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Understanding the Adoption and Diffusion of Information Technology Related Curricula: Multiple Theoretical Perspectives

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dc.contributor.author Chiu, Shu-Chuan
dc.date.accessioned 2008-02-13T20:13:09Z
dc.date.available 2008-02-13T20:13:09Z
dc.date.issued 2007
dc.identifier.uri http://hdl.handle.net/2022/3087
dc.description Doctor of Philosophy in the School of Public and Environmental Affairs Indiana University en
dc.description.abstract This dissertation conducts two complementary empirical studies to explain why curricular components related to information technology (IT) show different rates of adoption and diffusion in Master of Public Administration (MPA) programs. The first study uses a large-N sample and probit and Tobit regression analyses to explain the variations in core curriculum and concentration offerings related to IT management (ITM). The second study relies on narratives from in-depth interviews to provide a more detailed and nuanced analysis of IT-related curricular decision-making. To interpret the results, these studies draw on four theoretical perspectives: resource dependence theory, institutional theory, garbage can theory, and diffusion theory.These two studies produce the following findings: 1) faculty size and program ranking are positively associated with ITM concentration offerings; 2) accredited programs and programs with greater faculty size have higher expected ratios of required ITM credits to total degree hours; 3) faculty influence or advocacy; the perception of faculty's core competencies; program development strategies; and responses to broader IT trends in society are the major reasons behind the adoption of IT-related curricular components; 4) programs show different degrees to which they respond to potential sources of pressure to conform to external expectations, norms, or standards, including those from program ranking and accreditation institutions; 5) opportunities furnished by the formative period of a program's development and the restructuring of the core curriculum are often instrumental in bringing about IT-related curricular decisions; and 6) the diffusion of concentrations and that of dedicated requirements related to IT appear to follow independent pathways. Together, the theoretical perspectives and research design adopted in this dissertation provide a framework for studying organizations' adoption and diffusion of innovative practices. The dissertation contributes to more understanding about the way in which the four aforesaid theories apply to empirical evidence, and it increases the state of knowledge about the adoption and diffusion of IT-related components in MPA programs. The latter contribution will help inform decision makers both in MPA programs and in their accreditation body about the driving forces behind IT-related curriculum design in MPA and related programs in the United States. en
dc.format.extent 1168245 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.publisher Indiana University en
dc.rights This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License. en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/ en
dc.subject resource dependence theory en
dc.subject garbage can theory en
dc.subject institutional theory en
dc.subject diffusion studies en
dc.subject curriculum development en
dc.subject information technology curriculum en
dc.subject master of public administration programs en
dc.title Understanding the Adoption and Diffusion of Information Technology Related Curricula: Multiple Theoretical Perspectives en


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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 Unported License.

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