ABSTRACT
This chapter focuses on the second research theme of street-level bureaucrats. As per the Street Level Bureaucracy (SLB) breakdown provided earlier, this chapter shows and describes what and how instructional designers (sample) from the chosen three higher education institutions achieve or do not behave as street-level bureaucrats, Congruently, sections one, two, three, and four focus on institutional micro-features of SLB, i.e., institutional and department structure and culture, meeting client needs, and finite resources. The remaining sections, i.e., sections five, six, seven, and eight discuss instructional designer micro-SLB features of personal characteristics, discrete autonomy/flexible decision-making, and professional development. Section nine of the chapter describes coping strategies, earlier defined as street-level divergence, if any used by instructional designers. In all sections, participant responses are presented along with appropriate excerpts and paraphrases from official university job descriptions to show differences and/or similarities between instructional designer perceptions and official job descriptions about behaving as street-level bureaucrats and practicing street-level divergence. The last section of the chapter provides an in-depth analysis followed by a conclusion.
