Addressing Continuous-Improvement Challenges from Various Perspectives: A Collaborative Autoethnography
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| Title: | Addressing Continuous-Improvement Challenges from Various Perspectives: A Collaborative Autoethnography |
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| Language: | English |
| Authors: | Christopher M. Parfitt, Afsaneh I. Farhadi, Anique A. Falconer, Patricia H. Ottow |
| Source: | Voices of Reform. 2024 7(1):8-22. |
| Availability: | Nina B. Hollis Institute for Educational Reform. 421 North Woodland Blvd, DeLand, FL 32723. Tel: 386-822-7081; Web site: https://www.voicesofreform.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Administration, Small Colleges, Private Colleges, Universities, Educational Improvement, Administrator Attitudes, Definitions, College Faculty, Teacher Attitudes, Best Practices, Academic Freedom, Teacher Supervision |
| Geographic Terms: | Florida |
| Abstract: | Using a collaborative autoethnographic approach, four administrators who previously were simultaneously employed in a small, private university in the State of Florida examined perceptions of continuous-improvement initiatives from their varied viewpoints as administrators who also had experience teaching at the collegiate level. Supervision of faculty members in higher education is unique and has specific challenges. Data collection and analysis were viewed as one seamless process. Data were collected from individual reflections and fully collaborative group discussions. Four themes emerged from open then axial coding: (a) a common understanding and definition of continuous improvement was evident, (b) faculty perceptions are very individualistic, (c) understanding and the use of best practices are situational, and (d) academic freedom is not often a forethought issue for administrators. Although consistency was common, there were differences in perception based upon administrative position or experience. Limitations and delimitations were provided, and the potential for subdued biases acknowledged. Implications for practice and recommendations for future research are included. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1463456 |
| Database: | ERIC |
| Abstract: | Using a collaborative autoethnographic approach, four administrators who previously were simultaneously employed in a small, private university in the State of Florida examined perceptions of continuous-improvement initiatives from their varied viewpoints as administrators who also had experience teaching at the collegiate level. Supervision of faculty members in higher education is unique and has specific challenges. Data collection and analysis were viewed as one seamless process. Data were collected from individual reflections and fully collaborative group discussions. Four themes emerged from open then axial coding: (a) a common understanding and definition of continuous improvement was evident, (b) faculty perceptions are very individualistic, (c) understanding and the use of best practices are situational, and (d) academic freedom is not often a forethought issue for administrators. Although consistency was common, there were differences in perception based upon administrative position or experience. Limitations and delimitations were provided, and the potential for subdued biases acknowledged. Implications for practice and recommendations for future research are included. |
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