“…After reviewing literature focusing on multi-institutional collaborations in higher education, we found a dearth of information about collaborations intended to develop performance assessments to meet accreditation needs. Addressing this lack of information is necessary because, as Eddy (2010) advised, “it is important to understand more about partnerships to discern the reasons for their frequent failures and to highlight the structures and processes that promote success and sustainability” (p. 2). Based on our review of literature that described collaborative endeavors in higher education, we identified the following themes (or variations thereof) mentioned repeatedly as key factors necessary for collaboration: external pressures, mission/shared purpose, integrating structures/resources, mutual benefit, networks/relationships/governance, trust, membership of collaboration, learning, and communication.…”

Section: Literature Related To Collaborations In Higher Educationmentioning

confidence: 99%

One for All and All for One

Kaplan

Brownstein

Graham-Day

2017

Sage Open

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The Council for the Accreditation of Educator Preparation (CAEP) Standards requires educator preparation programs (EPPs) to ensure instruments used to assess their candidates are both valid and reliable. Due to size and limited financial resources, this task may be challenging for some EPPs. In an effort to address CAEP's expectations, 26 EPPs in one state formed a collaboration to develop and implement an instrument for use during student teaching, and then conducted analyses of its data to determine the validity and reliability. This article uses a case study methodology to investigate the EPPs' motivations for participating in the collaboration, and the benefits, challenges, and learning that resulted from participation. The findings, principally related to aspects of individual program improvement, have implications not only for EPPs pursuing CAEP accreditation but also for any higher education institutions interested in collaborative assessment development.

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Section: Literature Related To Collaborations In Higher Educationmentioning

confidence: 99%

One for All and All for One

2017

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“…Collaborations to facilitate resource-sharing, such as joint purchases of technology, shared physical space, and joint library systems require community colleges and fouryear institutions to have more complex and similar administrative structures and relationships (deCastro & Karp, 2009). Partnerships are allowing community college and four-year institutions to focus attention on recruiting students and increasing retention in order to maximize tuition dollars (Alstete, 2014;Eddy, 2010a;Slaughter & Rhoades, 2010). For example, aligned and joint degree programs among engineering and community colleges (Hoffman-Johnson, 2007) show the robustness of programs aimed at smoothing out differences and problematic transition points between community colleges and four-year institutions.…”

Section: Normative Isomorphismmentioning

confidence: 99%

“…More importantly, the separation of community college education programs and general higher education programs no longer reflects current realities in which two and four-year institutions' populations and missions have merged. Institutional isomorphism -in which disparate organizations gain similar structures over time (DiMaggio & Powell, 1983) -is creating new linkages between community colleges and four-year institutions and pressuring both types of institutions to adopt practices of the other (e.g., Dougherty & Reddy, 2013;Eddy, 2010a;Kisker, 2007).…”

Section: Introductionmentioning

confidence: 99%

No Longer Junior Colleges: Integrating Institutional Diversity in Graduate Higher Education Programs

Lebron

Lester

2017

JSPTE

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Aim/Purpose: This article argues that given the isomorphic pressures on both community colleges and four-year institutions, historic divisions between community college leadership programs and general higher education programs are no longer serving the needs of new scholars and practitioners in the field. Graduate programs of higher education should integrate an understanding of community colleges and institutional diversity in meaningful ways throughout a graduate curriculum now focused on four-year institutions. Background: Community colleges and four-year institutions are engaging in isomorphic change which is weakening traditional boundaries between these sectors to create a more integrated system of higher education. Methodology: Using a framework of institutional isomorphism, this article reviews recent literature on changes within community colleges and four-year institutions and provides recommendations for infusing this isomorphism into graduate higher education programs. Contribution: By infusing an understanding of institutional diversity into all graduate course-work, educators can prepare future scholars and practitioners for a changing higher education landscape and expand beyond reductive representations of the higher education field.

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“…In undertaking such research, it is important to build that partnership capital that can result from dynamic and vibrant collaborations, whose success is sometimes seen when partnerships outlive those who are immediately involved in them (Eddy, 2010). At the same time, it is crucial to acknowledge that partnerships -including research collaborations -generally entail the play of complex and sometimes contradictory benefits and interests (Cardini, 2006).…”

mentioning

confidence: 99%

Reflections on online learning designs and cross-institutional research collaborations: Revisiting “classrooms without walls” in two Australian universities

Rossi

Rensburg

Clark

et al. 2015

JLD

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The article on which this paper reflects presented elements of a research project investigating learning interactions in online courses at two Australian universities. This paper revisits that earlier account of researching "classrooms without walls" by distilling and updating the authors' propositions and by examining these propositions' potential wider applicability. The twin foci of this examination relate to effective online learning designs and innovative cross-institutional research collaborations.In celebration of the 10 th anniversary of the Journal of Learning Design's first issue, this contribution offers reflections on an earlier article in the journal (Rossi et al., 2012). That earlier publication presented selected elements of a cross-institutional research project that analysed specific types of learning interactions in five online courses at CQUniversity and the University of Southern Queensland, Australia (for a comprehensive overview, please see the project report (Rossi, van Rensburg, Beer, Clark, Danaher, & Harreveld, 2013)). Three years after the publication of that article, it is timely to reconsider the article and the project to which it referred. Taking our cue from "What makes a good reflective paper?" (Walling, Shapiro, & Ast, 2013), after a summary of the earlier article, we cluster our revisiting of the "classroom without walls" notion that framed the special theme issue in which the article appeared around two themes: The earlier article (Rossi, et al., 2012) offered a preliminary report in respect of a research project that utilised social software and Web 2.0 technologies to explore online learning designs and interactions across five courses offered by two Australian universities. The authors acknowledged that online learning environments constituted a contemporary characteristic within Australian universities. These educational contexts were described as "classrooms without walls" and the authors contended that the effectiveness of these learning environments were dependent upon the quality of the interactions that they fostered. The authors emphasised the importance of rigorous research to ensure that these learning innovations delivered enhanced and sustained learning outcomes. The researchers also analysed the utility of the social software and Web 2.0 technologies that had been deployed to facilitate their collaborative research. Attention was drawn to certain constraints and tensions attendant on within-and cross-organisational learning, teaching and research activities, and the article recorded evidence of innovation in the investigation of both online learning designs and the research project developed to evaluate the effectiveness and impact of those designs.The issue of the requirements for effective online learning designs is even more significant than it was three years ago (Casey & Wells, 2015). Educational institutions are increasingly seeking to balance pressures to accept more students into programs with the need to maximise the quality of the learning experiences ...

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Table of Contents

Cited by 21 publications

References 109 publications

One for All and All for One

One for All and All for One

No Longer Junior Colleges: Integrating Institutional Diversity in Graduate Higher Education Programs

Reflections on online learning designs and cross-institutional research collaborations: Revisiting “classrooms without walls” in two Australian universities

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