Latent impediments to quality: collaborative teaching and faculty goal conflict

The purpose of this paper is to examine the impediments to quality engendered by the goal conflict between the business college’s institutional interest to offer collaborative teaching delivery for a course and the individual business professor’s motivation to volunteer his or her participation in such an undertaking. First, goal orientation theory, as the theoretical framework for explanation of collaborative teaching/learning outcomes, is presented. Second, typical faculty goals are identified and explained. Finally, development of tension between the individual faculty goals in a business college pursuing collaborative teaching is examined. In conclusion, practical implications of the presented analysis for the advancement of teaching scholarships are outlined.