Document Type

Dissertation

Degree

Doctor of Education (EdD)

Major/Program

Adult Education and Human Resource Development

First Advisor's Name

Thomas G. Reio, Jr.

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Judith D. Bernier

Second Advisor's Committee Title

Committee Member

Third Advisor's Name

Valentina Bruk-Lee

Third Advisor's Committee Title

Committee Member

Fourth Advisor's Name

James P. Burns

Fourth Advisor's Committee Title

Committee Member

Fifth Advisor's Name

Andy V. Pham

Fifth Advisor's Committee Title

Committee Member

Keywords

Human Resource Development (HRD), dyadic collaboration, higher education institutions (HEIs), online program governance, Instructional Designer, Textual Mediation, Institutional Ethnography (IE), Relational Theory of Attributions (RTA), Institutional Coordination

Date of Defense

6-29-2023

Abstract

Higher education institutions (HEIs) face challenges when developing high-quality online courses and rely on the contributions of both faculty and instructional designers (IDs) to produce online programming collaboratively. This collected papers dissertation comprises two studies anchored in the narratives of IDs, for the purposes of investigating dyadic working relationships in the contexts of collaborative online course development and the bureaucratic ruling relations that coordinate ID work experiences. Study #1 was an integrative literature review (ILR) examining the dynamics and challenges of the ID-Faculty dyad from the social constructs of praxis, policy, and power. The study analyzed academic, industry, and professional publications to synthesize three themes from the existing literature: (1) a besieged praxis, (2) strategic foresight for more cooperative policies, and (3) reshaping power dynamics. A discourse of these themes highlights the potential for human resource development (HRD) principles to address obstacles within the dyad to promote the improved performance of collaborative online course development.

Study #2 was an empirical study informed and supported by ethnographic approaches (i.e., Institutional Ethnography and Relational Theory of Attributions) for critically investigating the experiences of eight ID subjects immersed in the content creation phase of collaborative online course development. Included in the data set were interviews, observations, and documents, all of which were analyzed and interpreted to form what this collection refers to as thematic narratives. Five thematic narratives emerged within the analysis: (1) a question of professional (dis)regard, (2) a culture of complex collaborative work, (3) a conversation of representation in HEI governance, (4) a translocal chain of bossy (mis)coordination, and (5) a song of silent, external attributions. These themes support a platform for making ID lived narratives more widely visible in the literature. The overall implication of the collection is that by probing ID lived experiences and perspectives, HEIs gain insights that could inform more cohesive policies that support improving organizational performance in online program development and governance.

Identifier

FIDC011116

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