Using Cultural Historical Activity Theory to Examine Policy Changes That Impact Faculty Work

• In Event: Roundtable Session 30
  In Roundtable Session: Promoting Early- and Mid-Career Faculty Success

Abstract

The purpose of this session is to present findings from a case study and how the theoretical framework that was used, Cultural Historical Activity Theory, lent itself to a more dynamic understanding of the experiences of community college faculty responding to policy changes. While more standardized reform efforts at the state, national, and global levels can guide action on individual campuses and help researchers and practitioners identify promising interventions, institutions and individuals have to find ways to adapt these actions to the own contexts. This study helps identify promising strategies or to mitigate challenges for others who are undergoing similar changes.

Author

• Erin Doran, The University of Texas - San Antonio