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

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.