The ability of faculty subject matter experts and instructional designers to work together and eliminate friction are critical components of the higher education process. The purpose of this phenomenological qualitative study was to investigate the perspectives of working relationships in higher education between university administrators, instructional designers, and faculty subject matter experts, seeking a clearer understanding of their mutually collective perceptions. This case study aimed to delve into the collaborative dynamics between faculty and instructional designers during online curriculum development with administrative input. Institutional theory provided a foundation for this study on how higher education faculty, staff, and administrators support the design of online courses. Examining college administration as part of the online course development stakeholder team was accomplished through an interpretative phenomenological analysis qualitative study. Qualitative data were collected from 10 interviews conducted via Zoom, spanning three cohorts: academic administrators, instructional designers, and faculty subject matter experts. Two themes developed for each of the three research questions, proving a total of six key themes that emerged from the analysis of experiences shared. These themes showed the complexities and dynamics within course design teams, highlighting the essential roles of collaboration, communication, and administrative support. The insights gathered from administrators, instructional designers, and faculty experts underscored the need for inclusive practices, effective conflict resolution, and flexible policies to enhance the course design process.
| Date of Award | Jan 1 2024 |
|---|
| Original language | English |
|---|
| Supervisor | David Weintraub (Supervisor) & Hardwick Johnson (Advisor) |
|---|