Zeitschrift für Hochschuldidaktik Nr. 2/1995
Staff Development in Higher Education. International Trends and Experiences
Pages 89-95 in German
William G. J. Goetter (Washington/USA)
Using Collaborative Research, Writing and Editing Groups to Engender Faculty Development
Summary
Collaborative group structure has been adopted by business and industry as a method for coping with rapid change and international competition. In 1983, the Eastern Washington University Department of Education decided to test the feasibility of activating a collaborative research, writing, and editing group in the setting of higher education. Five years after its inception, members of the group had published more than 90 articles, made presentations at national and international conferences, and had received recognition, compensation and promotion directly attributable to this work. This study explores the rationale for the development of collaborative research and writing groups, their implications for professionals growth, and the impact they can exert on current higher education issues. The findings of the study indicate that the collaborative group promotes high quality work, because research and writing are placed before members for criticism and changes. Further, the group draws from a boarder academic and cross cultural experience base than that enjoyed by any one faculty member. In addition, by adopting and practicing the teamwork methods they promote, group members serve as important models for candidates enrolled in the university's professional programs. Traditionally, research and writing has been conducted by individuals or, at most, a team of two professors. The collaborative experience demonstrates that a cooperative group of five to eight members can work productively for the benefit of faculty, students, the academic department, the university, and the profession.
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