Faculty Subcultures in Engineering and Their Implications for Organizational Change

Autor/inn/en	Berger, Edward J.; Wu, Chuhao; Briody, Elizabeth K.; Wirtz, Elizabeth; Rodríguez-Mejía, Fredy
Titel	Faculty Subcultures in Engineering and Their Implications for Organizational Change
Quelle	In: Journal of Engineering Education, 110 (2021) 1, S.230-251 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Berger, Edward J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20370
Schlagwörter	Engineering Education; College Faculty; Subcultures; Organizational Change; Leadership; Trust (Psychology); Empowerment; Research Universities + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Fakultät; Subculture; Subkultur; Organisationswandel; Führung; Führungsposition; Forschungseinrichtung
Abstract	Background: Prior efforts to understand faculty culture have largely described monoliths where individuals are differentiated by their productivity. Little prior work provides rich faculty subcultural descriptions and their connections to specific activities, including disposition to change. Purpose/Hypothesis: This article describes the goals, assumptions, methods, and inferences made about faculty culture within an engineering department at a large university with very high research activity, with the potential to enrich future discussions about change among the target audience of engineering faculty, administrators, and researchers. Design/Method: We employ cultural consensus theory (CCT) to characterize faculty culture, based upon a detailed survey, analysis, and member checking. We use the academic ratchet--as a theoretical framework to interpret CCT results, and extend our understanding using previously published change theories. Results: We discovered two faculty subcultures of roughly equal membership: (1) change-oriented; and (2) continuity-embracing. Members of each subculture agree on the primacy of research but differ in their views of change, leadership, and trust. Members of the change-oriented subculture seek large-scale changes but feel disempowered to pursue them, while members of the continuity-embracing subculture seek modest changes and feel empowered to enact them. Conclusions: We introduce a scalable, person-centered culture characterization approach (CCT) to the engineering education research community. This approach deepens our understanding of faculty culture, and our results reinforce the central role of the academic ratchet in shaping faculty activities. This analysis illustrates the potential roles of each subculture in enacting change of various types and magnitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01