Faculty Use and Non-Use of Electronic Mail: Attitudes, Expectations and Profiles

Abstract

This paper raises four research questions about the relationships between expectations about the faculty use of e‐mail and the level of e‐mail usage among faculty. The study uses a survey design to test expectations about technology on several attitude measures. We report that positive expectations about the functionality of technology are related to higher incidence of e‐mail use. Furthermore, the results suggest higher existing levels of computer use in general, and that positive anticipation of future use is also related to higher levels of e‐mail use in particular. These findings are then used to develop profiles of users and non‐users. The results indicate that younger faculty with greater exposure to computers tend to be more frequent users of e‐mail than older faculty whose customary communication styles do not include the use of e‐mail. Finally it is suggested that expectations about the “promise of technology” are related to the actual use of technology.

The role of the Internet in informal scholarly communication

“…Only the findings on gender differences between scientific CMC users were inconclusive: Cohen (1996) reports higher CMC use by women; Budd and Connaway (1997) state that female scientists in their sample used the Internet more often for searching external library catalogues than male scientists. Several others did not find any gender‐related differences regarding e‐mail and other Internet tools (Mitra et al, 1999; Walsh et al, 2000; Zhang, 2001). In line with the empirical findings, the following hypotheses are investigated: Hypothesis 1: Less‐established scientists use the Internet more often than well‐established scientists for informal communication.…”

“…Empirical analyses over the last decade have largely confirmed a negative relationship between Internet use and the degree of establishment in science: More scientists who have senior status have lower Internet use rates (Lazinger, Bar‐Ilan, & Peritz, 1997) whereas younger scientists use CMC more often (Cohen, 1996; Mitra, Hazen, LaFrance, & Rogan, 1999). E‐journal readers tend to be younger than nonreaders are (Kling & Callahan, 2001).…”

“…Scientists' attitudes to computers and the Internet are important, generally in terms of scientists' attitudes related to openness to technology and in trying out new ways of working. More specifically, attitudes can also reflect expectations about the functionality of networks for getting tasks done, or the understanding of the organization's culture, tradition, and climate (Mitra et al, 1999). However, the use of computer networks may also shape attitudes towards their usefulness by reconfirming and rationalizing the decision to adopt them (Brown, 2001).…”

The Impact of Faculty Attitudes Toward Technology, Distance Education, and Innovation

“…Faculty who perceive that using technology has a positive effect on their work are more likely to use it (Mitra et al 1999). Moreover, once faculty start to use technology and become more knowledgeable, they tend to use it more often (Spotts and Bowman 1995).…”

Raising response rates: What works?

“…As described in Chapter Two, a Web survey will be successful only if the population has easy access to the Internet and is comfortable with using the Web, and if the researcher has accurate e-mail addresses. Clearly there is a generational component to email usage (Mitra, Hazen, LaFrance, and Rogan, 1999), the most common method of contact in Web surveys. E-mail and computer usage will also vary between institutions.…”