Enacting Change: Examining the Instructional Designer’s Role in Higher Education through a Coaching Lens

Abstract

The purpose of this paper is to review studies which have explored relationship dynamics between instructional designers and faculty in higher education with the intent to identify examples of how instructional designers engage in the six streams of coaching as proposed by Passmore (2007). Upon review of our findings, we offer heuristics to support instructional designers’ abilities to approach their working relationships with faculty through a coaching lens. Recommendations for future research to better understand the implications and barriers a coaching lens may impose will also be discussed.