Participants will learn their institutional culture by completing the Institutional Culture assessment tool. They will also examine the implications of their assessment results on the implementation of innovative technology at their institution. Lastly, participants will explore how to best foster technology innovation based on their identified institutional culture.
Higher education institutions centered on traditional disciplines, such as chiropractic medicine, offers minimal online education, with a limited presence in online learning innovation (Schwartz, 2010). In this quantitative study, the relationship between institutional culture and faculty perceptions of online learning in chiropractic higher education were examined. The research is significant as it sought to inform higher education leadership of traditional institutions of their respective institutional culture and its influence on faculty perceptions of online learning during planning and implementation of strategic, innovative initiatives. To best meet the requirements of accrediting program agencies, inform leadership, and enhance future faculty and student’s online experiences, in addition to influence, this study also examined the relationships among these constructs. Conceptual perspectives of Christensen’s (1997) Disruptive Innovation theory, Festinger’s (1957) theory of Cognitive Dissonance and McNay’s (1995) Institutional Culture Model provided theoretical frameworks and a practical model to investigate the influence and relationships among these variables.
Construct measurements were achieved by aggregating the response data obtained from participating higher education faculty, employed at traditional institutions. Faculty perceptions were measured by use of Totaro et al. (2005) Faculty Perceptions of Distance Education Survey. The institutional culture was measured by the method of Nauffal’s (2004) validated Institutional Culture survey instrument. Data were collected from 131 faculty participants from six participating institutions, and plausible relationships were assessed by use of the Statistical Software Package for Social Science (SPSS).
Statistical tests supported one hypothesis and partially supported another. The research findings indicated collegium, enterprise, and corporate institutional culture typologies were not significantly related to faculty perceptions of online learning. There was a statistically significant, and negative, relationship between institutions with bureaucracy culture typology and faculty respondent’s perception of online learning. Demographic and covariables of gender, employment status, and ethnicity were statistically significant and related to faculty perceptions of online learning. Age and years working at their current institution were not statically related to faculty perception of online learning.
In the original study, faculty respondents primarily associated with Bureaucracy institutional culture. These faculty members also possessed the highest negative perception of online learning. Significant, and negative, correlations were demonstrated between institutions with Bureaucracy culture type and its faculty perceptions of online learning, indicating that faculty from institutions possessing Bureaucracy culture characteristics were less positive in their perceptions of online learning. Interestingly, faculty of these institutions lacks an online learning presence. Participants of this session will determine their institutional culture and perceptions of online learning by completing the Institutional Culture and Faculty Perceptions of Online learning assessment tool. They will also have an opportunity to examine the implications of their assessment results on planning, developing, and implementation of innovative technology at their respective institutions. Lastly, participants will explore how to best foster technology innovation based on their identified institutional culture.
References
Christensen, C. M. (1997). The innovator's dilemma: When new technologies cause great firms to fail. Boston, MA: Harvard Business School Press.
Festinger, L. (1957). Cognitive dissonance. Stanford, Calif.:Stanford University Press
McNay, I. (1995). From collegial academy to corporate enterprise: the changing cultures of universities. In T. Schuller, The changing university. Buckingham: Society for Research into Higher Education and Open University Press.
Schwartz, J. (2010). Faculty Perception of and Resistance to Online Education in the Fields of Acupuncture, Chiropractic, and Massage Therapy. International Journal of Therapeutic Massage & Bodywork, 3(3), 20–31.