Accommodating the newfound strategic importance of educational technologists within higher education
Identifieur interne : 000599 ( Main/Exploration ); précédent : 000598; suivant : 000600Accommodating the newfound strategic importance of educational technologists within higher education
Auteurs : M. Henderson ; Simon Shurville [Australie] ; Tom Browne [Royaume-Uni] ; Marian Whitaker [Australie]Source :
- Campus-Wide Information Systems [ 1065-0741 ] ; 2009-06-19.
English descriptors
- Teeft :
- Academic development, Action research, Ascilite, Australian department, Australian universities, Beetham, British journal, Browne, Case study, Change management, Civil commons, Conole, Cwis, December, Deployment, Distance education, Ecumenical stance, Education review, Educational technologies, Educational technologist, Educational technologists, Educational technology, Educational technology service, Educause, Educause review, Embedding, Exible, Further research, Higher education, Higher education policy, Information systems, Infrastructure, Institutional service, Institutional strategies, Instructional, Instructional technology, International journal, Joint information systems committee, Knowledge economies, Knowledge economy, Knowledge management, Kogan page, Laurillard, Luckin, Management system, Moser, Muldoon, Online, Organisation, Organisational, Organisational locations, Organisational structure, Organisational transformation, Pedagogy, Performance initiative, Policy makers, Professional bodies, Professional development, Professional knowledge, Professional staff, Programme, Project management, Role descriptions, Senior management, Senior managers, Service provision, Shurville, Social change, Social informatics research unit, Staff development, Stile, Strategic importance, Strategic management, Such roles, Support staff, Sustainable development, Technologist, Tertiary, Tertiary education, Transnational education, University leaders.
Abstract
Purpose Educational technologists make significant contributions to the development, organisational embedding and service provision of technologyenhanced learning TEL environments, which are key enablers for mass access to flexible higher education HE. Given the increasing centrality of this role, it is advocated that institutions investigate sustainable career structures for educational technologists. This paper aims to address these issues. Designmethodologyapproach The arguments are evidencedriven by the small body of research literature describing the role of educational technologists and contextualized by the experiences as academics and leaders of TEL projects in HE, including managing educational technologists. Findings The roles of educational technologists are very diverse, requiring competencies in educational leadership, both management and technical. Their career paths, backgrounds, legitimate powers and organisational locations exhibit considerable variation. Research limitationsimplications University leaders require evidence to formulate appropriate human resource strategies and performance management strategies for educational technologists. Further empirical research to analyze current issues and future trajectories relating to their aspirations, career structures, legitimate power, management and organisational contexts is proposed. Originalityvalue Given the strategic importance of educational technologists to information and communications technologydriven transformation, university leaders will require evidence to formulate appropriate human resource and performance management strategies for these key academicrelatedprofessional staff. This paper brings together relevant literature for the first time, generates recommendations for further research and policy discussion.
Url:
DOI: 10.1108/10650740910967384
Affiliations:
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Given the increasing centrality of this role, it is advocated that institutions investigate sustainable career structures for educational technologists. This paper aims to address these issues. Designmethodologyapproach The arguments are evidencedriven by the small body of research literature describing the role of educational technologists and contextualized by the experiences as academics and leaders of TEL projects in HE, including managing educational technologists. Findings The roles of educational technologists are very diverse, requiring competencies in educational leadership, both management and technical. Their career paths, backgrounds, legitimate powers and organisational locations exhibit considerable variation. Research limitationsimplications University leaders require evidence to formulate appropriate human resource strategies and performance management strategies for educational technologists. Further empirical research to analyze current issues and future trajectories relating to their aspirations, career structures, legitimate power, management and organisational contexts is proposed. Originalityvalue Given the strategic importance of educational technologists to information and communications technologydriven transformation, university leaders will require evidence to formulate appropriate human resource and performance management strategies for these key academicrelatedprofessional staff. This paper brings together relevant literature for the first time, generates recommendations for further research and policy discussion.</div></front></TEI><affiliations><list><country><li>Australie</li><li>Royaume-Uni</li></country></list><tree><noCountry><name sortKey="Henderson, M" sort="Henderson, M" uniqKey="Henderson M" first="M." last="Henderson">M. 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