Unlocking Potential Through Upskilling: Motivators and Barriers Among Professional Support Staff in Higher Education
Main Article Content
Abstract
Aim/Purpose: The increasing complexity of academic institutions highlights the importance of continuous professional development for all staff. However, the motivators and barriers influencing upskilling engagement among administrative and technical staff remain underexplored in existing research. This study examined how these factors shape the professional development experiences of non-teaching staff who play a critical–yet often overlooked–role in supporting institutional adaptability and performance.
Introduction/Background: Grounded in self-determination theory, this study examined how motivational factors and institutional dynamics shape upskilling engagement among administrative and technical staff in higher education. By focusing on this often-overlooked segment of the academic workforce, the study addressed a gap in professional development research and offers practical insights for building institutional capacity in times of rapid change and digital transformation.
Methodology: This study adopted a qualitative case study design to explore how intrinsic and extrinsic motivators, alongside institutional barriers, influence upskilling engagement among administrative and technical staff. The case focused on a single academic unit within a large public university in Thailand. All 12 full-time staff participated (purposive sampling), representing roles in information technology, finance, general administration, and operations. Data were collected through semi-structured interviews, guided by self-determination theory constructs and perceived barriers. The thematic analysis followed Braun and Clarke’s six-phase framework. The researchers independently coded the data, with consensus reached through iterative discussion, providing a rich, context-specific understanding of how motivation and institutional factors interact in practice.
Findings: The study identified three core intrinsic motivators driving engagement in professional development: intellectual curiosity, professional identity, and a lifelong learning orientation. These motivators reflected the importance of autonomy, competence, and relatedness in sustaining participation. Extrinsic motivators—including institutional support (particularly funding), career advancement opportunities, and recognition—further enabled engagement by signalling institutional value and support for staff development.
At the same time, several institutional barriers impeded participation. The most frequently cited obstacle was workload pressure, with many staff unable to balance daily responsibilities with development opportunities. Bureaucratic inefficiencies, such as complex funding processes and unclear approval mechanisms, discouraged staff from pursuing available opportunities. In addition, many training programmes were poorly aligned with the specific needs of administrative and technical staff, reducing the perceived value of participation.
The findings highlighted that effective engagement in upskilling arises from the dynamic interplay between personal motivators and institutional conditions. While strong intrinsic and extrinsic motivation can help staff overcome minor challenges, persistent systemic barriers undermine even highly motivated individuals. Institutions that support autonomy, competence, and relatedness—through responsive policies and inclusive practices—are better positioned to foster sustained engagement and resilience in their workforce. Addressing these barriers is critical to unlocking the full potential of professional development efforts and supporting long-term organisational adaptability.
Contribution/Impact on Society: This study extends self-determination theory by applying it to an underexplored group—administrative and technical staff in higher education—and demonstrats that their motivation to upskill was shaped through the dynamic interaction of personal drivers and institutional structures. It contributes to the body of knowledge by highlighting how institutional environments can either support or suppress the core psychological needs of autonomy, competence, and relatedness. Practically, the findings provide evidence for designing professional development strategies that are inclusive, role-specific, and responsive to the lived experiences of non-teaching staff. By advancing understanding of these dynamics, the study supports institutional efforts to build a motivated and adaptable workforce, contributing to Sustainable Development Goals such as SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth). It also offers actionable insights for academic leaders, human resource practitioners, and policymakers seeking to enhance the impact of staff development initiatives within an increasingly complex higher education landscape.
Recommendations: Institutions should adopt development strategies that address both motivational drivers and structural barriers. Key actions include allocating protected time for development, streamlining access to funding, involving staff in program design to ensure relevance, linking upskilling to career progression, and embedding recognition practices. A holistic, inclusive approach can strengthen engagement and resilience as higher education adapts to digital and organisational transformation.
Research Limitations: This study was limited to a single academic unit within one Thai university, which may limit transferability of its findings to other institutional or cultural contexts. Additionally, as a qualitative study based on self-reported interviews, the results reflect participants’ subjective experiences and may not capture unspoken influences on engagement in professional development. Further exploration in diverse institutional settings is needed to validate and extend these findings.
Future Research: Future research should examine motivational dynamics across varied institutional and cultural contexts, using comparative or multi-site designs. Mixed-methods and longitudinal approaches are recommended to explore the long-term effects of upskilling on retention, career mobility, and institutional adaptability. Further investigation into the role of leadership, human resource policy, and workplace culture in shaping engagement would also be valuable.
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