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Transforming a University Departmental Culture from Toxicity to Health: A Collaborative Autoethnographic Study

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Title: Transforming a University Departmental Culture from Toxicity to Health: A Collaborative Autoethnographic Study
Language: English
Authors: Albert M. Jimenez, Chinasa Elue, Keneisha L. Harrington, Jennifer B. Wells, Tamela Thomas, Sheryl Croft, Binbin Jiang, Nicholas Clegorne, Miyoshi Juergensen, Cathey Goodgame
Source: Educational Planning. 2023 30(4):31-47.
Availability: International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal
Peer Reviewed: Y
Page Count: 17
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: School Culture, College Faculty, Values, Teacher Attitudes, Work Environment, Change, Interpersonal Relationship, Teacher Role, Antisocial Behavior, Cooperation, Trust (Psychology), Diversity, Power Structure
ISSN: 1537-873X
Abstract: The value and practice of cultivating a departmental culture that supports student and faculty success is critical to its effectiveness and sustainability in institutions of higher education. In this qualitative study, we apply a pedagogy of intentionality as our theoretical lens. Methodologically, we utilized a collaborative autoethnographic approach to explore experiences of departmental culture among educational leadership faculty at a public university in the southeastern United States. We were particularly interested in gathering qualitative data to increase our understanding regarding how a shift in departmental values and priorities impacted how faculty felt and assessed their individual experiences during their time within the department. Overall findings reveal the transformational process of a purposeful departmental culture shift from toxic to healthy. Evidence demonstrates (a) faculty's initial toxic culture experience characterized by a hostile, inequitable, and hierarchical working environment; (b) ways key faculty members utilized the opportunity of departmental personnel change to intentionally envision and effect a cultural transformational shift characterized by community and collegial interdependence and relationships; and (c) evidence of faculty's current experiences within a healthy culture, whose core features are professional, familial, diverse, and authentic. Faculty as guardians of culture was an associated finding.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1416364
Database: ERIC
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  Data: Transforming a University Departmental Culture from Toxicity to Health: A Collaborative Autoethnographic Study
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  Data: <searchLink fieldCode="AR" term="%22Albert+M%2E+Jimenez%22">Albert M. Jimenez</searchLink><br /><searchLink fieldCode="AR" term="%22Chinasa+Elue%22">Chinasa Elue</searchLink><br /><searchLink fieldCode="AR" term="%22Keneisha+L%2E+Harrington%22">Keneisha L. Harrington</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+B%2E+Wells%22">Jennifer B. Wells</searchLink><br /><searchLink fieldCode="AR" term="%22Tamela+Thomas%22">Tamela Thomas</searchLink><br /><searchLink fieldCode="AR" term="%22Sheryl+Croft%22">Sheryl Croft</searchLink><br /><searchLink fieldCode="AR" term="%22Binbin+Jiang%22">Binbin Jiang</searchLink><br /><searchLink fieldCode="AR" term="%22Nicholas+Clegorne%22">Nicholas Clegorne</searchLink><br /><searchLink fieldCode="AR" term="%22Miyoshi+Juergensen%22">Miyoshi Juergensen</searchLink><br /><searchLink fieldCode="AR" term="%22Cathey+Goodgame%22">Cathey Goodgame</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Planning%22"><i>Educational Planning</i></searchLink>. 2023 30(4):31-47.
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  Data: International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal
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  Data: The value and practice of cultivating a departmental culture that supports student and faculty success is critical to its effectiveness and sustainability in institutions of higher education. In this qualitative study, we apply a pedagogy of intentionality as our theoretical lens. Methodologically, we utilized a collaborative autoethnographic approach to explore experiences of departmental culture among educational leadership faculty at a public university in the southeastern United States. We were particularly interested in gathering qualitative data to increase our understanding regarding how a shift in departmental values and priorities impacted how faculty felt and assessed their individual experiences during their time within the department. Overall findings reveal the transformational process of a purposeful departmental culture shift from toxic to healthy. Evidence demonstrates (a) faculty's initial toxic culture experience characterized by a hostile, inequitable, and hierarchical working environment; (b) ways key faculty members utilized the opportunity of departmental personnel change to intentionally envision and effect a cultural transformational shift characterized by community and collegial interdependence and relationships; and (c) evidence of faculty's current experiences within a healthy culture, whose core features are professional, familial, diverse, and authentic. Faculty as guardians of culture was an associated finding.
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