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A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online

Janz, Stacey P
http://orcid.org/0000-0003-0502-790X
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988871

Abstract Details

2016, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Curriculum and Instruction.
Over the past decade higher education has undergone a pivotal transformation as enrollment in online class offerings has increased at a pace that has exceeded growth in traditional face-to-face offerings. The number of institutions offering online classes and degrees grows annually and will require more faculty to teach in this modality. Institutions that offer extensive online learning, struggle to provide faculty with the support and training necessary for them to be successful online instructors. This study examined an institution of higher education’s plan and progress in supporting faculty who teach online. A qualitative embedded case study design was used to investigate four units (central eLearning offices and three colleges) professional development offerings within a single university. This research design permitted a holistic look inside the institution’s infrastructure, processes, and professional development offerings in an effort to confirm alignment. Galbraith’s (1995) Star Model of Organization Design framed the study and an investigation of the five key tenets - strategy, structure, processes, rewards, and people practices were explored. A total of eleven academic leaders participated in semi-structured interviews offering insight to the operational practices regarding faculty professional development within their respective units. The participants revealed that the institution was going through a transition in leadership, both at the central and college levels, and that faculty representation in online governance needed to expand. Evidence of orientation and ongoing professional development for faculty transitioning to online instruction was prevalent in all units. However, the design, development, and delivery of professional development were not strategically collaborative or universally implemented. In essence, the units operated in silos. Participants also expressed the need to offer a scaffolded approach to faculty development through the offering of beginner, intermediate, and expert levels of training. A scaffolded approach to professional development could lead to greater participation as faculty could attend training commiserate with their pedagogical and technological competence. Ultimately, faculty could benefit from a blueprint and toolbox of resources that would position them for success as online instructors. While a collective view of the institution’s strategic plan was evident, an aligned approach to faculty development could not be confirmed. These findings have implications for the faculty, students, and academic leaders of the institution examined. Additionally, this study’s findings have broader implications for faculty development, online education, and the research community at large. Ultimately, these findings may contribute to an intra-institutionally aligned approach to faculty development within institutions of higher education.
Holly Johnson, Ph.D. (Committee Chair)
Jonathan M Breiner, Ph.D. (Committee Member)
Carlee Escue, Ph.D. (Committee Member)
Carla Johnson, Ed.D. (Committee Member)
222 p.
Higher Education Administration
eLearning; Faculty development; Intra-Institutional Alignment; Online learning; Professional Development; Star Model of Organization Design

Recommended Citations

Citations

  • Janz, S. P. (2016). A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988871

    APA Style (7th edition)

  • Janz, Stacey. A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online. 2016. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988871.

    MLA Style (8th edition)

  • Janz, Stacey. "A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online." Doctoral dissertation, University of Cincinnati, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988871

    Chicago Manual of Style (17th edition)

ucin1467988871
491
© 2016, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.