Academic departments as networks of informal learning: faculty development at liberal arts colleges

Abstract

In this article, we consider the role of departmental contexts and relationships in faculty work within liberal arts colleges. Knowledge about how departmental networks relate to success and satisfaction may inform the work of those who support faculty work in liberal arts colleges, as well as other institution types. Analysis of quantitative and qualitative survey data from faculty members at 13 liberal arts colleges in the US suggests that informal departmental relationships influence faculty experiences. Findings suggest that departmental leaders and colleagues are sources of professional development and support, but that counter-productive behaviours interfere with such support and foster negative workplace cultures.

Keywords:

• academic departments
• faculty development
• informal networks
• liberal arts colleges

Acknowledgement

This work was supported by a grant from the Hewlett-Mellon Fund for Faculty Development at Albion College in Albion, Michigan and the GLCA.

Disclosure statement

No potential conflict of interest was reported by the authors.