| The purpose of this study was to describe the instructional change experiences of faculty within traditional institutions of higher education over the last seven academic years, 1996--97 to 2002--03. A cross-sectional design using an online survey to collect data from faculty (N = 1656) of similar private liberal arts institutions (N = 16) was implemented with 409 surveys submitted and 389 considered usable representing a 23.5% return.; Instructional change by faculty was found to exist in three practice aspects and to be moving in a nontraditional direction as conceptualized in this study. Faculty indicated forms of change involved an increased emphasis on student-centered activity and interaction, while instructional environments were becoming less rigid in their time and space structure.; Faculty judged their change experiences as being slightly more than moderate in the work required and disruption experienced as a result of change. They indicated comparatively high levels of confidence and commitment to instructional change, while also indicating that change was helping achieve their ideals for instruction. Moreover, from a faculty perspective, instructional change made by them was highly volitional. Faculty considered themselves the primary source of motivation for instructional change while also a primary factor in controlling change due to personal resources limitations.; Faculty were found to possess a commitment-to-change profile that makes them more likely to continue to initiate and complete instructional change initiatives. High levels of affective and normative commitment were indicated while comparatively very low levels of continuance commitment existed. Faculty also showed high levels of cooperation and champion discretionary change behaviors, which have been considered essential for successful change initiatives to occur. In conclusion, given the instructional change observed, the experiences of faculty in making it, and attitudes toward change, private liberal arts institutions have begun a significant, irreversible process of transformation involving their core technology, the instructional practice of faculty. |
