Abstract:
The COVID-19 pandemic has caused institutions of higher education to urgently seek appropriate
methods of involving students in matters of learning and teaching. Whether by conscious decision
or circumstantial necessity, the imperative to embrace and implement online instruction has proven
to be a formidable challenge for some academics, Particularly those who are new to academia and
are referred to as New Academics (NAs) or Newly Appointed University Educators (NUTs).
Framed within the context of Glasser (1998)’s Choice Theory (CT) and Rational Choice Theory
(RCT), and employing a qualitative research methodology, this paper draws upon data obtained
from questionnaires focused on needs analysis (NAQs) that were distributed during the induction
of new academics from 2020 to 2022. The primary aim was to comprehend the challenges and
preferences faced by new academics (NAs) or new university teachers (NUTs) pertaining to
student instruction. NAQs were sent to NAs/NUTs prior to the induction to understand the kind of
support they need, and the NAQ responses were thematically analysed. The study’s findings reveal
that NAs and NUTs faced challenges in online teaching due to inadequate resources and reduced
student participation. Despite the pandemic’s push for online teaching, these NUTs still favored
in-person interaction. The article’s conclusions suggest that there should be adjustments in how
new academics or teachers are introduced to their roles, along with enhanced support to help them
develop skills for engaging and instructing students effectively in various online settings.
