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Understanding the interrelationship of instructional technology use and organizational culture: a case study of a veterinary medical college.
J Vet Med Educ. 2005 Spring; 32(1):31-7.JV

Abstract

Many predicted that in the latter part of the twentieth century modern technology would revolutionize higher education and "create a second Renaissance" (Sculley J. The relationship between business and higher education: A perspective on the 21st century. Commun ACM32:1056-1061, 1989 p1061). However, as the reality of the twenty-first century has set in, it is apparent that these revolutionary prophecies have fallen short. Using the lens of Douglas's Typology of Grid and Group, this case study examines (1) the organizational context of a veterinary medical college at a large Midwestern university; (2) individual faculty members' preferences toward instructional technology use; and (3) the interrelationship of culture and the decision process to implement instructional technology use in curricula. The study has several implications for instructional technology use in veterinary medical educational settings that help explain how cultural context can guide leadership decisions as well as influence faculty motivation and preference. The findings suggest that a key mitigating factor to instructional technology implementation is conflict or concord between the cultural biases of faculty members and actual cultural identity of the college (Stansberry S, Harris EL. Understanding why faculty use (or don't use) IT: Implementation of instructional technology from an organizational culture perspective. In Simonson M, Crawford M, eds. 25th Annual Proceedings: Selected Research and Development Papers Presented at the 2002 National Convention of the Association for Educational Communications and Technology, vol. 1. North Miami Beach, FL: Nova Southeastern University:viii, 507).

Authors+Show Affiliations

School of Teaching and Curriculum Leadership, Oklahoma State University, 245 Willard Hall, Stillwater, OK 74078, USA. stansbe@okstate.eduNo affiliation info available

Pub Type(s)

Journal Article

Language

eng

PubMed ID

15834818

Citation

Stansberry, Susan L., and Edward L. Harris. "Understanding the Interrelationship of Instructional Technology Use and Organizational Culture: a Case Study of a Veterinary Medical College." Journal of Veterinary Medical Education, vol. 32, no. 1, 2005, pp. 31-7.
Stansberry SL, Harris EL. Understanding the interrelationship of instructional technology use and organizational culture: a case study of a veterinary medical college. J Vet Med Educ. 2005;32(1):31-7.
Stansberry, S. L., & Harris, E. L. (2005). Understanding the interrelationship of instructional technology use and organizational culture: a case study of a veterinary medical college. Journal of Veterinary Medical Education, 32(1), 31-7.
Stansberry SL, Harris EL. Understanding the Interrelationship of Instructional Technology Use and Organizational Culture: a Case Study of a Veterinary Medical College. J Vet Med Educ. 2005;32(1):31-7. PubMed PMID: 15834818.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Understanding the interrelationship of instructional technology use and organizational culture: a case study of a veterinary medical college. AU - Stansberry,Susan L, AU - Harris,Edward L, PY - 2005/4/19/pubmed PY - 2005/6/10/medline PY - 2005/4/19/entrez SP - 31 EP - 7 JF - Journal of veterinary medical education JO - J Vet Med Educ VL - 32 IS - 1 N2 - Many predicted that in the latter part of the twentieth century modern technology would revolutionize higher education and "create a second Renaissance" (Sculley J. The relationship between business and higher education: A perspective on the 21st century. Commun ACM32:1056-1061, 1989 p1061). However, as the reality of the twenty-first century has set in, it is apparent that these revolutionary prophecies have fallen short. Using the lens of Douglas's Typology of Grid and Group, this case study examines (1) the organizational context of a veterinary medical college at a large Midwestern university; (2) individual faculty members' preferences toward instructional technology use; and (3) the interrelationship of culture and the decision process to implement instructional technology use in curricula. The study has several implications for instructional technology use in veterinary medical educational settings that help explain how cultural context can guide leadership decisions as well as influence faculty motivation and preference. The findings suggest that a key mitigating factor to instructional technology implementation is conflict or concord between the cultural biases of faculty members and actual cultural identity of the college (Stansberry S, Harris EL. Understanding why faculty use (or don't use) IT: Implementation of instructional technology from an organizational culture perspective. In Simonson M, Crawford M, eds. 25th Annual Proceedings: Selected Research and Development Papers Presented at the 2002 National Convention of the Association for Educational Communications and Technology, vol. 1. North Miami Beach, FL: Nova Southeastern University:viii, 507). SN - 0748-321X UR - https://www.unboundmedicine.com/medline/citation/15834818/Understanding_the_interrelationship_of_instructional_technology_use_and_organizational_culture:_a_case_study_of_a_veterinary_medical_college_ DB - PRIME DP - Unbound Medicine ER -