Skip to main content
SpringerLink
Log in

Faculty Development for Organizational Change

  • Chapter
  • First Online:
Faculty Development in the Health Professions

Part of the book series: Innovation and Change in Professional Education ((ICPE,volume 11))

Abstract

There seems to be a widely held assumption that the long-term outcomes of most faculty development initiatives will include some degree of organizational change. In many cases they do; most people engaged in faculty development have observed change at the institutional level after faculty development interventions. However, not all these interventions lead to change. Some organizational changes take place without much faculty development taking place at all. In this chapter, we will explore the mechanisms and strategies that can be used to promote or assist in organizational change, in the form of ‘strategies for success’, for faculty developers, organizational leaders, and those participating in development. Faculty development for organizational change requires attention to the educational and institutional milieu, the workforce, and the organization itself. Most of the time, change will be slow, and also affected by external factors. But faculty development, astutely deployed, can make a significant contribution to that change.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 189.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 249.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • 1st International Conference on Faculty Development in the Health Professions. (2011). Retrieved January 29th, 2013, from http://www.facultydevelopment2011.com

  • ACEM (Australasian College for Emergency Medicine). (2012). Mentoring Champions Program. Retrieved February 14th, 2012, from http://www.acem.org.au/sitedocument.aspx?docId=1268

  • Allen, D. L. (1990). Faculty development. Journal of Dental Education, 54(5), 266–267.

    Google Scholar 

  • Antonacopoulou, E. P. (2006). The relationship between individual and organizational learning: New evidence from managerial learning practices. Management Learning, 37(4), 455–473.

    Article  Google Scholar 

  • Argyris, C. & Schön, D. A. (1978). Organizational learning: A theory of action perspective. New York, NY: Addison-Wesley.

    Google Scholar 

  • Brew, A. & The Society for Research into Higher Education. (1995). Directions in staff development. Bristol, PA: Open University Press.

    Google Scholar 

  • Billett, S. (1995). Workplace learning: Its potential and limitations. Education and Training, 37(5), 20–27.

    Article  Google Scholar 

  • Buerhaus, P. I., Staiger, D. O., & Auerbach, D. I. (2008). The future of the nursing workforce in the United States: Data, trends and implications. Boston, MA: Jones & Bartlett.

    Google Scholar 

  • Burdick, W. P., Diserens, D., Friedman, S. R., Morahan, P. S., Kalishman, S., Eklund, M. A., et al. (2010). Measuring the effects of an international health professions faculty development fellowship: The FAIMER Institute. Medical Teacher, 32(5), 414–421.

    Article  Google Scholar 

  • Burdick, W. P., Friedman, S. R., & Diserens, D. (2012). Faculty development projects for international health professions educators: Vehicles for institutional change? Medical Teacher, 34(1), 38–44.

    Article  Google Scholar 

  • Davies, H. T. O., Hodges, C. L., & Rundall, T. G. (2003). Views of doctors and managers on the doctor-manager relationship in the NHS. BMJ, 326(7390), 626–628.

    Article  Google Scholar 

  • Davis, D., O’Brien, M., Freemantle, N., Wolf, F., Mazmanian, P., & Taylor-Vaisey, A. (1999). Impact of formal continuing medical education: Do conferences, workshops, rounds, and other traditional continuing education activities change physician behavior or health care outcomes? JAMA, 282(9), 867–874.

    Article  Google Scholar 

  • Elton, L. (1987). Teaching in higher education: Appraisal and training. London, UK: Kogan Page.

    Google Scholar 

  • Elton, L. (1998). Staff development and the quality of teaching. In B. C. Jolly & L. Rees (Eds.), Medical education in the millennium, (pp. 199–204). Oxford, UK: Oxford University Press.

    Google Scholar 

  • Ernst & Young. (2012). University of the future: A thousand year old industry on the cusp of profound change. Retrieved November 26th, 2012, from http://www.ey.com/Publication/vwLUAssets/University_of_the_future/$FILE/University_of_the_future_2012.pdf

  • General Medical Council. (2010). Widening access into the medical profession. Retrieved January 29th, 2013, from http://www.gmc-uk.org/Widening_Access_to_Medical_Education_1.0.pdf_25397210.pdf

  • Grant, J. & Gale, R. (1989). Changing medical education. Medical Education, 23(3), 252–257.

    Article  Google Scholar 

  • Greenfield, D., Nugus, P., Travaglia, J., & Braithwaite, J. (2011). Factors that shape the development of interprofessional improvement initiatives in health organisations. BMJ Quality and Safety, 20(4), 332–337.

    Article  Google Scholar 

  • Ham, C., Clark, J., Spurgeon, P., Dickinson, H., & Armit, K. (2011). Doctors who become chief executives in the NHS: From keen amateurs to skilled professionals. Journal of The Royal Society of Medicine, 104(3), 113–119.

    Article  Google Scholar 

  • Handy, C. B. (1999). Understanding organizations, (4th Ed.). London, UK: Penguin.

    Google Scholar 

  • Hatton, P. & Bullimore, D. (1993). The role of staff development in changing environment: Experience from the University of Leeds. In Angela Towle (Ed.), Ch. 1, Section A, Effecting change through staff development: Change in medical education (Sharing ideas 2), (pp. 33–38). London, UK: The King’s Fund.

    Google Scholar 

  • HWA (Health Workforce Australia). (2012). Health LEADS Australia, Draft Australian Leadership Framework. Retrieved January 29th, 2013, from http://www.hwaleadershipframework.net.au/about

  • Heaven, C., Clegg, J., & Maguire, P. (2006). Transfer of communication skills training from workshop to workplace: The impact of clinical supervision. Patient Education and Counseling, 60(3), 313–325.

    Article  Google Scholar 

  • Hill, A. G., Yu, T. C., Barrow, M., & Hattie, J. (2009). A systematic review of resident-as-teacher programmes. Medical Education, 43(12), 1129–1140.

    Article  Google Scholar 

  • Hilton, M. (2008). Skills for work in the 21st century: What does the research tell us? Academy of Management: Perspectives, 22(4), 63–78.

    Google Scholar 

  • Johansson, J., Skeff, K., & Stratos, G. (2009). Clinical teaching improvement: The transportability of the Stanford Faculty Development Program. Medical Teacher, 31(8), e377–e382.

    Article  Google Scholar 

  • Jolly, B. C. (2002). Faculty development for curricular implementation. In G. R. Norman, C. P. M. van der Vleuten, & D. I. Newble (Eds.), International handbook of research in medical education, Vol. 1, (pp. 945–967). Dordrecht, NL: Kluwer Academic Publishers.

    Chapter  Google Scholar 

  • Khan, N., Khan, M. S., Dasgupta, P., & Ahmed, K. (2013). The surgeon as educator: Fundamentals of faculty training in surgical specialties. BJU International, 111(1), 171–178.

    Article  Google Scholar 

  • Langlands, Sir A. (2005). The gateways to the professions report. London, UK: Department for Education and Skills. Retrieved January 29th, 2013, from http://www.bis.gov.uk/assets/biscore/corporate/migratedd/publications/g/gateways_to_the_professions_report.pdf

  • Laprise, R. & Thivierge, R. L. (2012). Using speed dating sessions to foster collaboration in continuing interdisciplinary education. Journal of Continuing Education in the Health Professions, 32(1), 24–30.

    Article  Google Scholar 

  • Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.

    Book  Google Scholar 

  • Lieff, S. & Albert, M. (2012). What do we do? Practices and learning strategies of medical education leaders. Medical Teacher, 34(4), 312–319.

    Article  Google Scholar 

  • Litzelman, D. K., Stratos, G. A., & Skeff, K. M. (1994). The effect of a clinical teaching retreat on residents’ teaching skills. Academic Medicine, 69(5), 433–434.

    Article  Google Scholar 

  • Marinac, J. S., & Gerkovich, M. M. (2012). Outcomes from a mentored research boot camp: Focused Investigator Training (FIT) Program. Pharmacotherapy, 32(9), 792–798.

    Article  Google Scholar 

  • Mennin, S. P. & Kaufman, A. (1989). The change process and medical education. Medical Teacher, 11(1), 9–16.

    Article  Google Scholar 

  • Meyers, D. (2012). Australian Universities: A portrait of decline. AUPOD (e-Book). Available from: http://www.australianuniversities.id.au/Australian_Universities-A_Portrait_of_Decline.pdf

  • Muurlink, O. & Matas, C. P. (2011). From romance to rocket science: Speed dating in higher education. Higher Education Research & Development, 30(6), 751–764.

    Article  Google Scholar 

  • Newton, J. M., Billett, S., Jolly, B., & Ockerby, C. M. (2009). Lost in translation: Barriers to learning in health professional clinical education. Learning in Health and Social Care, 8(4), 315–327.

    Article  Google Scholar 

  • Newton, J. M., Billett, S., Jolly, B., & Ockerby, C. M. (2011). Preparing nurses and engaging preceptors. In S. Billett & A. Henderson (Eds.), Developing learning professionals: Integrating experiences in university and practice settings. Dordrecht, NL: Springer.

    Google Scholar 

  • Onsman, A. (2009). Carrots and sticks: Mandating teaching accreditation in higher education. AARE 2009 International Education Research Conference: Canberra, Australia. Retrieved September 29th, 2012, from http://monash.academia.edu/AndrysOnsman/Papers/943519/Carrots_and_sticks_mandating_teaching_accreditation_in_Higher_Education

  • O’Sullivan, P. S. & Irby, D. M. (2011). Reframing research on faculty development. Academic Medicine, 86(4), 421–428.

    Article  Google Scholar 

  • Roberts, K. B., DeWitt, T. G., Goldberg, R. L., & Scheiner, A. P. (1994). A programme to develop residents as teachers. Archives of Pediatrics & Adolescent Medicine, 148(4), 405–410.

    Article  Google Scholar 

  • Rust, C. (2011). The professional development of faculty in the UK. In Y. Dong (Ed.), Developing coordinately and growing together: Proceedings of the 2011 International Conference on Faculty Development. Changchun, CN: Northeast Normal University Press. Available from: http://www.academia.edu/1019080/The_professional_development_of_faculty_in_the_UK

  • Shanley, C. (2004). Extending the role of nurses in staff development by combining an organizational change perspective with an individual learner perspective. Journal for Nurses in Staff Development, 20(2), 83–89.

    Article  Google Scholar 

  • Steinert, Y. (2010). Developing medical educators: A journey, not a destination. In Tim Swanwick (Ed.), Understanding medical education: Evidence, theory and practice, (pp. 403–418). Edinburgh, UK: The Association for the Study of Medical Education.

    Chapter  Google Scholar 

  • Steinert, Y., Naismith, L., & Mann, K. (2012). Faculty development initiatives designed to promote leadership in medical education. A BEME systematic review: BEME Guide No. 19. Medical Teacher, 34(6), 483–503.

    Article  Google Scholar 

  • Towle, A. (1998). Staff development in UK medical schools. In B.C. Jolly & L. Rees (Eds.), Medical education in the millennium, (pp. 205–210). Oxford, UK: Oxford University Press.

    Google Scholar 

  • UK Department for Education and Employment. (1999). Learning to succeed: A new framework for post-16 learning. London, UK: Department for Education and Employment.

    Google Scholar 

  • Van Roermund, T. C. M., Tromp, F., Scherpbier, A. J. J. A., Bottema, B. J. A. M., & Bueving, H. J. (2011). Teachers’ ideas versus experts’ descriptions of ‘the good teacher’ in postgraduate medical education: Implications for implementation. A qualitative study. BMC Medical Education, 11, 42.

    Article  Google Scholar 

  • Waddington, K. (2003). Medical education at St. Bartholomew’s Hospital, 1123–1995. Suffolk, UK: Boydell Press.

    Google Scholar 

  • White, E. & Winstanley, J. (2010). Clinical supervision: Outsider reports of a research-driven implementation programme in Queensland, Australia. Journal of Nursing Management, 18(6), 689–696.

    Article  Google Scholar 

  • Wildavsky, B. (2010). The great brain race: How global universities are reshaping the world. Princeton, NJ: Princeton University Press.

    Google Scholar 

  • Wilkerson, L. & Irby, D. M. (1998). Strategies for improving teaching practices: A comprehensive approach to faculty development. Academic Medicine, 73(4), 387–396.

    Article  Google Scholar 

Download references

Acknowledgements

 The author wishes to acknowledge the gracious help and stimulating ideas of Clare and Jane Conway and Mary Lawson in the preparation and proofing of this chapter.

Author information

Authors and Affiliations

  1. Medical Education, School of Medicine and Public Health, Faculty of Health, The University of Newcastle, Callaghan, NSW, Australia

    Brian Jolly MA (Ed), Ph.D.

  2. Australian Society for Simulation in Healthcare and Health Division of Simulation Australia, Adelaide, SA, Australia

    Brian Jolly MA (Ed), Ph.D.

Authors
  1. Brian Jolly MA (Ed), Ph.D.
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Brian Jolly MA (Ed), Ph.D. .

Editor information

Editors and Affiliations

  1. Fac. of Medicine, Centre for Med. Educ., McGill University, Montreal, Québec, Canada

    Yvonne Steinert

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Jolly, B. (2014). Faculty Development for Organizational Change. In: Steinert, Y. (eds) Faculty Development in the Health Professions. Innovation and Change in Professional Education, vol 11. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7612-8_6

Download citation

Publish with us

Policies and ethics

Search

Navigation