A CASE STUDY OF THE PERCEPTIONS OF FACULTY CHAMPIONS IN THE DIFFUSION OF A TECHNOLOGICAL INNOVATION IN HIGHER EDUCATION

Abstract

A university campus represents a unique social system, with hierarchical units, each unique in its purpose. An adoption of a new learning management system can send ripples of change throughout. Kee (2017) used the analogy of ripples resulting from a rock thrown in a pond of water to describe the effect of diffusing instructional technology on a university campus. Roger (2003) defines diffusion as the process where certain members of a system communicate information about an innovation overtime and through specific channels. In the case of a small midwestern university, the institution implemented an adoption of a new learning management system using a model called Faculty Academy Extenders. This model is comprised of strategically placed early adopter faculty who worked collaboratively on a small midwestern university system to provide technical and pedagogical support (through just-in-time, & peer-to-peer mentoring) on the innovation. Roger’s (2003) Theory of Diffusion was used to frame this research study, to capture the lived experiences of this group of early adopters who participated in the Faculty Academy Extenders Model. Data for this study was collected from interviews and from documentation minutes from various meetings between the Faculty Academy Extenders and the institution’s transition team: Instructional Design, Information Technology (IT) staff and the Associate Provost. Analysis of the interview data was accomplished with a multi-phase process to ensure validity and revealed the following insights. The Faculty Academy Extenders facilitated the adoption of Brightspace by leveraging their prior experience with similar technology and demonstrating the learning management system’s versatility in various modalities. Their collaborative approach, advocating for faculty needs across disciplines, also contributed to the diffusion process. This collaborative advocacy across disciplines and support from key administrative stakeholders allowed them to address concerns, dispel fears, and establish effective communication patterns that fostered an environment where general faculty felt comfortable seeking assistance from one another in utilizing the Brightspace platform.