Perspectives on academic staff involvement in the acquisition and implementation of educational technologies

Abstract

This article presents the results of a study using both quantitative and qualitative data to uncover the extent and nature of the involvement of academic staff in the processes of acquisition and implementation of educational technologies. Actor-network theory (ANT) is used to inform the design of the study and the analysis of the data. Three main areas of investigation are (1) issues of institutional policy and overall purpose of technology, (2) issues of staff involvement in various activities related to acquisition and use of technology and (3) issues related to the existence of arenas for dialogue and discussions of technological needs and requirements across organisational boundaries. The analysis focuses on the diffuseness of the role of academic staff in processes of development of institutional policies and technology acquisition. The article concludes with suggestions for organisational policy in higher education contexts, and possible directions for new research.

Keywords:

• higher education
• actor-network theory
• involvement
• participation
• educational technologies
• decision-making processes

Notes

1. Due to the fact that most higher education in Norway is State-run, most higher education employees are government employees. Although PARs are not formally regulated by Norwegian law, the Staff Manual for government employees strongly advises the use of PAR, as documented in the ‘comments’ section (Chapter 11.1.5.1) of the (Arbeidsdepartementet 2006, chapter 11.1.5.1).