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ERIC Number: ED546337
Record Type: Non-Journal
Publication Date: 2012
Pages: 232
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-3164-0
ISSN: N/A
Faculty Work: Moving beyond the Paradox of Autonomy and Collaboration
Hower, Mark A.
ProQuest LLC, Ph.D. Dissertation, Antioch University
Freedom to pursue one's intellectual interests, known as professional autonomy, is a valued and longstanding faculty tradition. Profound changes in society and the academy, however, suggest new values may be emerging. Collaboration, for example, is increasingly vital to success outside of the academy, and faculty culture, long an individualistic domain, may be shifting in response. This multiple case study explores how faculty members experience the relationship between professional autonomy and collaboration within the context of their department work. Faculty members in four departments were interviewed and both qualitative and simple quantitative data collected. The study found faculty members satisfied with the autonomy they experienced. Collaborative practices were evident, though faculty generally expressed a desire for increased collaboration with colleagues. The interviews also suggested attributes of a collaborative department, one in which collaboration is a more intentional element of the unit practice and design. The electronic version of the Dissertation is at the open-access Ohiolink ETD Center, http:www.ohiolink.edu/etd. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A