Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ957629 - Invisible Success: Problems with the Grand Technological Innovation in Higher Education

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ957629
Title:	Invisible Success: Problems with the Grand Technological Innovation in Higher Education
Authors:	Whitworth, Andrew
Descriptors:	Educational Innovation; Educational Technology; College Faculty; Stakeholders; School Culture; Sustainability; Educational History; Failure; Barriers; Educational Finance; Technology Integration; Program Implementation; Program Evaluation; College Administration; Higher Education; College Students; Student Attitudes; College Environment; Program Descriptions; Program Effectiveness
Source:	Computers & Education, v59 n1 p145-155 Aug 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Date:	2012-08-00
Pages:	11
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	This paper investigates a "grand" educational technology innovation through theoretical lenses inspired by Cervero and Wilson's (1994, 1998) work. Through taking this approach it is possible to show how ideas about the form of the innovation and perceptions of its ultimate "success" or "failure", varied between stakeholder groups. The project was pedagogically effective and popular with students, but was difficult to "sell" to academics, had no senior management sponsor, and was unable to bring about cultural change in the institution despite the capital funding designed to do just that. Although many pedagogical lessons were learned, and have since been applied in other learning spaces around the host campus and elsewhere, these successful disseminations of changed practice were not in accordance with the objectives of key stakeholders. Therefore, they went unconsidered when decisions were taken about the project's sustainability: hence the notion of "invisible success". The project's "failure" is only apparent when viewed from certain perspectives; nevertheless, these perspectives are those of the powerful (or in Bourdieu's (1986, 1988) terms, those possessing "capital" and "academic power") and are the consequence of deeply-rooted structural features in HE, which include funding models, risk-averseness, and fragmented responsibilities. (Contains 3 tables.)
Abstractor:	As Provided
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0360-1315
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
Direct Link:	http://dx.doi.org/10.1016/j.compedu.2011.09.023

Back to Search Results