywords: cultural acclimatisation, faculty induction programme, higher education, leadership, institutional management, United Arab Emirates, faculty retention, multicultural higher education