EXPLORING ORGANIZATIONAL CULTURE’S RELATIONSHIP TO INNOVATION IN ONLINE INSTRUCTION

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dc.contributor.advisor Sorensen Irvine, Christine
dc.contributor.author Furutomo, Faye
dc.contributor.department Learning Design and Technology
dc.date.accessioned 2023-02-23T23:57:14Z
dc.date.available 2023-02-23T23:57:14Z
dc.date.issued 2022
dc.description.degree Ph.D.
dc.identifier.uri https://hdl.handle.net/10125/104663
dc.subject Educational technology
dc.subject adoption
dc.subject COVID-19 pandemic
dc.subject faculty
dc.subject higher education
dc.subject online teaching
dc.subject organizational culture
dc.title EXPLORING ORGANIZATIONAL CULTURE’S RELATIONSHIP TO INNOVATION IN ONLINE INSTRUCTION
dc.type Thesis
dcterms.abstract Institutions of higher education have identified online programs as a top innovation strategy, but lack of faculty buy-in has been cited as a major challenge to launching them. In addition, leaders have identified issues of organizational culture, such as the lack of supportive leadership and a risk-averse mindset, as key barriers to their innovation efforts. In fact, researchers have uncovered a strong predictive relationship between organizational culture and innovation, such as online education. Aspects of organizational culture have been shown to influence technology use, and the adoption of online and blended learning. Comprising three manuscripts, this dissertation explores the influence of organizational culture on faculty’s adoption of online teaching and yields practical insights for leaders and stakeholders who seek to expand their online offerings. This dissertation’s original research was conducted during the COVID-19 pandemic, in which faculty were essentially forced to teach online, many for the first time. These unique circumstances presented an opportunity to explore the influence of organizational culture on different types of online faculty adopters--those who were already teaching online and those who were new to teaching online due to the pandemic. The first manuscript presents a sequential explanatory mixed methods study focused specifically on these faculty who were forced to teach online during the pandemic. Surveys were used to capture faculty’s perceived organizational culture, relying on the Competing Values Framework’s four cultural archetypes. Interviews were then conducted to understand how organizational culture influenced faculty’s online teaching practices and willingness to teach online post-pandemic. The second manuscript describes the same empirical study but analyzes all online teaching adopters, who were categorized using Rogers’ Diffusion of Innovations adopter categories (innovator, early adopter, early majority, late majority and laggards). The third manuscript is a systematic literature review yielding culture-based facilitators and best practices that promote online teaching adoption. These manuscripts together found collaboration was a key success factor, as well as developing and aligning to share values. As institutions’ online education plans evolve over time, culture must also evolve to meet current goals and strategies. This dissertation provides a roadmap to support institutions who seek to foster cultures that support innovation through online education.
dcterms.extent 222 pages
dcterms.language en
dcterms.publisher University of Hawai'i at Manoa
dcterms.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.type Text
local.identifier.alturi http://dissertations.umi.com/hawii:11606
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