Striving 2.0: Faculty Collaboration and Advocacy as Strategies for Overcoming Post-Striving Organizational Priorities
Striving 2.0: Faculty Collaboration and Advocacy as Strategies for Overcoming Post-Striving Organizational Priorities
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DOI：
10.1007/s10755-022-09599-5
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发表时间：
2022-04-01
影响因子：
2.2
通讯作者：
Lester, Jaime
中科院分区：
文献类型：
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作者：
Fernandez, Kathryn A.;Shank, Julie H.;Lester, Jaime
本研究对一所大型公立研究型大学进行了案例研究，以了解那些研究活动分类非常高的大学所定义的“奋斗后环境”如何影响校园结构和与教师和组织方法有关的实践，包括教学法、教学和学习。与会者解释了组织结构、实践和关系如何影响寻求实现非常高的研究活动的过程，以及对教学和学习的机构承诺的影响。研究结果表明，努力使卡内基的称号发生了意想不到的早期变化，并造成了组织紧张。从文献中预期的结果，如教员的分歧和不平等，与研究活动增加带来的新的但复杂的机会形成对比。教师们不得不依靠建立关系，利用以任务为中心、以数据为导向的宣传工作，在他们的校园里实施教学法变革。本研究的一个主要贡献是理解教师和其他教学倡导者（他们专注于创新教学实践等非奋斗优先事项）如何采用策略来克服以研究为重点的奋斗结构和实践。
A case study at a large, public research university was conducted to understand how post-striving environments, defined by those universities that achieved very high research activity classification, influence campus structures and practices related to faculty and organizational approaches to pedagogy, teaching, and learning. Participants explained how organizational structures, practices, and relationships affected the process of seeking to achieve very high research activity and the impact on institutional commitments to teaching and learning. Findings indicate that striving produced an unexpected early change in Carnegie designation and created organizational tensions. Outcomes expected from the literature, such as faculty divides and inequities, contrast with new but complicated opportunities as a result of the increased research activities. Faculty had to rely on relationship building and use of mission-focused and data-driven advocacy efforts to enact pedagogy change on their campuses. A major contribution of this study is an understanding of how faculty and other teaching advocates, who are focused on non-striving priorities like innovative teaching practices, employ strategies to overcome research focused striving structures and practices.