Evidence of improved Faculty pedagogical competencies through targeted training in resource constrained agricultural higher education in North East India

<title>Abstract</title> <p>Purpose Faculty quality is the most critical determinant of education system effectiveness. This study evaluates the effectiveness of a Faculty Induction Program (FIP) in equipping newly appointed faculty with essential pedagogical skills, institutional knowledge, and professional competencies required for multifaceted academic roles. Design: A descriptive survey design was employed to assess experiences and perceptions of new faculty participants following a structured 21-day Faculty Induction Program. Methodology: A semi-structured questionnaire was administered to 125 newly appointed Assistant Professors at a higher agricultural education institution to gather quantitative and qualitative feedback on program outcomes. Findings: The FIP was perceived as exceptionally well-organized and highly beneficial. Sessions on technology-based teaching strategies and research grant proposal development were identified as particularly valuable. Participants unanimously felt inspired to pursue further professional skill development, and 90% affirmed intentions to apply acquired skills in their future careers. Practical Implications: Structured induction programs are essential for faculty readiness. University administrators should make such programs mandatory, using evidence-based curriculum design to address pressing professional development needs in academic institutions. Theoretical Implications: This study demonstrates how structured induction, grounded in organizational socialization theory and adult learning principles, effectively bridges the theory-practice gap in faculty preparation—a challenge recognized globally in higher education. Originality/Value: This research provides empirical evaluation of a faculty induction program within higher agricultural education, an understudied domain. Findings offer a replicable model for agricultural and specialized universities worldwide seeking to enhance faculty readiness and institutional quality.</p>