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University of Cincinnati

1. Janz, Stacey P. A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2016, University of Cincinnati

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. Advisors/Committee Members: Johnson, Holly (Committee Chair).

Subjects/Keywords: Higher Education Administration; eLearning; Faculty development; Intra-Institutional Alignment; Online learning; Professional Development; Star Model of Organization Design

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

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. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988871

Chicago Manual of Style (16th Edition):

Janz, Stacey P. “A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online.” 2016. Doctoral Dissertation, University of Cincinnati. Accessed May 27, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988871.

MLA Handbook (7th Edition):

Janz, Stacey P. “A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online.” 2016. Web. 27 May 2020.

Vancouver:

Janz SP. A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online. [Internet] [Doctoral dissertation]. University of Cincinnati; 2016. [cited 2020 May 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988871.

Council of Science Editors:

Janz SP. A Look Inside: A Qualitative Case Study of Intra-Institutional Alignment and Support of Faculty Who Teach Online. [Doctoral Dissertation]. University of Cincinnati; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1467988871

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