Factors influencing discipline-specific facilitators’ roles in a multi-tiered professional learning programme in higher education

This study investigated the roles of eleven discipline-specific facilitators in a multi-tiered professional learning programme implemented higher education context. The also examined factors supporting and hindering their emerging roles, as they facilitated opportunities to other faculty colleges, while being supported by coordinators. Using phenomenological approach, data were generated from multiple qualitative sources, mainly portfolio entries interviews conducted with at end Phase 1 2 programme. Data analysis revealed facilitation well intricacies that either supports or constraints different facilitators. Implications for role played transforming teaching centralised context are discussed. Specifically, this delineated need both bottom-up approaches top-down structures, which can enhance pedagogies practices. mix agency authority was shown better support participants alike.