A collaborative approach to higher education induction

Abstract

Success in higher education is often measured by one's ability to conduct research, effectively disseminate findings, and competently teach in a collegiate setting. These measures are not entirely developed during doctoral school, let alone as a classroom teacher. In order to increase the likelihood of success at the higher education level, several newly hired faculty members at a four-year university created the new faculty guild by which they would share scholarly progress, insight into effective teaching strategies, thoughts/ideas of possible research investigations, and solace for one another. Their progressive actions led towards better understandings of the multifaceted tasks related to success in higher education, including mentorship, critical reflection, and collaboration. This article will enlighten prospective and newly hired faculty/faculty about maximizing the benefits and minimizing the limitations of teaching, researching, and fulfilling other service-related duties within higher education.

Senior Academic Staff Mentoring: Dealing with a Challenging Concept

“…Much of the literature has focused on the success of the person being mentored as an indicator of effectiveness in dealing with the varying degree of pressure placed on junior academic staff (Ortlieb, Biddix, and Doepker, 2010). As far as the mentor is concerned, the expectation is that he/she knows how to function in the role based on an assumed prior mentoring relationship.…”

To challenge and to be challenged – teachers collective learning in higher education

“…Bengtsson, 1993). Earlier studies (Danielsson et al, 2009;Ortlieb et al, 2010) have shown that the teacher's own learning process is likely in need of collective support. A teacher group with an open and explorative attitude to the members' teaching practices can be viewed as necessary in all higher education.…”

“…One way of supporting individual teachers in their teaching is to create opportunities for collegial learning, thereby building a common arena for the teachers' didactic knowledge development (e.g. Hemer, 2014;Ortlieb, Biddix, & Doepker, 2010). Collegial support for the development of supervisory skills has proven to have positive effects on both professional and personal growth (Danielsson, Sundin-Andersson, Hov, & Athlin, 2009).…”

Faculty Development Program Model: A Strategic Insight

“…Faculty Development Program is not just restricted to research and teaching methods but also a good character and personality. Thus taking into consideration this aspect Ortlieb, Biddix, and Doepker (2010), have argued that support for faculty should include developing faculty communities that 1) foster positive relationships with other faculty members, 2) encourage partnerships for research, 3) provide a network of support, 4) encourage critical reflection, and 5) offer monthly support groups to help faculty members develop into their roles. Faculties should also develop themselves to teach better, communicate to the students, and aim to maintain a smooth relationship with the students.…”