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American College of Education (ACE) is incredibly proud of our graduates and how their impactful research contributes to various fields. Ed.D. in Leadership alum, Dr. Mohamad Mukhles Tlass, focused their dissertation on how health sciences faculty at Texas community colleges perceive inclusion in the decision-making process. Below is a summary of Tlass’s study, and we invite readers to explore the full version.
Faculty play a significant role in the daily work of higher education, from educating students to supporting academic programs. Their experience and perspective can also be valuable when institutions make decisions that affect their work, but faculty don’t always feel included in that process. What happens when their voices become part of the conversation?
Tlass gathered perspectives from health sciences faculty at community colleges, using transformational leadership and optimal distinctiveness theories to guide his research. Specifically, he sought to answer:
- Research Question 1: How do faculty at community colleges in Texas perceive the use of inclusion for decision-making?
- Research Question 2: What are the perceptions of faculty at community colleges in Texas on how to implement inclusive practices?
Why Inclusion in Decision-Making Matters
Diversity, equity and inclusion are often grouped together, but each plays a different role in the workplace. Diversity is about representation, equity focuses on removing barriers and inclusion is about making sure people feel welcomed, valued and involved. Part of that is giving employees a voice in decisions that affect their work.
In higher education, inclusion shapes the faculty experience. Faculty want to know their perspectives are valued and that they have opportunities to contribute to decisions that affect their work. Having that voice can strengthen their sense of connection to their workplace and the decisions being made around them.
That connection is particularly important in health sciences departments, where a lack of inclusion in decision-making can contribute to faculty feeling disengaged and less productive. Creating space for faculty voices can make inclusion a meaningful part of the workplace rather than simply an institutional priority.
What Previous Research Says About Workplace Inclusion
Before conducting the study, Tlass reviewed existing research surrounding inclusion and its relationship to workplace experiences. This literature review concentrated on three broad areas: the meaning of inclusion, inclusion and job productivity, and the relationship between leadership and inclusion.
Belonging and Inclusive Decision-Making
Inclusion goes beyond bringing a diverse group of people into an organization. An inclusive workplace gives employees opportunities to participate, contribute and know that different perspectives are welcome.
A sense of belonging is an important part of that experience. Feeling accepted and supported can help employees feel connected to the workplace rather than socially or professionally isolated.
Decision-making can also shape how employees experience inclusion. Bringing employees into the process creates opportunities for different perspectives to inform workplace decisions while strengthening participation and connection to workplace culture.
Inclusion, Engagement and Job Productivity
Inclusion can have a meaningful impact on employee engagement, job satisfaction and performance. An inclusive workplace helps employees feel appreciated and connected to the organization, creating stronger conditions for engagement and productivity.
Exclusion can have the opposite effect. Workplace isolation and ostracism have been associated with reduced job satisfaction, lower organizational commitment, disengagement and higher turnover.
Trust also plays an important role in creating an inclusive workplace. Transparency, clear communication and consistent processes can help build trust between employees and leadership while supporting stronger workplace relationships and collaboration.
Leadership’s Role in Creating Inclusion
Leadership can shape whether employees feel respected, valued and supported at work. With transformational leadership, much of that effort comes through inspiring employees, encouraging greater ownership and building trust. Strong communication is also central to creating a more inclusive workplace culture.
Making room for employee voices is another part of the equation. Inclusive leaders listen to different perspectives and create opportunities for employees to contribute. When employees have confidence and autonomy in the workplace, psychological empowerment can further support meaningful participation.
Change presents a different leadership challenge. Courageous leadership calls for open communication and a willingness to take action, even when difficult decisions are involved. Across these approaches, the common thread is a workplace where employees have opportunities to participate and contribute.
How Tlass Conducted the Study
Tlass used a qualitative exploratory case study to better understand faculty experiences and perspectives on inclusion in decision-making. Participants were full-time community college faculty with at least three years of teaching experience and three years of allied health experience.
Data came from two sources: virtual interviews and an open-ended questionnaire. Interviews took place through Microsoft Teams, giving faculty an opportunity to discuss experiences with inclusion and decision-making. A SurveyMonkey questionnaire gathered additional perspectives from 12 respondents who completed the Teams interview.
To help ensure accuracy, interview transcripts were sent to participants for review. Tlass also used data triangulation to support the credibility and dependability of the study.
How the Data Was Analyzed
Tlass used an inductive approach, studying and classifying the data to find themes in the interview and questionnaire data rather than starting with predetermined categories.
The analysis took place in two phases. First, Tlass reviewed the responses several times to identify patterns and recurring ideas. Next, the data was uploaded into a qualitative analysis tool to organize the information and further develop the themes.
As the analysis progressed, recurring patterns were grouped into themes, which Tlass used to examine the study’s two research questions.
What Faculty Said About Inclusion in Decision-Making
Six major themes emerged from Tlass’s study: communication, collaboration, job satisfaction, leadership, community building and engagement. Communication and collaboration were the two most prominent themes and appeared across both research questions.
Clear Communication Creates Space for Faculty Input
Clear, timely information mattered throughout the decision-making process. Participants valued open dialogue, opportunities for feedback and transparency, all of which gave faculty a way to stay informed and contribute to institutional conversations.
Interactions between faculty and administration were important as well. Prompt responses and consistent information helped create a more open environment for faculty participation.
Collaboration Brings Faculty Expertise Into Decisions
Working alongside colleagues and leaders created opportunities for faculty to contribute knowledge and experience. Participants valued exchanging perspectives and having faculty expertise represented when institutional decisions were made.
Direct knowledge of students added to the value of faculty input. Participants described faculty as closely connected to student needs and outcomes, making those perspectives relevant to collaborative decision-making.
Feeling Heard Can Strengthen Job Satisfaction
Having a voice in workplace decisions contributed to feeling valued and appreciated. Participants connected greater faculty involvement with stronger morale, satisfaction and loyalty to the institution.
The value placed on faculty input was especially important. Opportunities to provide feedback reinforced the sense that faculty contributions mattered.
Leadership Sets the Tone for Inclusion
Much of the responsibility for creating an inclusive environment rested with institutional leaders. Participants looked to leaders for guidance, clarity and support as well as opportunities for faculty participation.
Several responses identified leadership as the starting point for positive change. Support from leaders could encourage greater involvement, while decisions made without faculty input could work against inclusion.
Community Building Connects Faculty Around Shared Goals
Stronger connections among students, faculty and leaders helped put inclusive practices into action. Participants described bringing these groups together around common goals as a way to build community.
Within health sciences departments, those connections could also contribute to a more supportive workplace culture and a greater sense of belonging.
Faculty Participation Builds Engagement and Buy-In
Active participation was an important part of creating a more inclusive workplace. Participants associated greater involvement in decision-making with stronger faculty buy-in and connection to the institution.
Opportunities alone weren’t the entire picture. Faculty participation in those opportunities also played a role in strengthening engagement and contributing to workplace culture.
Building More Inclusive Higher Education Workplaces
Tlass’s research adds to a limited body of research focused specifically on faculty inclusion in higher education decision-making. The findings also offer additional insight into how inclusion can shape the faculty workplace experience.
The study had several limitations:
- Participants represented a specific group of full-time faculty with allied health backgrounds at a single Texas community college
- Participant and subject matter expert responses may have been affected by response bias
- The two data collection methods could have produced some inconsistencies
- One researcher collected, analyzed and interpreted the data
- Dedoose was the only analysis software used, creating the possibility of unnoticed technical issues
There’s more to explore. Tlass recommended studying health sciences faculty beyond Texas and examining workplace inclusion alongside different leadership styles. Future research could also investigate the relationship between faculty inclusion in decision-making and student success.
Faculty bring specialized knowledge and direct experience with students to institutional conversations. Tlass’s research highlights the potential value of making that expertise part of the decision-making process through clear communication, meaningful collaboration and consistent leadership support.
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