A Unified Framework for Faculty Agency and Motivation in Structural Change

We present a change framework based on Strong Structuration Theory (SST) and Expectancy-Value Theory (EVT). We used these two theoretical frameworks to develop the Rutgers Teaching Excellence Network (TEN), a program for supporting STEM faculty course transformation and pedagogical development. It was designed to support often-siloed faculty at a large research institution in developing their teaching practices. Developing TEN included bridging university structures and resources for faculty support; TEN created an intensive course-design summer institute as well as small groups that meet throughout a semester to engage with specific teaching-related topics. 

 

We iterated on the initial, theoretically grounded program over the course of 4 years. Experience gained during the program’s development, and data collected have allowed us to create a unified theoretical framework for connecting faculty development and institutional change. Using conceptual discussions and literature synthesis as a starting point, we created a unified framework from SST and EVT to capture the significant impacts of institutional structure and faculty motivation on faculty change agents. We then used a thematic analysis of interviews with faculty participants to validate and improve the framework.