Professional Development of Expatriate Higher Education Faculty Through Informal and Incidental Learning on Social Media

Yinyin Zhou, Haibo Gu*, Qian Wang*, Michelle Tornquist, Xiaojun Zhang

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

While formal, digital-technology-based professional development for higher education faculty has been extensively studied, informal and incidental learning (IIL) within this area remain underexplored. Integrating the Broaden-and-Build Theory with the Informal and Incidental Learning framework, this study examines how positive emotions influence faculty's social media engagement and trigger work-related IIL, which subsequently enhances professional learning. Interviews were conducted with nine expatriate faculty at a Sino-British transnational university. The narrative analysis reveals how social media engagement, facilitated by positive emotions, connects personal interests with professional needs to generate self-directed professional development. This study highlights the value of social-media-based learning by distinguishing nuances between informal learning and incidental learning. Findings suggest that social-media-based IIL addresses individualised, real-world challenges like cross-cultural competencies. Implications for higher education policymakers emphasise the need for building a holistic professional learning environment where faculty's self-initiated IIL is possible through digital platforms to meet their diverse, tailored needs for professional growth.

Original languageEnglish
Article numbere12871
JournalEuropean Journal of Education
Volume60
Issue number1
DOIs
Publication statusPublished - Mar 2025

Keywords

  • expatriate faculty
  • informal and incidental learning
  • positive emotion
  • professional development
  • social media

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