Teams were seen as being able to increase the scope of knowledge, improve communication across disciplines, and facilitate learning about the problem. One plausible outcome would be to create a carefully selected, full-time teaching faculty, the members of which would lack tenure but receive appointments for a significant term of years with enforceable guarantees of academic freedom and adequate notice if their contracts are not renewed.
Efforts need to have sufficient resources, including protected staff time.
It has been asserted that a quality improvement project can be considered more like research when it involves a change in practice, affects patients and assesses their outcomes, employs randomization or blinding, and exposes patients to additional risks or burdens—all in an effort towards generalizability.
Colleges should also consider allowing some meaningful participation by members of the administrative staff who are prominently involved in college life, such as deans of student affairs and directors of admission.
Those lacking evidence about the study habits of their undergraduates could inform themselves through confidential surveys that faculties could review and consider steps to encourage greater student effort and improve learning.
There were several examples of this. The use of computer-aided instruction in remedial math provides one promising example of the type of improvement that could yield substantial benefits, and there are doubtless other possibilities.
Just in case you wonder, what you think about your teacher probably does not matter. Lastly, action is taken on the results by implementing the change or beginning the process again.
How can a bottom-up approach to changing clinical practice be successful if senior leadership is not supportive or the organizational culture does not support change?