Sensemaking and identity : traditional narratives of university roles and recognition of faculty expertise.

Abstract

The current study evaluated the narratives that affect faculty and university administrator perceptions of each other and how this understanding influenced opportunities for collaboration. This qualitative study examined how 11 faculty members in academic disciplines of communication made sense of their identities as both professors and consultants and how their sensemaking was understood by nine university administrators at the same institution who were responsible for public-facing, communication initiatives in departments defined broadly as admissions, marketing, and communications. The data were coded and analyzed using grounded theory. Findings revealed participants demonstrated disparate narratives that affected utilization of expertise. Future research should consider understanding the effects that organizational hierarchy and physical distance have on improving collaboration between faculty and administration for public-facing communication opportunities.