| Summary: | This study examines the implementation of Training Programmes (TPs) for the academic staff (AS) in Libyan Universities (LUs), where AS are key members of this community and supporting their continuing professional development to underpin excellence in learning and teaching is a high priority. A comprehensive analysis of the problems linked to the implantation of TPs in Libyan institutions is performed. It is obvious the pronounced TPs gap between Libya and the developed world due to social, political and economic conditions in an Arab countries where the primary delivery educational model is essentially traditional. Then possible ways of implementing successfully TPs in Libyan educational institutions by considering successful UK examples. This study identify the necessary factors for the affective implementation of training programmes in order to improve the performance of academic staff of Libyan universities. A single case study approach is adopted within one institution which is Tripoli University (UoT). The methodology used in the research had quantitative and qualitative. This study analyses data collected through a questionnaire with the holders of the Postgraduate Certificate in Higher Education (PGCHE) in select fourteen UK universities in order to investigate their opinion and perception about this Certificate, followed by four semi-structured interviews with the PGCHE holder in order to clarify their ideas and with three academic providers of such TPs to obtain more information from different viewpoints. In addition, semi-structured interviews undertaken with 31 AS from UoT in Libya. This study makes contributions to knowledge in: a) attempted to bridge the gap in knowledge within the HE sector by providing an empirical understanding of the phenomenon within this sector; b) the identification of barriers to the implementation of TPs which led to; narrowing the gap in the knowledge in the field of academic training about implementation-barriers in HE in general that has never been explored before ; c) identifies issues around the improvement of existing universities in Libya and the development of future Libyan universities; d) it also leads to the potential identification 2 of ways that could improve HE in Libya and lead to education quality improvements for Libyan society; e) The recommendations of this research could aid the Libyan government to identify changes necessary in the Libyan HEIs in general so that they achieve the level of their counterparts in the developed countries; f) identification of the key factors affecting the implementation of TPs in LUs has helped in preparing the framework provided by the researcher at the end of this thesis, which could be used towards remedying the problems affecting TPs in LUs.
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