rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Understanding the faculty experience of teaching using educational technology in the academic capitalism era
    sub title: an interpretive critical inquiry
  name:
    name part: Demps, Elaine Linell.
    role:
      role term: creator
  name:
    name part: Lincoln, Yvonna S.
    role:
      role term: thesis advisor.
  name:
    name part: Lynham, Susan A.
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2010
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: remote
    extent: 1 online resource.
  abstract: This interpretive critical inquiry was aimed at coming to understand the experiences of faculty at research universities who teach using educational technology in the present academic capitalism era, and how these experiences affect their job satisfaction. The study was carried out in the South Central region of the US at two research universities--University A and University B--of one university system. Purposive sampling was used to select 10 tenured faculty members as study participants. The data collection included ethnographic interviews, participant observations, and document analyses and occurred over an 8-month period between April and December 2007. The interviews were audio recorded, transcribed, and analyzed using Lincoln and Guba's (1985) approach to content analysis. Based on the themes and subthemes that emerged, the experiences of teaching using educational technology seemed to yield positive end results that served as rationales. However, the participants did experience obstacles such as time constraints, steep learning curves, technical problems, and various pedagogical challenges. Those who seemed least burdened appeared to be those with the most departmental support. The participants' experiences portrayed the professorship in the research university as an independent and autonomous position with a heavy work load and constant juggling of different tasks. The path to successful promotion and tenure appeared to be clearly marked by guidelines that require research productivity through external funds, an instance of academic capitalism. Teaching appeared to be secondary or tertiary in importance. Conflicts seemed to exist between the faculty and administrators in the utilities of teaching using educational technologies in terms of mismatched rationales or motivations, and therefore, mismatched outcome expectations. The majority of the participants appeared to be very satisfied with their jobs. Even so, all ten stated they had turnover intentions to …
  note: by Elaine Linell Demps.
  note: "Major Subject: Educational Human Resource Development"
  note: Title from author supplied metadata (automated record created 2010-03-12 12:08:51).
  note: Electronic resource.
  note: Doctor of Philosophy Texas A&M University 2008 http://hdl.handle.net/1969.1/ETD-TAMU-2712
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major educational human resource development
  subject:
    topic: academic capitalism
  subject:
    topic: educational technology integration
  subject:
    topic: higher education
  subject:
    topic: human resource development
  identifier: http://hdl.handle.net/1969.1/ETD-TAMU-2712
  record info:
    record content source: TXA
    record creation date: 100428
    record change date: 20151201150130.0
    record identifier: in00002581086