| A great deal of popular literature exists on the subject of change and the leadership required to guide organizations through a change process. There is also scholarly work on organizational change in education and on leadership in the academic arena, but very little research is focused on specific experiences of those engaged in a change process within a higher education setting.; This single-case qualitative study uses multiple data sources (interviews and archive documents) to identify and describe the experiences and perceptions of participants involved in a collaborative technology project between a state land grant university and a large, urban community college. The study explores the areas of agreement and disagreement among participant groups to discern patterns regarding organizational change and leadership.; Among results reported in this study are perceptions and experiences of faculty, staff, and project managers pertaining to changes in the project purpose and individual role changes. Faculty and staff reported feeling confused and disengaged as a result of these changes, noting poor communication about such changes on the part of project managers. Faculty and staff also reported a desire for concrete project management tools such as timelines, specific deliverables, and budgetary and resource guidelines.; There was disagreement among the groups regarding appropriate roles for faculty in such technology endeavors. Faculty and staff preferred that faculty contribute their discipline-area content without being held responsible for learning new technology skills or instructional design and pedagogy concepts. Project managers took the position that faculty should be accountable for at least some baseline technology skills and knowledge of pedagogy sufficient to aid in course redesign.; While there was disagreement in terms of degree, all participants saw an important role for institutions to play in technology infusion projects. They called for resources to be made available such as faculty release time, technology training, robust systems and networks, and an institutional layer of proficient staff to provide support for both faculty and students in the transition to technology-mediated teaching and learning.; The study concludes with observations about the implications of the research findings and recommendations for further study. |
