Electronic Theses and Dissertations

Identifier

16

Date

2010

Date of Award

4-15-2010

Document Type

Dissertation

Degree Name

Doctor of Education

Major

Higher and Adult Education

Committee Chair

Patricia Murrell

Committee Member

James Penrod

Committee Member

Paul Wright

Committee Member

Kathy Story

Abstract

AbstractSchaeffer, Sandeford Julius. Ed.D.. The University of Memphis. May/2010. An exploration of the influence of instructional technologies on faculty motivation and teaching innovation on a research campus. Major Professor: Patricia Murrell, Ed.D.The purpose of this study was to explore how the introduction of instructional technologies has influenced the motivational attitudes of higher education faculty at research-oriented institutions with respect to their teaching responsibilities. This was a qualitative study using case-study methodology and involved multiple (4) purposefully-selected faculty members who were studied at an in-depth level within the teaching context of their institution. Research questions that were addressed included:(1) What are the relative roles of intrinsic and extrinsic motivational factors with respect to a faculty member’s investment in new skills related to the application of instructional technologies? (2) In what ways do faculty members approach the introduction of new instructional technologies into their overall set of professional responsibilities (research and publication, service, teaching, etc.)? (3) Do demographic factors (gender, age, etc.) influence faculty investment in the use of new instructional technologies? (4) To what extent do career-stage factors (pre/post tenure, retirement, etc.) influence faculty investment in the use of new instructional technologies? (5) In what ways do campus and departmental cultures influence motivational behavior with respect to the use of instructional technologies by individual faculty? The findings of this study reaffirmed previous studies, but also offer new insights into how faculty members balance the expanded use of increasingly complex instructional technologies within their professional goals and responsibilities. This study can be helpful to higher education leadership in the development of programs and reward structures that enhance the overall teaching and learning focus of faculty members at a time when instructional technologies are becoming more central to the business of higher education both nationally and globally.

Comments

Data is provided by the student.

Library Comment

dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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