Successful bottom-up faculty collaboration during institutional change
Journal of Applied Research in Higher Education
ISSN: 2050-7003
Article publication date: 14 September 2015
Abstract
Purpose
The purpose of this paper is to outline findings from practitioner research with a university faculty learning community (FLC) that organized itself to effect bottom-up change. The study explores beliefs about the efficacy of collaboration among members of the FLC and serves as a best case of grassroots faculty collaboration during a period of institutional change.
Design/methodology/approach
This is a case study using semi-structured interviews with FLC members and document review of short-term learning data from students who participated in workshops offered by the FLC.
Findings
Creative faculty responses to challenges posed by large-scale institutional transformation improved the teaching and learning environment for faculty and students. This case study highlights four characteristics that were crucial to the success of this FLC and which could provide a helpful starting point for faculty collaboration at other institutions.
Research limitations/implications
This is a preliminary, self-reflective study with a small number of participants working at a unique institution. Findings are presented not as strictly generalizable truths about faculty collaboration in higher education, but as “lessons learned” that may be valuable to other faculty seeking to take a more proactive role in contexts of institutional change.
Practical implications
This case study highlights four characteristics that were crucial to the success of this FLC and which could provide a helpful starting point for faculty collaboration at other institutions.
Social implications
This study illustrates how bottom-up, faculty-led collaboration can address institutional problems in a university setting. Creative faculty responses to challenges posed by large-scale institutional transformation can improve the teaching and learning environment for faculty and students.
Originality/value
This study documents one FLC’s innovative responses to institutional challenges and shifts the conversation about university-based teaching and learning away from bureaucratic mandates related to faculty interactions and productivity and toward faculty’s organic responses to changing institutional conditions.
Keywords
Acknowledgements
The authors would like to thank the members of the research council and the College of Education where the study was conducted.
Citation
Ward, H.C., Lu, M.-T.P., O'Connor, B.H. and Overton, T. (2015), "Successful bottom-up faculty collaboration during institutional change", Journal of Applied Research in Higher Education, Vol. 7 No. 2, pp. 308-330. https://doi.org/10.1108/JARHE-11-2013-0048
Publisher
:Emerald Group Publishing Limited
Copyright © 2015, Emerald Group Publishing Limited