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Understanding Faculty Laggards' Adop...

Simon, Robert B.

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Understanding Faculty Laggards' Adoption of Administrative Technologies: A Phenomenological Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Understanding Faculty Laggards' Adoption of Administrative Technologies: A Phenomenological Study./
作者:	Simon, Robert B.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	162 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
Contained By:	Dissertation Abstracts International80-01A(E).
標題:	Higher education administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10823660
ISBN:	9780438427013

Understanding Faculty Laggards' Adoption of Administrative Technologies: A Phenomenological Study.
Simon, Robert B.

Understanding Faculty Laggards' Adoption of Administrative Technologies: A Phenomenological Study. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 162 p.

Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.

Thesis (Ph.D.)--Clemson University, 2018.

Despite a lack of empirical research on the effectiveness of administrative technologies in higher education (Anderson, Banker, & Ravindran, 2003; Selwyn, 2011), universities have pursued these technologies, or enterprise solutions, at an aggressive pace. Spending more than six billion dollars per year on enterprise solutions, higher education sees as many as half of the innovations result in failure (Liang, Saraf, Hu, and Xue, 2007). Recognizing that technologies represent a change process in the organization (Stam & Stanton, 2010), my study explores the experiences of faculty laggards with administrative technologies, particularly during the innovation diffusion process. Higher education managers can benefit from an increased understanding of faculty laggards and their adoption experiences, allowing them to more effectively construct a blueprint, or roadmap (Suchman, 1995) for successful diffusion of innovations.

ISBN: 9780438427013Subjects--Topical Terms:

2122863
Higher education administration.

Understanding Faculty Laggards' Adoption of Administrative Technologies: A Phenomenological Study.
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520 $a Despite a lack of empirical research on the effectiveness of administrative technologies in higher education (Anderson, Banker, & Ravindran, 2003; Selwyn, 2011), universities have pursued these technologies, or enterprise solutions, at an aggressive pace. Spending more than six billion dollars per year on enterprise solutions, higher education sees as many as half of the innovations result in failure (Liang, Saraf, Hu, and Xue, 2007). Recognizing that technologies represent a change process in the organization (Stam & Stanton, 2010), my study explores the experiences of faculty laggards with administrative technologies, particularly during the innovation diffusion process. Higher education managers can benefit from an increased understanding of faculty laggards and their adoption experiences, allowing them to more effectively construct a blueprint, or roadmap (Suchman, 1995) for successful diffusion of innovations.
520 $a Through a critical epistemological framework, and utilization of institutionalism and Rogers (2003) innovation diffusion theory as a blended theoretical construct, I designed a phenomenological study utilizing open ended interviews as the primary source of data collection. Following a targeted short survey, I conducted interviews with six faculty members pre-screened for laggard behavioral tendencies. Conversations addressed two primary research questions on faculty laggards' experiences and incentives for faster adoption. Interview data was analyzed through a thematic framework (Glesne, 2011) and used to construct a phenomenological narrative summarizing the experiences of faculty laggards and ascertaining what would motivate them to adopt administrative technologies faster. Six phenomenological themes emerged, which were discussed through both theoretical lenses. Textural and structural descriptions were provided for a phenomenological summary. The study concludes with recommendations for future research as well as practice.
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