This article aims to analyse the attitudes of faculty members on how the current academic development programs were enacted in selected Ethiopian Universities. With the help of multiple cases design, evidence was gathered from faculty through attitude scale having a reliability index of 0.77. Moreover, a document study including the day-to-day surveillance of the researcher's observations and colleague's reflections were also included. In the investigation, 250 cases have taken part. The findings of the study reassured that faculty members' predisposition on professional development programs to augment the level of educational activities was not aversive. The analysis of variance, F- test demonstrated that there were no significant differences among faculty members when gender and study sites had taken as variables. However, F-value was significant for years of experience. Moreover, less experienced and lower level qualified faculty members hold significantly favourable attitudes as compared to veteran and more qualified one. Overall, the study claims that universities should adapt options, and continue to use technologies as a means to bring faculty from different programs together and benefit from learning online.