Files and links (1)
PDFOpen Access (License Unspecified), Open Access
Dissertation
Effects of Adaptive Leadership on Faculty Engagement in Online Learning in Higher Education: A Mixed Methods Study
Doctor of Education (Ed.D.), Drexel University
Sep 2021
DOI:
https://doi.org/10.17918/00000623
Abstract
This mixed-methods study explores the effects of adaptive leadership on faculty engagement in online learning in higher education. The higher education environment is rapidly changing due to students seeking more flexible and online learning opportunities. This change which was already developing in response to the 2025 enrollment cliff (when the number of high-school graduates in the United States will drop significantly) and has only been accelerated by the COVID-19 pandemic. Therefore, the purpose of this study was to investigate the influence of adaptive leadership on faculty engagement in online education at institutions of higher education. This study was conducted through a pragmatic paradigm with a constructivist lens . The conceptual framework for this research study was built upon a thorough review of the literature, examining three research streams: (a) faculty perception of online learning, (b) change management, and (b) adaptive leadership. Seventy-seven faculty from four colleges at a large university in the northeast completed a survey and then eight faculty participated in follow-up interviews. The quantitative data were analyzed using SPSS to look at descriptive and inferential statistics. The qualitative data were analyzed using NVivo for open and axial coding. The research revealed five results: (a) the climate of a school/college effects perception of and participation in online learning; (b) faculty want to be acknowledged and rewarded for participation in online learning; (c) Institutions of Higher Education looking to move online need to secure faculty buy-in and provide faculty support (d) faculty's perception of online learning has shifted over time, and exposure to online and remote learning during the COVID-19 pandemic shifted perceptions in a positive way; and (e) faculty's perception of online learning is not affected by participation in professional development or by working with an instructional designer; however, instructional design support was highly valued. Based on these results, five recommendations were made for institutions wishing to move into online learning: (a) faculty should decide to opt-in to online teaching; (b) protect faculty time; (c) recognize faculty contributions (d) provide support to faculty; (e) invest in instructional designers.
Metrics
124 File views/ downloads
179 Record Views
Details
- Title
- Effects of Adaptive Leadership on Faculty Engagement in Online Learning in Higher Education
- Creators
- Melissa Jean Kaufman
- Contributors
- Kristen Betts (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- ix, 135 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991015757596704721