Governance, Faculty Incentives, and Course Ownership in Online Education at Doctorate-Granting Universities
American Journal of Distance Education Volume 27, Number 3, ISSN 0892-3647
Researchers conducted a national survey of administrators at doctorate-granting universities to determine the current status of institutional policies and practices related to the organization and governance of online courses, faculty incentives to develop and teach online, and course ownership. Survey results document a wide variation in policies and practices, yet they also identify common practices. About 82% of the universities gave extra pay to faculty to develop online courses, and 94% provided campus-based faculty development workshops or training on online education. The large majority of institutions hired professional course designers (84%) and provided technical assistance to students (86%). Another 84% had an intellectual property policy in place or were developing one, and 77% shared revenues from online courses with academic colleges, schools, or departments. Although these practices existed on campuses, they were not always instituted campuswide. The researchers found statistically significant relationships for a number of faculty incentives and support services and faculty willingness to be involved in online education.
Hoyt, J.E. & Oviatt, D. (2013). Governance, Faculty Incentives, and Course Ownership in Online Education at Doctorate-Granting Universities. American Journal of Distance Education, 27(3), 165-178.
- College Faculty
- Comparative Analysis
- Compensation (Remuneration)
- Educational Finance
- Faculty Workload
- instructional design
- Intellectual Property
- National Surveys
- online courses
- Regression (Statistics)
- Research Universities
- Statistical Analysis
- teacher attitudes
- Teacher Promotion
- Technical Assistance
Cited ByView References & Citations Map
Who Owns Online Course Content? A Review of Institutional Policies Regarding Ownership of Online Course Content
Tracey Makley, University of North Florida, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 285–291
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