The Lived-Experience of Faculty During Organizational and Instructional Change: A Hermeneutic Phenomenological Study
Date of Award
Spring 2024
Document Type
Dissertation
Degree Name
Doctor of Professional Studies in Instructional Design Leadership (DPS)
Committee Chair
Matthew Barclay
Committee Member
Joel Gardner
Committee Member
Yuerong Sweetland
Abstract
This phenomenological research study explores the lived experiences of full-time faculty experiencing both organizational and instructional changes within their institution. Higher education organizations are facing increased challenges to sustainability, forcing them to make structural changes within the organization. When organizations adopt new instructional designs and models, it is imperative to understand the faculty experience to improve the institution's overall success. This qualitative study employed a hermeneutic phenomenological approach, conducting in-depth interviews with twenty faculty members from three merging institutions who experienced organizational restructuring and instructional changes. Interviews with participants were analyzed using the hermeneutic circle, showing the importance of administrative choices during change, the role of organizational culture when merging cultures, and faculty need for support when adopting new instructional modalities. This study illuminates the lived experiences of faculty amidst institutional transformations, offering valuable insights for higher education leaders to support faculty and navigate change processes effectively.
Recommended Citation
Chambers, Sarah, "The Lived-Experience of Faculty During Organizational and Instructional Change: A Hermeneutic Phenomenological Study" (2024). All Doctoral Student Dissertations. 169.
https://fuse.franklin.edu/docpub/169