Date of Submission

8-2-2024

Document Type

DiP

Degree

Doctor of Education

Department

Education

Keywords

higher education, faculty, teaching practices, international students, collaborative leadership, situational leadership, Kotter's model, minorities, CoP, community of practice

Abstract

The landscape of higher education is increasingly globalized with greater mobilization of international students (IS), which in turn requires the most effective teaching practices. Canada is a country with the most rapidly growing IS population that face multiple challenges. The realities faced by IS are different than those of domestic students. These facts compel the faculty to enhance their teaching practices and leadership role as pivotal components in addressing the learning needs of IS, while supporting them to overcome academic challenges. In this Dissertation-in-Practice (DiP), I investigate the lack of means of faculty to address the academic challenges faced by IS and explore the most appropriate solution to empower faculty at a medium-sized organization (OESBC; a pseudonym) that is a provider of academic support for IS in degree programs in a large western city in Canada. Empirical evidence suggests that the most suitable solution to address a first-order incremental change at this type of organization to empower faculty is a Community of Practice as a pilot project. Leading this change using an integrative approach of interpretivism, collaborative and situational leadership, Kotter’s model, targeted communication, knowledge mobilization plan, and the PDCA cycle will support the change team to attain the goals for faculty and indirectly impact the IS’ performance and social justice issues. With the support of the branch manager and future participants, I will lead the complexity of the change implementation plan, and strengthen the faculty leadership around innovative teaching practices to achieve the envisioned future for OESBC.

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