CHALLENGES OBSTACLES AND OUTCOMES ACTION RESEARCH AS A

CHALLENGES, OBSTACLES, AND OUTCOMES: ACTION RESEARCH AS A FACULTY DEVELOPMENT INITIATIVE Scholarly Leaders: Dr. Jan Cardwell: Campus VP/Director, University of Phoenix Detroit Dr. Bonnie Ellis, : Director of Academic Affairs, University of Phoenix Detroit Dr. Yvonne Phelps: VP Academic Affairs for Campus Services

THE BACKGROUND Benefits 5 years • Industry practitioner is able to relate course content and theory to current industry issues, problems or experiences Industry Experience Practitioner Faculty Masters Degree • The industry practitioner continues his or her professional career, in industry, while creating an academic career profile in higher education. • University “instructional” human resource needs are satisfied. with qualified industry experts to prepare students for career mobility.

THE PROBLEM HLC Criterion 3. B. 5 Intellectual Inquiry “faculty and students contribute to scholarship, creative work, and the discovery of knowledge to the extent appropriate to their programs and the institution’s mission” (Higher Learning Commission, 2013)

THE CHALLENGE Expand Credentials for New Hires Engage Existing Faculty • Doctorate level • Not hired for research • Incoming research background • Jobs or own businesses • Annual academic review (if teaching masters level and above) • No interest in research or scholarship

THE OBSTACLES Skill Gaps Motivation Gaps Experience Gaps Practitioner Faculty

THE LEADERSHIP CHALLENGE Close Experience Gap Close Skill Gap Close Motivation Gap Poster Session

THE ACTION RESEARCH PROJECT Detroit Community of Scholars

SYNOPSIS OF LITERATURE REVIEWED • Practitioner-academics approach research using business timelines while the academic-academic had no set timelines for to research to be completed (Bartunek and Rynes, 2014). • Practitioner’s concerns about finding time for research or finding time to write for publication, and/or scholarly activities (Reybold (2008). • Boyer’s Scholarship of Discovery provides a theoretical foundation to encourage faculty research (Boyer 1990). • Faculty leave teaching jobs because of new demands; which often come with no financial or opportunity benefits (Raina and Khatri's, 2015). • Northouse ((2007) defined leadership as "a process where an individual is able to influence a group of individuals to achieve a certain goal" (p. 3). • The servant leader (Greenleaf, 1970), the situational leader (Hersey and Blanchard 1969), and the transformational leader (Burns, 1978) are just a few of the generally known or generally popular leadership theories in modern society. • Phenomenon driven research (PDR) is an approach to research that pushes beyond known management theories to create new knowledge and new approaches to organizational change needs (Schwarzl and Stensaker , 2014).

THEORETICAL FRAMEWORK Encourage Freedom of Inquiry Contribute to Intellectual Climate Boyer's Scholarship of Discovery Encourage disciplined investigative efforts Seek understanding for the sake of knowing

LEADERSHIP THEORIES How should the leader show up to inspire engagement? Phenomenon Driven Research (Schwarzl and Stensaker , 2014) Situational Leadership Hersey and Blanchard (1969) Scholarly Leadership Transformational Leadership (Burns 1978 & Bass 1985 ) What Leadership behaviors are need to Inspire engagement? Servant Leadership (Greenleaf (1970, 1977)

DETROIT COMMUNITY OF SCHOLARS

THE SCHOLARLY LEADERSHIP APPROACH Research Goals and Objectives Faculty Development • Research Methods • IRB • Writing • Publication • Research funding • And more Faculty Engagement • Community of Scholars Membership • Collaborations • Knowledge Sharing • Intellectual Inquiry • And more Student Outcomes • Faculty role models for students population • Student Intellectual Inquiry • Student Retention • Student Scholarship Faculty Professional Identity • Faculty Academic Identity • Student Academic Identify • University Mission/Vision • And more

RESEARCH QUESTIONS AND CONTENT Question 1. What are the challenges, processes, and opportunities to form a “Community of Scholars” among practitioner faculty? Content This question was to uncover leadership opportunities and skills that can be developed by everyone involved in the Community of Scholars Action Research 2. How does the formation of a Community of Scholars impact faculty engagement in research and scholarship in adult learning environments? This question was to uncover processes that work well or do not work well with faculty from diverse education and industry backgrounds 3. How can the formation of a Community of Scholars contribute to student outcomes? This question is to determine how this Community of Scholars Action Research can influence student’s intellectual inquiry.

RESEARCH DESIGN CONSIDERATIONS Scholarly Leaders Approach to a Problem Action Research Phase 1 • What can we learn from this experience? • How can we share this with other leaders facing a similar workplace challenge? Case Study Phase 2 Grounded Theory Phase 3

ACTION RESEARCH: PHASE 1 • Develop initial plan • Establish/confirming data collection processes • Community input to plan • Community approve plan • Implement Plan • Monitor evaluate • Community input • Document Cycle 1: Forming Cycle 2: Evolving • • • Revise/Adjust Plan Implement Monitor Evaluate Community input Documentation Cycle 3: Sustaining Elliot, 1991

Community of Scholars Action Research CYCLE 1: FORMING THE COMMUNITY

CYCLE 1: FORMING THE COMMUNITY Poster Sessions (6 years) Proposal Writing Workshop (November 2015) Action Research Introductory Meeting (November 2016)

CYCLE 1: FORMING THE COMMUNITY Community Research Interests Collaboration Groups Formed Examining Alternative Technologies for Learning Exploring Human Health Sociologies Investigating Learning Behaviors Examining Business Administrations and Business Career Preparations Exploring Social/Economic Impacts on Learning Investigating Internal Impacts on Learning and Learning Assessments Other Community Training Interests 1. 2. 3. 4. 5. 6. 7. UOPX Research Process IRB Process Writing a Prospectus Quantitative Methodologies Qualitative Methodologies Writing a Literature Review Writing for publication or presenting at conferences 8. Data Analysis 9. University Research Hub 10. How to find funding for research Scheduling Preferences Weekends

CYCLE 1: FORMING THE COMMUNITY Observations • • • Hoping there are many hands on events, so I do not forget the material My observations today helped me to clarify the direction of the community of scholars Need to set milestones to get us through the process in 12 months We need to hold local conference to provide local opportunities to present Involvement is key and critical to success - which go beyond the classroom oriented activities. External training is needed for personal and professional growth. The Webex and other items included in this program is needed for success Self-Reflections • • • Information is well received Concerns about time commitments and possible $$ outlay. Funding? Length of time, commitment needed? Space for someone not pursuing a doctorate I am not sure how I will be able to connect with the community. It seems like a great idea but I think we are all at different levels and without mechanisms for me to stay connected to the group in between meetings. • Looking forward to watching the process move forward

CYCLE 2 : EVOLVING THE COMMUNITY Community of Scholars Action Research

PARTICIPATORY ACTION RESEARCH CYCLE 2 : EVOLVING THE COMMUNITY Knowledge without Boundaries Academy – February 2017 General Faculty Meeting – April 2017 Community of Scholars Liaisons

CYCLE 2: EVOLVING THE COMMUNITY April General Faculty Meeting Presentations Students and Teachers Against Violence & Crime A lesson in Servant Leadership The Impact of Nutrition Education on Dietary Habits & Health Status Denied Access: Fathers are Parents, Too! SEOCS Research Project Self-directed Learning Readiness in Accelerated, Blended Programs Cognitive Bias in Research: Issues and Insights How to Improve the Retention Rate of First Generation/Year Students Is Higher Education a Business? Experiential Learning from the Classroom to the Stereotypes and Barriers: Effects On C-suite Boardroom Career Progression of African American Females: A Narrative Inquiry

CYCLE 2 COMMUNITY FEEDBACK KWBA –February 2017 General Faculty Meeting-April 2017

CYCLE 2: EVOLVING THE COMMUNITY Detroit Campus Scholarship Site Liaison Community Research Liaison Community of Scholars

CYCLE 3: SUSTAINING THE COMMUNITY Community of Scholars Participatory Action Research

CYCLE 3: SUSTAINING THE COMMUNITY Community of Scholars Liaisons Expanding the Community COS - Scholarship Site Liaison: Blogs on Community of Scholarship Activities Expanding the Community of Scholars to include doctoral COS – Research Liaison: Continues to capture feedback learners/Alumni and community at large concerning COS needs SAS Alumni Mentors Success Stories • Community members participating in community research projects • Community members participating in conferences • Community members publishing

CYCLE 3: SUSTAINING THE COMMUNITY

CYCLE 3: SUSTAINING THE COMMUNITY

COMMENTARY: SCHOLARLY LEADERSHIP Transformational Leadership (Burns 1978 & Bass 1985 ) Servant Leadership (Greenleaf (1970, 1977) Situational Leadership Phenomenon Driven Research (Schwarzl and Stensaker , 2014) Hersey and Blanchard (1969) Scholarly Leadership

QUESTIONS/DISCUSSION