<![CDATA[Lecturer professional development is essential for improving academic quality and institutional performance in higher education. In Islamic higher education, professional development also needs to reflect institutional values and academic responsibilities. This study examines how Islamic higher education institutions in Banten manage lecturer professional development through human resource strategies. Using a qualitative multi-site case study design, the study interviewed 24 participants: three institutional leaders, three HR managers, six academic leaders, and twelve permanent lecturers. Interviews were complemented by institutional document analysis and observations of institutional environments, development activities, and interaction patterns at three institutions. The data were analysed thematically to identify patterns in HR policies, implementation practices, supporting factors, and challenges. The findings indicate that lecturer development is supported through recruitment aligned with institutional vision and mission, training, further study support, mentoring, peer learning, performance appraisal, research incentives, digital capacity building, and religious and moral development. Supporting conditions included leadership commitment, a supportive academic culture, internal collaboration, funding, and external networks. However, implementation remains constrained by limited funding, heavy workloads, unequal access to development opportunities, resistance to change, research and publication difficulties, and inconsistent policy implementation. The study highlights the importance of integrating HR strategies with institutional goals and Islamic values to develop sustainable lecturer professional development systems in Islamic higher education.]]>
