Technologies In Higher Education Institutions Research Articles

Why university members use and resist technology? A structure enactment perspective

This case study investigated university members’ use of and resistance to a communication information technology system in a higher education organization. This case study utilized the technology enactment framework to examine structure enactment in university members’ technology use and resistance. We found that the following structures were enacted in organizational members’ interactions with the system: maximum use, enhancing teaching, augmenting service, limited use, and resistance. Besides providing empirical evidence to the enactments of inertia, application, and change, this case study added a new enactment type, i.e., resistance, to the existing enactment typology. The findings provided empirical support to the structuration principle—the enabling and constraining nature of structure. Important implications were addressed with respect to adoption and implementation of technology in higher education institutions.

Subcultures and Use of Communication Information Technology in Higher Education Institutions

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsCanchu LinCanchu Lin is an assistant professor, Department of Interpersonal Communication, Bowling Green State University.Louisa HaLouisa Ha is a professor and acting chair, Department of Telecommunications, Bowling Green State University.

Subcultures and Use of Communication Information Technology in Higher Education Institutions

This study investigated the use of a computer-mediated communication information system by organizational members in a higher education institution with mixed methods. It compares the differences of liberal arts academic units, professional academic units, and administrative units in the university in their technology use. Specifically, it found that university subcultures influence organizational members' perceptions of utility values of a technology and norms about technology use, and their use of technology. Professional academic units scored highest in reported use and perception of the technology. The findings suggest that task interdependence and organizational support contribute to technology use.

Assessment Indicators for Information Technology in Higher Education Institutions: A STOPE Approach

Assessment Indicators for Information Technology in Higher Education Institutions: A STOPE Approach

Organizing education for minorities: enhancing minority access and use of the new information technologies in higher education

Many minority students in the United States are entering higher education with less expertise and experience in using the new academic tools than majority culture students. The lack of computer competence can become an additional barrier, (in addition to the fiscal, cultural and educational barriers) to their successful pursuit and completion of an academic degree program. This paper discusses: the rapid changes which are taking place in the use of computers and related technologies in higher education institutions; the potential impact of present inequities in pre-college access and use of computers experienced by minority students, particularly Black, Hispanic and American Indian students; and strategies and recommendations to enhance the computer competence of minority students in institutions of higher education and public schools.

Computing uses in higher education

The preceding article reports the results of a survey of university computer center directors conducted in the Spring of 1980. The results have been reported separately so that readers may review the data and make their own assessment of the implications for computing technology in higher education institutions in the future. That is what I have done, and this article reflects my opinions, based on the data, of the state of the art of the use of computer technology in universities at present, and some ideas of what can be expected in the future.