Title: The Critical Role of Faculty: Applied Frameworks and Strategies for Integrating Distance Education in Postsecondary Institutions
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AbstractAbstract approve This thesis asserts that faculty are the critical resource for the integration of distance education by postsecondary institutions. The major barriers to the participation and adoption of distance education center around faculty. This manuscript thesis incorporates a series of articles to develop applied frameworks and strategies that place facultyat the core of the institutional adoption process. An advocacy approach that integrates organizational culture and diffusion of innovation theories provides a conceptual framework for addressing the complex issues inducing faculty resistance to distance teaching. What issues impact faculty receptivity to distance teaching? At the institutional level, altered faculty roles for distance teaching, academic quality, inload vs overload teaching assignments, promotion and tenure, quality of instructional and student support services, and traditionally embedded academic norms affect faculty receptivity to distance teaching. Moreover, this thesis asserts that institutional and interinstitutional extended degree programs utilizing telecommunications must resolve issues related to curricular approval, accreditation, program prioritization, academic residency, fee structures, and articulation.