Date of Submission
Spring 6-9-2017
Document Type
Dissertation/Thesis
Degree
Doctor of Education
Department
Education
OIP Defense Chair
Dr. Elan Paulson
Keywords
new faculty, faculty development, distributed leadership, institutional culture
Abstract
This case study of one Ontario, mid-sized community college explores collaborative leadership processes and practices to shift the structure and conceptualization of a learning program for newly hired faculty members from a prescribed, linear model to a self-directed, multi-modal program. Examining organizational structure, institutional culture, adult learning theory, and systems thinking, the question, how can a professional development program best support new faculty in their teaching practice and new role, is addressed. The Change Path Model, grassroots and relational leadership practices are strategies utilized to guide the process for change. A distributed leadership approach is advocated to share decision making, embrace a new approach to an existing program and build institutional capacity. Democratic principles of inclusion, equity and empowerment underpin a dialogic approach to shifting mindsets to enact change. Building on the literature supporting socially constructed knowledge, communities of practice and inquiry, principles of andragogy, and universal design for learning, are proposed as mechanisms to reimagine the current program while simultaneously build institutional capacity and community. This organizational improvement plan proposes a reimagined vision to an existing program, that gives new faculty agency over their learning, while managing growth, meeting institutional obligations, and remaining accountable.
Recommended Citation
Appleby, C. A. (2017). Re-imagining A Learning Program For New Faculty: An Opportunity To Enhance Institutional Capacity. The Organizational Improvement Plan at Western University, 21. Retrieved from https://ir.lib.uwo.ca/oip/21