Human resource development in Spanish higher education: faculty needs in English-medium instruction

Abstract

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The internationalisation of higher education worldwide has led to a proliferation of English-taught programmes in non-Anglophone contexts, necessitating new professional roles and needs. This phenomenological study explores the ways in which English-medium instruction (EMI) is shaping the professional and career identity of faculty who use English as an Additional Language (EAL) in their work in a private university in Spain. Through semi-structured interviews with 16 faculty members from Social Sciences, the research uses van Lankveld et al.'s (2017) framework to delve into the faculty’s professional identity and investigate their developmental needs. Findings suggest a prevailing sense of appreciation from the institution and peers, but not necessarily from students. However, participants reported a lack of connectedness to an EMI community, and a noticeable impact of EMI on their perceived competence, encompassing notions of authority, insecurity, and the balance between content and language proficiency. Despite challenges, participants showed commitment to EMI and advocated for tailored professional development. Results suggest that human resource development (HRD) strategies should focus on wellcommunicated community-building and tailored collaborative training, and the provision of career orientation and incentives.