Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/62336

Relationality in an Age of Measurable Outcomes: Teaching, Tenure, and Collegiality.

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Title:Relationality in an Age of Measurable Outcomes: Teaching, Tenure, and Collegiality.
Authors:Chang, Mary K. H.
Contributors:Education (department)
Date Issued:May 2017
Publisher:University of Hawaiʻi at Mānoa
Abstract:Market-oriented language and principles influence universities’ aims, activities, and values.
Yet such an outcomes-oriented framework tends to obscure the vast complexity of
relationships involved in university function. This inquiry offers a concept of relationality, a
process-oriented theoretical framework that foregrounds the notion that educational
endeavors continually emerge from complex interactions that may refuse delineation. I use
relationality to reevaluate existing aspects of higher educational institutions that, through the
cultivation of collegiality, support the development of teaching. Drawn from the classical
Chinese philosophical text Zhongyong, relationality situates people as necessarily
interdependent and prioritizes attention to relation. Reading research and examples of
faculty learning communities through the lens of relationality, collegiality emerges as a
valuable outcome that enriches faculty networks, generates collaborative projects, and
reimagines notions of value in unpredictable ways. In addition, the concept situates
reflective pedagogical research, for example by educator Elizabeth Ellsworth, as a form of
personal cultivation that is relevant across disciplines. This inquiry encourages
administrators and educators to continually question normative academic practices, to ask
what is missed by the pursuit of market-oriented principles to construct institutional
directions and tenure/promotion guidelines, and to consider the extensive value of the
cultivation of faculty collegiality for higher education communities.
Description:Ph.D. Thesis. University of Hawaiʻi at Mānoa 2017.
URI:http://hdl.handle.net/10125/62336
Rights:All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections: Ph.D. - Education


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