[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603156-105":59,"doc-detail-603156-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","transforming-a-university-departmental-culture-from-toxicity-to-health-a-collaborative-autoethnographic-study","TRANSFORMING A UNIVERSITY DEPARTMENTAL CULTURE FROM TOXICITY TO HEALTH: A COLLABORATIVE AUTOETHNOGRAPHIC STUDY","","Cultivating a departmental culture that enables student and faculty success is essential for higher education sustainability. This qualitative study uses intentionality as a theoretical lens and a collaborative autoethnographic approach to examine educational leadership faculty experiences at a public university in the southeastern United States. Findings detail a purposeful transformation from a hostile, inequitable, hierarchical environment to a healthy culture marked by community and collegial interdependence, with current features described as professional, familial, diverse, and authentic.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/transforming-a-university-departmental-culture-from-toxicity-to-health-a-collaborative-autoethnographic-study/603156/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/transforming-a-university-departmental-culture-from-toxicity-to-health-a-collaborative-autoethnographic-study/603156.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study identifies, analyzes, and interprets the shift from a toxic departmental culture to a healthy culture within an educational leadership department.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the authors characterize the pre-shift toxic culture?",{"text":117,"@type":113},"They describe it as hostile, negating diversity, inequitable, and hierarchical, with faculty not feeling safe to express opinions and with negative narratives and antagonism toward diversity.",{"name":119,"@type":110,"acceptedAnswer":120},"What features define the healthy departmental culture after the shift?",{"text":121,"@type":113},"The healthy culture is described as professional, familial, diverse, and authentic, grounded in community and collegial interdependence and relationships.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603156,1792628914,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","TRANSFORMING A UNIVERSITY DEPARTMENTAL CULTURE FROM TOXICITY TO HEALTH: A COLLABORATIVE AUTOETHNOGRAPHIC STUDY  \nALBERT M. JIMENEZ  \nCHINASA ELUE  \nKENEISHA L. HARRINGTON  \nJENNIFER B. WELLS  \nTAMELA THOMAS  \nSHERYL CROFT  \nBINBIN JIANG  \nNICHOLAS CLEGORNE  \nKennesaw State University, U.S.A.  \nMIYOSHI JUERGENSEN  \nUniversity of Alabama at Birmingham, U.S.A.  \nCATHEY GOODGAME  \nKennesaw State University, U.S.A.  \nABSTRACT  \nThe value and practice of cultivating a departmental culture that supports student and faculty success is critical to its effectiveness and sustainability in institutions of higher education. In this qualitative study, we apply a pedagogy of intentionality as our theoretical lens. Methodologically, we utilized a collaborative autoethnographic approach to explore experiences of departmental culture among educational leadership faculty at a public university in the southeastern United States. We were particularly interested in gathering qualitative data to increase our understanding regarding how a shift in departmental values and priorities impacted how faculty felt and assessed their individual experiences during their time within the department. Overall findings reveal the transformational process of a purposeful departmental culture shift from toxic to healthy. Evidence demonstrates (a) faculty’s initial toxic culture experience characterized by a hostile, inequitable, and hierarchical working environment; (b) ways key faculty members utilized the opportunity of departmental personnel change to intentionally envision and effect a cultural transformational shift characterized by community and collegial interdependence and relationships; and (c) evidence of faculty’s current experiences within a healthy culture, whose core features are professional, familial, diverse, and authentic. Faculty as guardians of culture was an associated finding.  \nINTRODUCTION  \nThe value and practice of cultivating a departmental culture that supports both student and faculty success is critical to its effectiveness and sustainability in institutions of higher education (IHEs) . The collegial model, underscored by shared governance, consensus-building, and open communication (Manning, 2018), plays a crucial role in this endeavor. In addition, a healthy faculty culture, focusing on trust, collaboration, cooperation, and social capital (Macfarlane, 2012, Tierney, 2006) strengthens a sense of community and fosters innovation and excellence. The Black cultural ethos of community, interdependence and relationships serve to complement this study as it applies these three tenets to further develop a framework of a pedagogy of intentionality, which refers to the intentional steps faculty in a department of educational leadership (EDL) took to build a  \nEducational Planning | Fall 2023 31 Vol. 30, No. 4  \ndepartment culture characterized by community and collegial relationships undergirded by mutual respect (Croft, et al., 2019). For this study, we operationally define a healthy culture as professional, familial, diverse and authentic. The opposite of a healthy culture is a toxic culture, which we operationally define as hostile, negating diversity, inequitable and hierarchical. This study presents research that demonstrates the shift from a toxic to a healthy departmental culture.  \nPROBLEM STATEMENT AND RESEARCH FOCI  \nBetween 2004 and 2014, the EDL department had six different chairs or interim chairs. Additionally, there were rival factions in the department, and unsubstantiated negative narratives toward others were present. As a result, some faculty did not feel safe expressing their opinions. Faculty meetings sometimes turned into heightened verbal disputes where certain members used their voices to threaten or silence others’ comments, including perspectives and opinions. There was also explicit antipathy and antagonism within the department by some faculty and departmental leadership towards acknowledging the value of diversity ","cbCaidYomZLwTbXc","https://ap.wps.com/l/cbCaidYomZLwTbXc","pdf",165989,17,"English","# Abstract\n# Introduction\n# Problem Statement and Research Foci\n# Pedagogy of Intentionality as a Theoretical Lens","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study identifies, analyzes, and interprets the shift from a toxic departmental culture to a healthy culture within an educational leadership department.\"},{\"question\":\"How did the authors characterize the pre-shift toxic culture?\",\"answer\":\"They describe it as hostile, negating diversity, inequitable, and hierarchical, with faculty not feeling safe to express opinions and with negative narratives and antagonism toward diversity.\"},{\"question\":\"What features define the healthy departmental culture after the shift?\",\"answer\":\"The healthy culture is described as professional, familial, diverse, and authentic, grounded in community and collegial interdependence and relationships.\"}]","TRANSFORMING A UNIVERSITY DEPARTMENTAL CULTURE FROM TOXICITY TO HEALTH: A COLLABORATIVE AUTOETHNOGRAPHIC STUDY | PDF",1792095807,43]