Identity Crisis: How Instructional Designers in Higher Education Understand Their Professional Identity

Authors

Gustavo Roque, Florida International UniversityFollow

Document Type

Dissertation

Degree

Doctor of Education (EdD)

Major/Program

Adult Education and Human Resource Development

First Advisor's Name

Tonette S. Rocco

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Thomas G. Reio, Jr.

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

Hilary C. Landorf

Third Advisor's Committee Title

Committee Member

Fourth Advisor's Name

Craig M. McGill

Fourth Advisor's Committee Title

Committee Member

Keywords

instructional design, higher education, professional identity, phenomenology, structured literature review

Date of Defense

6-9-2023

Abstract

The overarching purpose of this collected papers dissertation was to explore what it means to be an instructional designer working in higher education. Instructional designers (IDs) support teaching and learning by working alongside faculty and administration. Professional identity (PI) is one’s professional self-concept based on attributes, beliefs, values, motives, and experiences. As an emerging field, the field of instructional design benefits from furthering their understanding as professionals.

Study #1, a structured literature review, examined the literature to explore what is currently understood of the professional identity of IDs. This literature review was guided by the question: How is the professional identity of instructional designers in higher education discussed in the literature? The main themes from the literature were 1) disconnect from the field’s larger purpose, 2) graduate school’s impact on professional identity, 3) professional identity development via self-reflection, 4) variability and ambiguity of titles, roles, and function and 5) ethics and professional identity impact.

Study #2, a phenomenological study, explored the lived experiences of 15 instructional designers in higher education and how they understand their professional identity. Data was collected through multiple semi-structured interviews. The research question was: How do instructional designers in higher education understand their professional identity? The following themes emerged 1) experiences with faculty influenced and informed ID professional identity, 2) issues of field legitimacy, 3) strength of ID professional identity and commitment to the field, 4) purpose of instructional design, 5), COVID-19 implications, 6) leadership of the ID function and managing IDs, and 7) diversity, equity, and inclusion aspects of instructional design.

Findings from these studies are expected to inform higher education administrators, faculty, ID department leaders, and IDs themselves about instructional designer PI, and add to the body of literature of professional identity in any field. These findings have important implications for continuing the PI research for the ID field and to better educate IDs about how to prioritize and make improvements to their professional identity.

Identifier

FIDC011152

ORCID

0000-0002-6120-0837

Recommended Citation

Roque, Gustavo, "Identity Crisis: How Instructional Designers in Higher Education Understand Their Professional Identity" (2023). FIU Electronic Theses and Dissertations. 5423.
https://digitalcommons.fiu.edu/etd/5423