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Rittenberger-Dissertation20210426.pdf (2.66 MB)

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Managing Scholar/Practitioner Tensions in Professional Programs: A Study of Library and Information Science Faculty

Rittenberger, Alexis D.
http://orcid.org/0000-0001-6646-5001
http://rave.ohiolink.edu/etdc/view?acc_num=case1619606322565193

Abstract Details

2021, Doctor of Philosophy, Case Western Reserve University, Management.
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 manage the tensions between academia and practice. Specifically, faculty tap their intrinsic motivation, participate in boundary spanning activities, and understand institutional expectations. We identify four integrated findings: 1) Faculty are determined to manage the tensions between academia and practice. 2) Faculty need diverse and adaptable solutions to manage the tensions between academia and practice. 3) Faculty participate in boundary spanning activities in order to integrate academia and practice. 4) Institutional expectations negatively impact the ability of tenure-track faculty from managing the tensions. This dissertation contributes to scholarship and practice. Practically, this dissertation is impactful to higher education. These findings can simplify the integration of practice into academia and help faculty more easily manage the tensions in ways that are beneficial to the university, the professional program, the individual faculty, and the profession itself. Additionally, this research contributes to the literature on the role of scholar-practitioners and the value of employee authenticity within institutions. Finally, this dissertation maps the institutional effects on identity and reality using theoretical underpinnings from organizational institutionalism, social identity theory, and social construction. Thus, this research informs the literature on institutional sustainability and socio-cultural understanding.
Paul Salipante, PhD (Committee Chair)
Philip A. Cola, PhD (Committee Member)
Stephan M. Liozu, PhD (Committee Member)
Pete Moore, PhD (Committee Member)
191 p.
Higher Education Administration; Management; Sustainability
Practitioner Scholar Tensions; Higher Education; Professional Programs; Institutional Sustainability

Recommended Citations

Citations

  • Rittenberger, A. D. (2021). Managing Scholar/Practitioner Tensions in Professional Programs: A Study of Library and Information Science Faculty [Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=case1619606322565193

    APA Style (7th edition)

  • Rittenberger, Alexis. Managing Scholar/Practitioner Tensions in Professional Programs: A Study of Library and Information Science Faculty. 2021. Case Western Reserve University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=case1619606322565193.

    MLA Style (8th edition)

  • Rittenberger, Alexis. "Managing Scholar/Practitioner Tensions in Professional Programs: A Study of Library and Information Science Faculty." Doctoral dissertation, Case Western Reserve University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1619606322565193

    Chicago Manual of Style (17th edition)

case1619606322565193
280
© 2021, all rights reserved.
This open access ETD is published by Case Western Reserve University School of Graduate Studies and OhioLINK.