Department Head of International Education
Selkirk College, British Columbia, Canada

Title: Collaborative Project Development:  Innovations, Challenges and Outcomes

Through Cara’s work in post-secondary program development, curriculum internationalization, and institutional partnership development, she became intrigued by many aspects of collaborative project making.  Her research and dissertation, titled “Collaborative Project Development:  Innovations, Challenges and Outcomes” focuses on several project case studies undertaken at Selkirk College.

The essence of the project lies in two main areas of inquiry:  First, what motivates individuals working within post-secondary systems to envision, initiate and proceed with collaborative projects that are complex, innovative, and, perhaps, exist initially outside of formalized strategic plans?  How do these projects move from conception to implementation, and how is this process affected by such factors as desire for social change, creative expression, personal and collective growth, educational development, collaborative opportunities and challenge?

Second, once engaged in these projects, often involving individuals from different areas or cultures, within the same institution, what are the perceived challenges, benefits and outcomes that participants encounter? What are the strengths that participants bring as co-constructing partners, and how do they define their peak experiences during project implementation?  How are challenges best addressed prior to, and during the project implementation phase, and how can defined best practices be fostered?

Her project includes a series of interviews with faculty and administrators involved in three collaborative projects at Selkirk College, including the MIR Centre for Peace, Guatemala Student Nursing Project, and Republic of Georgia Workforce Development Initiative. Founders of the projects, as well as individuals who joined projects later in the process, participate in this study.  The context of each case study is described within the dissertation, as well as the roles, experiences, and perceptions of the individuals involved.  That being said, the framework of the interview questions is based on an appreciative inquiry/social constructionist model, with an emphasis on open-ended, positive, and collaborative dialogue.   

Although the interviews are conducted using predetermined questions, participants are encouraged to extend their responses and provide additional insights they find relevant.