Managing scholar/practitioner tensions: A study of library and information science faculty

Rittenberger, Alexis

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https://hdl.handle.net/2142/110966 Copy

Description

Title

Managing scholar/practitioner tensions: A study of library and information science faculty

Author(s)

Rittenberger, Alexis

Issue Date

2021-09-20

Keyword(s)

• Practitioner-scholar tensions
• Program sustainability
• Mixed methods
• Boundary spanning

Abstract

This research explores faculty management of the tensions between academia and practice. Using a mixed methods design, it consists of three separate studies with a focus on Library and Information Science (LIS) faculty. Using an exploratory sequential design, the studies are intended to identify the ways faculty connect with practitioners, to measure the extent institutional pressures impact faculty inclusion in the practitioner community, and to determine the combination of factors that predict faculty integration of practice into teaching or research. This research consists of a qualitative, a quantitative, and a fuzzy-set qualitative comparative analysis (fsQCA). Individual faculty are the unit of analysis The findings indicate that LIS faculty maneuver institutional and cultural systems to integrate academia and practice. Specifically, faculty leverage their innate motivation, implement diverse solutions, and participate in boundary spanning activities. Additionally, the degree of effort in all areas determines the level of success. Each finding represents the integration of psychological, sociological, and organizational influencers on an individual. All elements must be present for successful management of the tensions. We note that LIS faculty may be uniquely positioned to manage the tensions and, therefore, explore instances in which integration does not occur. This research contributes to the literature on institutional sustainability and impacts professional programs in higher education. Specifically, our findings indicate that self-imposed boundary spanning activities support employee adaptability and institutional resilience. In terms of higher education, it implies programs that offer faculty opportunities to collaborate and develop diverse identity roles are more sustainable.

Series/Report Name or Number

• Education programs/schools
• Teaching faculty
• Standards
• Students

Type of Resource

Text

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