Creating Multi-Level Stakeholder Buy-In for New Curriculum
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| Title: | Creating Multi-Level Stakeholder Buy-In for New Curriculum |
|---|---|
| Language: | English |
| Authors: | Randee Dorontich, Mary E. Robinson, Karen Tompson-Wolfe |
| Source: | Practitioner to Practitioner. 2025 14(2):7-12. |
| Availability: | National Organization for Student Success. P.O. Box 963, Northport, AL 35476. Tel: 205-331-5997; e-mail: practitioner@thenoss.org; Web site: https://thenoss.org/Practitioner-to-Practitioner |
| Peer Reviewed: | N |
| Page Count: | 6 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Stakeholders, Curriculum Development, College Curriculum, College Faculty, College Students, Administrators, Change Strategies |
| Abstract: | Since the beginning of 2020, the landscape of higher education has undergone numerous transformations, prompting several studies and articles to delve into the critical role of faculty buy-in (Interfolio, 2020). Faculty buy-in is a fundamental concept in higher education, referring to the acceptance and enthusiastic engagement of faculty members in institutional initiatives, changes, or programs (Brooks & Hughes, 2024). The author suggests that collaborative commitment is essential for implementing and sustaining various educational reforms, such as curriculum revisions. The significance of faculty buy-in cannot be overstated, as it directly impacts the overall success of initiatives aimed at enhancing student learning, curriculum advancements, and pedagogical innovations. Research by Kit et al. (2022) suggests that faculty members are more likely to align their teaching practices with institutional goals when they are involved in the decision-making process, thereby fostering a more cohesive educational environment. A comprehensive study conducted in 2022 highlighted the critical importance of securing faculty buy-in as a foundational element for enhancing faculty engagement in various student success initiatives. Authors (Kit et al., 2022) stated: "Many initiatives and innovations in higher education fail primarily due to a lack of involvement and buy-in from key constituents. Indeed, research suggests that securing faculty buy-in is crucial to increasing faculty engagement in student success initiatives, such as first-year programs, program assessment, and the expansion of online course offerings" (para 6). The research highlights that successfully overcoming the inherent resistance to curricular changes is not a one-time effort but rather necessitates ongoing and sustained engagement from faculty members. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | EJ1486609 |
| Database: | ERIC |
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