This thesis is based on a case study of faculty collaboration and community in a postsecondary education setting. Drawing on
what educational theorists and practitioners have learned in their research on faculty collaboration, development, and professional community building, the study investigated specific aspects of collaborative processes that can help create strong professional educational communities. The study focused on 6 full-time faculty members at a postsecondary college in Ontario.
As participant observer in this study, I worked in an environment that enabled me to interact both individually and collectively with faculty members through a program
accreditation process, particularly in completing an accreditation self-study. Using transcripts and field notes from
semi-structured interviews, observations, and my own reflections, I analyzed faculty interactions and perceptions of the self-study process. The thesis recounts the past history of the program as told by the faculty participants, outlines the nature of the program accreditation, and presents faculty perceptions of their role and identity within the faculty community. The thesis outlines the changes that occurred among the faculty and the factors that appeared to contribute most profoundly to those changes. It suggests specific ways in which leaders within the world of postsecondary education can foster a culture of faculty engagement and trust geared toward
facilitating curricular and educational change. It also identifies factors and resources needed to attract, retain, and
empower faculty to work together to ensure sustainable program quality and, ultimately, student success. Besides the need for strong leadership to promote and guide change, and structural factors rooted in and responsive to faculty experience, the study points to the critical role that relational factors play in fostering a collaborative culture. The thesis concludes with specific suggestions arising from the study regarding:
institutional policy and practice, how to facilitate professional growth among faculty in postsecondary environments, and avenues for further research on collaboration and faculty community.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OTU.1807/32747 |
| Date | 22 August 2012 |
| Creators | Jeffers, Elizabeth W. |
| Contributors | Beck, Clive |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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