Finding Flow In Postsecondary Teaching

Abstract

Although the theory of flow proposed by Csikszentmihalyi was initially applied within the leisure domain, it has subsequently been utilized within many diverse settings. Perhaps the most fascinating of the resultant findings is that work may, in fact, be the context wherein flow may be more readily experienced. One specific form of work which has received little attention within the context of the flow paradigm is teaching. Although literature focusing upon flow in learning does exist, there is a relative void of research concerning flow from the vantage point of the educator. That educational flow literature which is emerging has yet to cast significant light upon higher education. Nonetheless, given the concerns for faculty satisfaction, retention, and productivity, as well as student learning, the impetus for investigation of this phenomenon within higher education is considerable. This is particularly salient as the profession of faculty offers a unique opportunity for development of both the “autotelic job” and “autotelic personality” which Csikszentmihalyi identifies. The purpose of this paper is therefore to examine the potential for flow to be utilized as a conceptual perspective from which to investigate: 1) the experience of postsecondary teaching; and 2) pragmatic strategies which may be found to improve the quality of the learning experience as well as provide opportunities for faculty renewal and enhanced career satisfaction.

Keywords:

• flow
• anti-flow
• teaching
• job satisfaction

Additional information

Notes on contributors

Jeffery M. Hill

Biographical Information

Jeffery Hill is the Associate Dean for Technology and Infrastructure in the College of Arts and Sciences and an Associate Professor in the Department of Health, Physical Education and Recreation at the University of North Carolina at Wilmington, Bear Hall 109, Wilmington, North Carolina, 28403–5912.