Date of Award
Doctor of Philosophy (PhD)
The Dialogue study is concerned with understanding how Dialogue could be applied to faculty development. Dialogue is a structured form of group interaction developed as an organizational behavior tool (Isaacs, 1993) which creates space for practitioner assumptions to be probed and insight into practice be achieved. It provides an intervention for faculty at the pre-contemplative stage of change (Prochaska, 1986), who are not motivated to modify their practice. The study focused on self-selected multi-discipline faculty from a four year institution and a public medical school. Participants ranged in experience from one to thirty five years of practice. This study was designed as a miniethnography (Bogdan and Biklen, 1992). Three one and a half hour Dialogue sessions were held at each institution conducted by the facilitator/researcher. Evaluation forms were sent to participants at the completion of the project. Findings demonstrated that Dialogue can be successfully applied to faculty development. Participants explored assumption in the areas of teaching, learning, curriculum, students, and the educational environment in which they worked. They established common meanings and a new level of communication, as well as arriving at new insights and creative solutions for professional dilemmas. Dialogue also (1) provided a venue to create a community of learners to share personal stories and challenges of being faculty in a changing environment; (2) created a climate to promote reflective practice; and (3) allowed faculty to share educational strategies.
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Number of Pages
Qualters, Donna M., "Dialogue: A Qualitative Study of a Faculty Development Intervention to Assist Faculty in Exploring the Practitioner Assumptions that Impact Their Role in Higher Education and Medical Education" (1998). Educational Studies Dissertations. 99.