Governance, Faculty Incentives, and Course Ownership in Online Education at Doctorate-Granting Universities

Autor/inn/en	Hoyt, Jeff E.; Oviatt, Darin
Titel	Governance, Faculty Incentives, and Course Ownership in Online Education at Doctorate-Granting Universities
Quelle	In: American Journal of Distance Education, 27 (2013) 3, S.165-178 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2013.805554
Schlagwörter	Online Courses; National Surveys; Governance; Incentives; College Faculty; Compensation (Remuneration); Instructional Design; Technical Assistance; Intellectual Property; Teacher Attitudes; Faculty Workload; Administrators; Educational Finance; Tenure; Teacher Promotion; Statistical Analysis; Regression (Statistics); Comparative Analysis; Research Universities + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Anreiz; Fakultät; Abfindung; Kompensation; Lohnausgleich; Lesson concept; Lessonplan; Unterrichtsentwurf; Technische Hilfe; Geistiges Eigentum; Lehrerverhalten; Bildungsfonds; Amtszeit; Beschäftigungsdauer; Statistische Analyse; Regression; Regressionsanalyse; Forschungseinrichtung
Abstract	Researchers conducted a national survey of administrators at doctorate-granting universities to determine the current status of institutional policies and practices related to the organization and governance of online courses, faculty incentives to develop and teach online, and course ownership. Survey results document a wide variation in policies and practices, yet they also identify common practices. About 82% of the universities gave extra pay to faculty to develop online courses, and 94% provided campus-based faculty development workshops or training on online education. The large majority of institutions hired professional course designers (84%) and provided technical assistance to students (86%). Another 84% had an intellectual property policy in place or were developing one, and 77% shared revenues from online courses with academic colleges, schools, or departments. Although these practices existed on campuses, they were not always instituted campuswide. The researchers found statistically significant relationships for a number of faculty incentives and support services and faculty willingness to be involved in online education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10