Evaluating the impact of cross-institutional teaching enhancement collaborations using a professional capital framework
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AbstractPurpose – This study aimed to evaluate the impact of four cross-institutional teaching enhancement projects
(TEPs), a relatively new form of professional collaboration.The focus is on the impact at departmental, institutional
and cross-institutional levels because such impact is the main reason for establishing cross-institutional TEPs.
Design/methodology/approach – A professional capital framework guided the examination of decisional
and social capitals at departmental, institutional and cross-institutional levels. A theory-of-change method was
adopted to collect data from 35 sets of documents, 22 project members and 65 stakeholders.
Findings – The authors found five forms of impact, showing the development of decisional and social capitals
mostly at institutional and cross-institutional levels, whilst signaling the relatively weak impact at
departmental levels. Therefore, the values of cross-institutional TEPs have not been fully realized and future endeavors need to better utilize the capitals in programs.
Originality/value – Few studies evaluated the impact of large-scale, cross-institutional TEPs. The authors offered
new contributions by gauging the impact of these under-explored forms of complex professional collaborations.
(TEPs), a relatively new form of professional collaboration.The focus is on the impact at departmental, institutional
and cross-institutional levels because such impact is the main reason for establishing cross-institutional TEPs.
Design/methodology/approach – A professional capital framework guided the examination of decisional
and social capitals at departmental, institutional and cross-institutional levels. A theory-of-change method was
adopted to collect data from 35 sets of documents, 22 project members and 65 stakeholders.
Findings – The authors found five forms of impact, showing the development of decisional and social capitals
mostly at institutional and cross-institutional levels, whilst signaling the relatively weak impact at
departmental levels. Therefore, the values of cross-institutional TEPs have not been fully realized and future endeavors need to better utilize the capitals in programs.
Originality/value – Few studies evaluated the impact of large-scale, cross-institutional TEPs. The authors offered
new contributions by gauging the impact of these under-explored forms of complex professional collaborations.
All Author(s) ListTracy X.P. Zou, Dai Hounsell, Quentin A. Parker, Ben Y.B. Chan
Journal nameJournal of Professional Capital and Community
Year2024
Month1
Volume Number9
Issue Number1
PublisherEmerald
Pages68 - 82
ISSN2056-9548
eISSN2056-9556
LanguagesEnglish-United States
KeywordsProfessional collaboration, Teaching enhancement, Cross-institutional projects, Professional development, Academics
