Education Commons^™

Faculty Perceptions To Imposed Pedagogical Change: A Case Study, Mary L. Sinclair, Sarah R. Faltin Osborn

The Nebraska Educator: A Student-Led Journal

In higher education, professors are seen as the subject matter experts, yet many pedagogical decisions are made by administrators. This leaves teaching professionals without a voice in the reform process and in some instances without the resources necessary for implementation of change, yet still responsible for enactment of change. This case study describes the issues for faculty who are adopting imposed changes to pedagogical course design at a post-secondary institution. It examines how faculty express concerns, as well as how they interpret administration responses to those concerns. The findings reveal four key themes in faculty resistance to imposed pedagogical change: …