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Deep Change Theory: Implications For Educational Development Leaders, Caitlin Martin, Elizabeth Wardle
Deep Change Theory: Implications For Educational Development Leaders, Caitlin Martin, Elizabeth Wardle
Publications
While chapters 1 and 2 explore the promise of theoretical frameworks for making conceptual change that leads to innovative action around teaching and learning in higher education, they also point out the challenges to this kind of work as teams of faculty strive to lead change in their programs and departments after completing the program. To summarize our claims thus far: one of the goals for the HCWE Faculty Writing Fellows Program is to empower faculty who participate to return to their departments to make programmatic changes—changes they identify as central to their work and values and program culture. The …
Educate Or Litigate? The Mindsets Of Advancing Knowledge And Maintaining Financial Stability In Higher Education, Cherri Brown, Cheryl Lentz
Educate Or Litigate? The Mindsets Of Advancing Knowledge And Maintaining Financial Stability In Higher Education, Cherri Brown, Cheryl Lentz
Publications
The educational mindset for online higher degrees, specifically the master’s and doctoral journey, shifted from the refractive thinking perspective as transformational experiences, producing objective decision-making processes, to transactional business exchanges, and in some institutions, an exchange for investors and stakeholders. Nehrlich (2006) coined “transactional exchange” as an exchange of one thing for another involving some form of gain. This chapter presents the business of marketing higher education programs (i.e., master’s and doctoral degrees) and the front-line faculty positioned to achieve an institution’s profit margin derived from degree production. Our goal is to discuss the losses and gains when faculty, who …