Exploring Dynamics between Instructional Designers and Higher Education Faculty: An Ethnographic Case Study

Abstract

This study concentrated on individual and team traits of an instructional design team in the presence of a robust relationship between the team members and faculty at a southeast state university in U.S.A. Three exploratory themes emerged from the interpersonal dynamics observed in this qualitative inquiry: (1) expertise, (2) work motivation, and (3) team culture. Preliminary results first suggested that professionalism with a mix of task mental models, assertiveness, and proactivity be implanted in the instructional designers. Then, instructional designers’ growth and survival needs allow for active learning and continuous reflection on curriculum development and instruction delivery in the e-Learning business. Next, loose-tight leadership, collective cognition, and collegiality are rooted in the team culture as the instructional design team becomes established. Implications and recommendations were discussed in the research study.