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Journal of Higher Education Theory and Practice


The growth of cross-disciplinary diffusion of innovation, creativity and the entrepreneurial mindset has been significant. While many institutions have focused on curriculum and courses, this study examines the use of faculty communities through communities of practice and faculty learning communities to build a campus culture independent of size of the institution, or stage of program development. The analysis examines two distinctly dissimilar academic settings. One Rowan University, a large (16,000 student) public university with a developed program and a second, John Carroll University, a smaller (3,100) private religiously affiliated university with a newly developing program. Authors share suggestions for implementation.

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