Professional Staff Making a Difference: Cultural Change in Higher Education

Autor/inn/en	Briody, Elizabeth K.; Rodríguez-Mejía, Fredy R.; Berger, Edward J.
Titel	Professional Staff Making a Difference: Cultural Change in Higher Education
Quelle	In: Innovative Higher Education, 47 (2022) 2, S.297-325 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Briody, Elizabeth K.) ORCID (Rodríguez-Mejía, Fredy R.) ORCID (Berger, Edward J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-021-09577-3
Schlagwörter	Professional Personnel; Universities; Departments; Cooperative Education; Mentors; Cultural Awareness; Models; Organizational Change; Higher Education + Suchen Sie Ihr Suchwort? Personalbestand; University; Universität; Department; Abteilung; Kooperativer Unterricht; Cultural identity; Kulturelle Identität; Analogiemodell; Organisationswandel; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Higher education scholarship is focused largely on professors who guide students in their learning and students who participate in the educational process. The contributions of professional staff (i.e., those supporting the work of faculty and students) have not been as well understood, particularly those who reside in academic departments. We explore the work and impact of three staff-led problem-solving teams within an academic unit at one U.S. public university. Professional staff led these three grassroots teams on co-operative education, mentorship, and intercultural competency; in each, staff represented the majority of team members. We report on our research on these teams between 2017-2019 which culminated in interviews with 20 team members. We applied cultural models' theory to orient our data collection, analysis, and validation. In this theory, interviews help uncover the existence and extent of a sense of "sharedness" with the potential to reveal a consensus view of the culture, hence the name "cultural models." Interview statements are validated against other data--two sets of drawings interviewees created during the interviews. Through interviewee discourse and drawings, we describe the internal dynamics and connections accessed by members of these three teams. By specifying "how" staff were able to work together and what the cultural models illustrated about organizational-culture change, we help fill the gap in the higher education literature about this university subculture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01