Accommodating the newfound strategic importance of educational technologists within higher education

Abstract

Purpose -Educational technologists make significant contributions to the development, organisational embedding and service provision of technology-enhanced learning (TEL) environments, which are key enablers for mass access to flexible higher education (HE). Given the increasing centrality of this role, it is advocated that institutions investigate sustainable career structures for educational technologists. This paper aims to address these issues. Design/methodology/approach -The arguments are evidence-driven by the small body of research literature describing the role of educational technologists and contextualized by the experiences as academics and leaders of TEL projects in HE, including managing educational technologists. Findings -The roles of educational technologists are very diverse, requiring competencies in educational leadership, both management and technical. Their career paths, backgrounds, legitimate powers and organisational locations exhibit considerable variation. Research limitations/implications -University leaders require evidence to formulate appropriate human resource strategies and performance management strategies for educational technologists. Further empirical research to analyze current issues and future trajectories relating to their aspirations, career structures, legitimate power, management and organisational contexts is proposed. Originality/value -Given the strategic importance of educational technologists to information and communications technology-driven transformation, university leaders will require evidence to formulate appropriate human resource and performance management strategies for these key academic-related/professional staff. This paper brings together relevant literature for the first time, generates recommendations for further research and policy discussion.

Educational technology – mapping the terrain with Bernstein as cartographer

“…At least one higher education study using Bourdieu has recently been undertaken (Hudson 2009) although issues of field formation, community, power relations and legitimacy have also recently received attention, with the rules of the game being surfaced in overview reviews (Browne et al . 2008; Shurville et al . 2009).…”

“…An even more closely allied study is that undertaken by Menchik (2004), who used Bourdieu to consider educational technology in the schools' sector. At least one higher education study using Bourdieu has recently been undertaken (Hudson 2009) although issues of field formation, community, power relations and legitimacy have also recently received attention, with the rules of the game being surfaced in overview reviews (Browne et al 2008;Shurville et al 2009).…”

An appetite for creative destruction

“…Technology‐enhanced learning (TEL) has new‐found strategic importance within higher education, especially at institutions whose mission is to deliver distance, flexible, and/or mass education (Shurville et al , 2009). Consequently, educational technologists – who have been in existence within higher education for over 30 years (see Lawless and Kirkwood, 1976; Harris, 1977) – are now starting to be recognized as being key resources within such institutions (see Albright and Nworie, 2008).…”

Memahami Ekuitas Merek Perguruan Tinggi: Penelitian Empiris Pada Stie Surakarta, Jawa Tengah, Indonesia

“…, mengembangkan tehnologi pembelajaran dan teknologi pendukungnya (Shurville, Browne, & Whitaker, 2009), mengurangi kebingungan calon pendaftar (Drummond, 2004), meningkatkan kualitas pelayanan (Khan & Matlay, 2009;Nicholls, Harris, Morgan, Clarke, & Sims, 1995;Quintal, Wong, Sultan, & Wong, 2012;Sharabi, 2013;Yeo, 2008), promosi yang menarik (Frolich & Stensaker, 2010), memiliki jaringan internasional (Ottewill, Riddy, & Fill, 2005) dan lainlainnya.…”