This is owing to the fact that it contributes to the external and external structures that impact on leadership. From a research conducted by qualified faculty developers there are three setbacks facing faculty development in universities and colleges (Kezar, 2005). First, there is the dynamic nature of the student community, the dynamic professoriate and the dynamic nature of scholarships, learning and teaching (Kezar, 2005).
In the contemporary world, professors are facing increasing challenges in their roles and responsibilities that will need them to take part in a continuous faculty development. This poses a challenge for faculty development (Darling-Hammond, 2005). There is need for faculty developers in universities to identify the growing roles as one of the challenges facing the faculty in the modern times. The established tasks are under growing pressure to stay abreast with the changes in research and teaching (Kezar, 2005). Therefore, for example, the new members of the faculty may need to polish their skills in offering online courses as well as in grant-writing. Although the current members of the faculty in various universities are seasoned, they are required to keep up with new specialties in their areas of specialization (Seaman, 2009). Leaders are therefore challenged with the responsibility of proving the professorate with new learning opportunities.
The leadership is faced with the task of handling the changing faculty roles and maintaining a balance in life and work. It was found that finding balance in the diverse responsibilities is a major area of concern throughout various stages in the lecturers’ career. It is difficult for new members of the faculty to be recognized as a scholar or campus citizen. The members of the faculty care about how they attain the balance as they deal with the professional and personal commitments. Finding balance has proven to be a key issue facing leadership in the