| The purpose of this study was to gain an understanding of administrator attitudes and perceptions relative to distance education and how this affects the administrator's support of distance education. The population for this study consisted of 115 lower, mid- and upper level academic administrators from nine universities in the southeastern region of the US during the 1998--99 academic year.;This combined descriptive study utilized both quantitative and qualitative data collection methods. A survey instrument and semi-structured interviews were used as means for collecting data. In combination with the survey data, information gathered in the interviews were used to compare attitudes and perceptions among the levels of administrators and to further investigate the dynamics of diffusion effects variables on distance education in higher education.;Five major conclusions emerged from this research. (1) Attitudes toward distance education vary among the three levels of administrators. Lower level administrators, in this study, had significantly lower attitudinal scores than the upper and mid-level administrators. (2) Peers and personal experiences influence administrator attitudes toward distance education. Peer influence is reduced when administrators have personal experience with distance education. Without experience, peer influence is greater. (3) Attitudinal differences toward distance education can not be explained by any single variable. Attitude differences toward distance education are comprised of several interrelated factors: exposure to distance education; peer influence; deterrents; incentives; perception of need; and perceived support for distance education. (4) Administrators, regardless of attitude (positive or negative), believe distance education training for faculty is both necessary and insufficient. This was true regardless of the participants level of knowledge about distance education. (5) There tends to be a strong, positive relationship between attitude toward distance education and willingness to support distance education in the future. When administrators were asked what would make them unwilling to support distance education, most of the responses were centered on the need for adequate resources and support and ability to continue offering quality courses/programs. |
