Dissertations / Theses: 'Faculty of Information Technology'

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Lomerson, William L. (William Lough). "Information Technology Needs of Professional Education Faculty with the Implications for the Design of Information Technology Systems." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332783/.

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This study identified determinants existing within the academic environment of professional education faculty that influence the development and implementation of an information technology system to support their professional endeavors. Such a system would encourage these faculty to integrate technology into their curriculum and, consequently, produce teacher graduates who could employ information technology effectively in teaching. This study used a field survey research design with a mailed questionnaire. Both institutional and personal demographic factors were examined. The population exhibited a high level of homogeneity. This study indicated that ease of use, reliable operation, and capability to integrate technology into their personal work style were the most important concerns of faculty members. These factors reduce the emotional and intellectual costs of using technology.

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Gilmore, Elizabeth L. (Elizabeth Lee). "Impact of Training on the Information Technology Attitudes of University Faculty." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278150/.

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The purpose of this study was to determine whether training had an impact on the information technology attitudes of university faculty. The study was twofold. First, it sought to determine whether training changed attitudes toward information technology among faculty at a small, liberal arts university. Secondly, a group of faculty at a similar university was used to compare the differences in attitudes toward information technology among faculty who had received training and those who had not. The research population consisted of 218 faculty from these two universities. The literature review focused on obstacles to information technology use by faculty, instruments currently available for measuring faculty attitude, methods used in training faculty to use information technology, and integration of information technology by faculty.

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Pereira, Audrey S. "Faculty Willingness to Complete Information Technology Training on Course Management Systems." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/524.

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The literature suggests that information technology (IT), including Course Management Systems (CMSs), allows higher education faculty members (HEFMs) to adopt better methods for teaching and learning, and that training contributes to adoption. However, many HEFMs are unwilling to complete IT training on the CMS, contributing to low adoption rates. Yet, little is known about what influences HEFMs to complete IT training on their institution's CMS, even though CMSs are widely available. The purpose of this study was to address this gap in the literature through a quantitative, cross-sectional study of HEFM perceptions of CMS characteristics, based on Rogers' diffusion of innovations theory, which may affect their willingness to complete IT training on their institution's CMS. The research questions focused on how perceived relative advantage (RA), compatibility (CMP), complexity (CMX), trialability (TR), and observability (OB) of the CMS impacted HEFM willingness to complete IT training on their institution's CMS. Higher education faculty member tenure status, rank, length of CMS use, level of CMS expertise, department, gender, and age were potential mediating variables. Data from 102 Fitchburg State University HEFMs were collected, and multiple regression models developed. Compatibility was significantly associated with willingness to train online, adjusted for department, and RA with willingness to train in-person and combined. This study has a potential positive impact on society through providing information for researchers and higher education administrators who are changing IT training on CMSs in order to improve adoption rates and the quality of teaching and learning at institutions of higher learning.

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Quesinberry, Malora. "An Analysis of Faculty and Staff's Identification of Malware Threats." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3088.

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This document presents findings related to faculty and staff member’s ability to identify malware threats. This study involved discovering the most common incidents of malware threats to higher education systems. From this research, eight categories of malware were identified to be the most common threats to higher education systems. This document also describes the impact of malware intrusions on higher education systems to emphasis the importance of recognizing malware threats. Faculty and staff members at a midsize southeastern university were presented with realistic scenarios to determine the ability to identify malware threats. The results indicate malware categories such as virus, Trojan, browser hijacker, adware, and ransomware were identifiable by faculty and staff. Additionally, the findings demonstrate malware threats in the worm, spyware, and rootkit categories were difficult for faculty and staff members to identify. A recommendation for educating faculty and staff members to better identify malware threats in the less identified categories was proposed to help mitigate future malware intrusions. Future recommendations include investigating new types of malware risks and students’ awareness, or recognition of malware threats and solutions for mitigating these risks.

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Franklin, Barbara L. "Design and implementation of the Information Technology Management Group faculty research catalog." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA304404.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, September 1995.
Thesis advisor(s): T. Hamid, Shu S. Liao. "September 1995." Bibliography: p. 245. Also available online.

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Reilly, Catherine A. "Information and Communication Technology Use in the College Classroom| Adjunct Faculty Perspectives." Thesis, Northcentral University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618691.

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The role of Information and Communication Technology (ICT) in higher education has increased in recent years, and most university administrators consider ICT important in effective teaching practices. While administrators encourage the use of ICT, many teachers do not use technology. Most studies regarding ICT have been concerned with the practices of full-time faculty. This is problematic, since adjunct faculty members are becoming a growing and influential presence on college campuses, and research suggests that factors unique to adjuncts may create barriers to ICT implementation. A review of the available literature indicates that the body of knowledge regarding adjunct faculty members' perceptions toward ICT implementation is limited. The purpose of this quantitative, non-experimental study was to investigate the degree to which differences or variations in gender, teaching discipline, average number of courses taught per semester, and perceived barriers to ICT use are related to adjunct faculty members' reported ICT integration into teaching and perceptions of ICT use to improve teaching. Data were collected via an anonymous, Internet-based survey administered to a random sample (n = 186) of part-time faculty who were on the contact list of New Faculty Majority: The National Coalition for Adjunct and Contingency Equity. Multiple linear regression analysis was conducted, one for each dependent variable. Statistically significant correlations were found between reported ICT integration into teaching and average number of courses taught per semester, (β = .17, t(141) = 2.12, p = .04), as well as perceived barriers to ICT use (β = -.22, t(141) = -2.72, p =.01). Statistically significant correlations also were found between perceptions of ICT use to improve teaching and perceived barriers to ICT use, (β = .49, t(152) = 7.05, p =.00), as well as teaching discipline, (β = .23, t(152) = 3.32, p = .00). Based on the results, it is recommended that institutions implement mentoring and training policies to encourage best practices in ICT implementation. To expand the results of the study, future research is recommended to replicate the study using a larger sample, compare perceptions of adjunct faculty members with full-time, and examine differences in low-level and high-level ICT use.

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Mudaranthakam, Dinesh pal Indrapal. "International faculty search." Kansas State University, 2011. http://hdl.handle.net/2097/8759.

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Master of Science
Department of Computing and Information Sciences
Daniel A. Andresen
This application enables users to search the database for International Faculty Members who are currently working at the veterinary department. It also helps the users to know more about the faculty members in detail that is about their specialization, area of expertise, their origin, languages they can speak and teaching experience. The main objective of this project is to develop an online application where the faculty members could be searched based on the three major criteria that is department to which the faculty member belong to or based upon the area of expertise of the faculty member or based upon the country. The application is designed in such a way that a combination of this three drop down list would also give us the results if any such kind exists. The major attraction for this application is that the faculty members are plotted on the world map using the Bing API. A red color dot is placed on the countries to which the faculty members belong, and a mouse over on the dot pops up when the mouse pointer is placed on the red colored dot then it would pop up the names of the faculty who hail from that country. These names are in form of hyper links when clicked on them would direct us to the respective faculties profile. This project is implemented using C#.NET on Microsoft Visual Studio 2008 along with the xml parsing techniques and some XML files which stores the profile of the faculty members. My primary focus is to get familiar with .NET framework and to be able to code in C#.NET. Also learn to use MS Access as database for storing and retrieving the data.

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Roe, Cristie Elaine. "Effects of informational technology on community college faculty." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280246.

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During the 2001-02 academic year, I investigated the impact of information technology on community college faculty at a large, multi-campus community college district in the southwest. My purpose of this study was to determine how technological innovation on their campuses was affecting the working conditions of faculty since these conditions ultimately affect the ability of faculty to provide effective instruction for their students. Using a grounded theory and phenomenological approach, I analyzed data collected through interviewing faculty in three community colleges, examining email communication and online documents from four colleges and the college district, and attending two technology conferences for employees in the college district. While a number of studies have been conducted in recent years on technology's impact on labor, few of these studies have addressed the impact of technology in higher education, with fewer still examining the effects of technology on community college personnel, despite the rapid proliferation of technology on community college campuses. Therefore, drawing on research conducted in business and industry as well as in higher education settings, I sought to ascertain whether technological innovations enskill or deskill faculty (Vallas, 1993), or promote managerial extension of power (Rhoades, 1998), whether each college or the college district rewards or penalizes faculty for their eagerness or reluctance to adopt new technologies (Rogers, 1983), and whether the technologies purchased by community colleges impact faculty working conditions by altering the environments in which the technologies are used (Winner, 1986). The most salient findings of this study included the offsetting advantages and disadvantages to technology usage which result in detriments and benefits to the work of faculty increasing simultaneously, and the impact on the work environment of the technologies themselves due to their intrinsic characteristics. The conclusions are both striking and powerful enough to warrant further investigation into the ramifications of technology proliferation within the community college sector in order to determine whether the anticipated benefits of technological innovation to community college education do, in fact, outweigh the problems connected to technology.

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Al, Senaidi Said Poirot James L. "An investigation of factors affecting Omani faculty members' adoption of information and computing technology." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11063.

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Zhai, Wei. "Connection, Technology, Positionality: An Inside Look at Women Faculty's Positionality toward "Connection" and "Technology"." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/567.

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Women faculty members have been reported rating their level of knowledge and experience in using technologies lower than male faculty members. A closer examination revealed that women faculty members were likely to use technologies that fit into their pedagogy, met students' learning styles and needs, and facilitated their interactions with colleagues and students. So women faculty's choices of particular technologies can be assumed to reflect their particular instructional beliefs and perspectives, represented as a connected approach to learning and teaching. Gender alone is inadequate to explain women faculty's use of technology. The purpose of this study was to explore women faculty's understanding of teacher-student, student-student, and student learning-life connections and how technology affects these connections. A theoretical framework called positionality is used, which approaches women not solely from their biological or psychological attributes but also from the contexts in which they are situated. The results of the study suggested that women faculty members exhibited a positional understanding of the teacher-student, student-student, and student learning-life connections. A positional consciousness was reflected in their use of strategies to promote these connections. Technology played a positional role in women faculty's effort to create connections. Women faculty's views and practices of "connection" and "technology" are better understood by the contexts in which they are situated rather than by their gender. Women faculty often assume multiple identities expressed from different positions within different contexts, which is reflected by the variations in their relationships with students, their different perceptions of their student relationship with each other, their different ways of promoting connections, and their different views and use of technology. Limitations of the current study, recommendations for future research, and practical implications are discussed.

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Zakaria, Zulkifli. "Factors Related to Information Technology Implementation in the Malaysian Ministry of Education Polytechnics." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27624.

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The purpose of this study was to examine factors related to information technology (IT) implementation in the curriculum. The focus was on Malaysian Ministry of Education Polytechnic (MoEP) faculty members' attitudes toward IT, as well as IT availability and IT use in teaching. The response rate from the 332 surveys sent to the MoEP was 75.9%. Faculty members as a whole appeared to have readiness for adoption of changes related to IT use in teaching despite the lack of IT use in general. The use of selected IT items was skewed greatly in the direction of non-use. Faculty attitudes toward the use of IT in their teaching were very positive. The overall professional development experiences in IT that respondents had were greatly skewed toward non-participation. Results for items associated with supports services showed that they were available for faculty use. Sixty-nine percent of the respondents reported to face barriers to the use IT in their teaching. The extent of IT use in general for male respondents and female respondents showed a significant difference among gender. ANOVA revealed no difference between MoEP membership and IT use in general. Analysis of department membership and IT use in general revealed no difference between the two. Highest level of education had a low significant correlation with extent of IT use in general. A low negative correlation was shown between highest level of education and other demographic variables. Age had a moderate positive correlation with years served for the MoEP and a high correlation with years served for the MoE. Years served for the MoEP also has a moderate correlation with years served for the MoE. There were no significant correlations among variables except for online discussion and teaching load. Highest level of education showed a low correlation with email, WWW, and scanner. Multiple regression analysis was conducted to determine what variables were the best predictors of IT use. Results revealed an R2 of 0.04. Highest level of education contributed significantly to the variance. Adoption proneness proved to be a predictor for IT use in teaching, while other selected demographic variables were not significant predictors.
Ph. D.

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Al, Senaidi Said. "An investigation of factors affecting Omani faculty members' adoption of information and computing technology." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11063/.

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The purpose of this study was to explore the factors influencing information and computing technology (ICT) adoption for Omani faculty members from a framework of Rogers' theory of diffusion of innovation. Three hundred Omani faculty members from Sultan Qaboos University (SQU) participated in the study. The survey consisted of five parts: (a) an 18-item questionnaire on ICT uses and skills, (b) a 1-item questionnaire on adopter category, (c) a 44-item self-constructed questionnaire on perception of barriers to adopting ICT, (d) a 50-item questionnaire on ICT attributes adapted from Moore and Benbasat, and (e) a 15-item questionnaire on demographic and job-related variables. Descriptive statistics indicated that the faculty members overall used ICT at the "Sometimes" level and had ICT skills at the "Intermediate" level. The most frequently used and skillful ICT functional areas were Website browsing, Internet search engine, and word processing. One-way ANOVAs found significant group differences of ICT uses and skills, perception of barriers, and perception of ICT attributes in the category of adopter. Early adopters used ICT more, had higher ICT skills, perceived fewer barriers in the adopting process, and recognized higher values of ICT attributes than later adopters did. Multiple regression analysis showed the level of ICT uses could be predicted by ICT skills, adopter category, perception of barriers, ICT attributes, and the selected demographic and job-rated background variables, to a large magnitude with an adjusted R2 value of .70. The level of ICT skills was the most salient predictor. Perception of ICT attributes and the number of traditional classes taught appeared to be important as well. Results supported Rogers' theory at the macro level but not at the micro level.

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Alshahri, Mabark. "A comparison of Saudi and United States faculty use of information and communication technology tools." Thesis, Montana State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708753.

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The purpose of this descriptive and comparative study was to identify Information and Technology Communication (ICT) tools used by Saudi faculty and United States faculty, and to investigate relationships between their perceptions of ICT applications and ICT use. A questionnaire was sent to 292 Saudi faculty from six Saudi universities and 253 US faculty from five universities. The questionnaire gathered information about the use of and attitudes toward ICT applications. Results found that 65% of the United States faculty taught part or all of a course online as compared to only 26% of Saudi faculty. Saudi faculty used Social Media applications significantly more often than US faculty. Saudi faculty also reported using Google Documents, Photos and Website links significantly more often than US faculty while US faculty used podcasts and text documents significantly more often. Results from a path analysis of the relationships between ICT attitudes and actual ICT use based on Davis' (1993) TAM framework found that for Saudi faculty, system was the only variable significantly related to actual ICT Use. Ease of Use was significantly related to Perceived Value while Perceived Value was significantly related to Attitude Toward ICT Use. For US faculty, again, system was the only variable to have a significant relationship with Actual ICT use. Perceived Value was found to have a significant effect on Attitude Toward Use of ICT tools. The larger relationship between system use and actual ICT tool use for US faculty suggests that they had more access thus more experience using ICT tools than Saudi faculty. In addition, differences in attitudes toward ICT between Saudi and US faculty may be due Saudi faculty's primary use of social media and email applications as compared to US faculty's use a variety of more complex ICT applications including Audio. Overall results from this study suggest that Saudi faculty would benefit from training in the use of a variety of ICT application in addition to social media and email within the context of Learning Management Systems while US faculty would benefit from training in the use of social media applications as an instructional tool.

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Meli, Peggy. "PERSPECTIVES OF HEALTH INFORMATION MANAGEMENT FACULTY USE OF AN E-LEARNING LABORATORY AND TECHNOLOGY ACCEPTANCE." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4173.

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"As the delivery of healthcare has become more sophisticated, scientific, and complex, the need for HIM (Health Information Management) professionals at all levels has increased, and the role and status of those managing these functions has increased accordingly." (AHIMA, September 24, 2007). Studies by the Institute of Medicine and others have found suboptimal technology use throughout the healthcare industry. The American Health Information Management Association (AHIMA) developed the e-HIM Virtual Lab (V-lab) to train students in the use of new technology applications in response to IOM findings. Faculty are the gatekeepers for use of instructional technology in educational settings. Many disciplines have evaluated instructional technology use by students. There are very few studies on faculty use of instructional technology. There are no published studies of the determinant factors influencing health information management (HIM) faculty use of instructional technology. Therefore, the purpose of this study is to evaluate the faculty's attitude and behavior toward the use of the V-lab instructional technology. A non-random one group pretest posttest design was used to test the hypothetical Instructional Perception -Technology Acceptance Model (IP- TAM) for faculty perceptions regarding system functionality, usability and technology acceptance. The Path Analysis determined the strongest construct indicators for intent to use the V-lab were Perceived Usefulness (PU), Perceived Ease Of Use (PEOU), System Functionality and Usability (SFU). These findings support the recommendation for a collaborative examination of the existing V-lab systems to improve utilization and success.
Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD

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Al-Saleem, Naifa Eid. "An investigation into beliefs about information and communication technology held by faculty members in an Omani university and their professional practice with information and communication technology." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434354.

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Blackwood, Andrew N. "A study of the relationship between characteristics of faculty members in West Virginia colleges and their level of implementation of information technology." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2011.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains ix, 131 p. Vita. Includes abstract. Includes bibliographical references (p. 94-118).

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Parker, Vera. "A database approach to maintaining the Information Technology Management Group faculty research catalog on the World Wide Web." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1996. http://handle.dtic.mil/100.2/ADA320743.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, September 1996.
Thesis advisor(s): H.K. Bhargava, S. Sridhar. "September 1996." Includes bibliographical references (p. 159). Also available online.

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Nicho, Mathew. "Information technology audit systems alignment and effectiveness measures : a thesis submitted to the graduate faculty of design and creative technologies, AUT University in partial fulfilment of the requirements for the degree of Doctor of Philosophy, 2008." Click here to access this resource online, 2008. http://hdl.handle.net/10292/646.

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Information technology audit has proven to be a relatively new, less researched and rapidly expanding field among large, medium and even small businesses (commercial and non-commercial organisations). The implementation rate has grown rapidly and presents a huge growth market for audit consultants due to the need for transparency and compliance with regulation (for example: Sarbanes Oxley Act) and the need to be competitive in the marketplace. The audit process is being conducted mainly by consultants following a traditional process but using different proprietary approaches and mostly done manually. The purpose of this study is to present a scientific method to attach a purely measurement focus to the auditing process so as to provide an auditing as well as a quantitative outcome of the performance to the various IS entities that are audited using a novel automated method that can save organisations considerable resources in terms of time, cost and effort. The nature of the topic directed the researcher to three domains of information system (IS) namely studies on IS measurement, IT governance and software engineering. These areas provided information on the nature of IS measurement and the models used; the process of auditing/measurement and the corresponding frameworks used; the principles and methodology of measurement of IS entities; and measurement models used both in the software engineering and information systems domain. The review of the literature gave rise to the research question and the COBIT-GQM (Control Objectives for Information Technology Audit) – Goal Question Metrics) model. The research question that had emerged out of the four propositions “How can an IT audit or governance framework be used to measure the effectiveness of IS entities in a scientific manner using customised and goal oriented metrics” along with the nature of data sought (positivist), guided the researcher to qualitative research using multiple case studies to test the theoretical model (grounded theory) that had emerged out of the literature review. The theoretical model was automated (with a front end interface and a back-end database) and initially tested for usability issues. Then the common COBIT control objective that was obtained through an initial survey was entered into the database along with a set of questions and metrics (developed by the researcher by following the given GQM guidelines). This application that was demonstrated, and given for evaluation in four organisations gave rise to expected and surprising results. While the respondents expressed their desire to incorporate a customised and goal oriented measurement perspective to their IT audit/performance functions, that would save them time, effort and cost, numerous suggestions were provided that need to be incorporated into the model to make it fully functional. Notable among them are the need to embed a multiple contextual qualifying layer, incorporating benchmarking feature to the model, and the need to link this with the maturity model. These were incorporated into the model and a comprehensive model incorporating all the suggestions was created. The qualitative case study method being used here more to evaluate a theory, provided a sound base for future studies to generate hypothesis that can be evaluated using quantitative survey methods for the model to be generalised. IT auditing being a relatively new, less researched, conventional and high growth oriented field, the use of an innovative, comprehensive, automated and scientific method of audit and measurement method will satisfy the implied need for organisations to incorporate the diverse audit/measurement/ control/standards into one comprehensive method and this research is a major step in this direction. Since the new model is comprehensive and can be automated organisations can economise in terms of time, cost and effort. Irrespective of the nature of economic cycle the need for economising in terms of cost, time and effort is universal for all organisations.

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Tavalea, Ikapote. "The factors influencing ICT Governance implementation in the organisation : a case study : a dissertation submitted to the graduate faculty of design and creative technologies , AUT University in partial fufilment of the requirements for the degree of Master of Computer and Information Sciences, 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/728.

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Dissertation (MCIS - Computer and Information Sciences) -- AUT University, 2009.
Includes bibliographical references. Also held in print ( xi, 156 leaves ; 30 cm.) in the Archive at the City Campus (T 658.4038011 TAV)

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Netshiongolwe, Mpho. "Investigating perceptions of reliability, efficiency and feasibility of data storage technology: A case study of cloud storage adoption at UCT Faculty of Science." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30935.

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Within an increasing number of organisations cloud storage is becoming more common as large amounts of data from people and projects are being produced, exchanged and stored (Chang & Wills, 2016: 56). In fact, “technology has evolved and has allowed increasingly large and efficient data storage, which in turn has allowed increasingly sophisticated ways to use it (Staff, 2016: n.p.). Thus, the aim of this study is to investigate the perceptions of reliability, efficiency and feasibility of data storage technology. The investigation is done by addressing claims and perceptions of data storage technology within the Faculty of Science at UCT. This study intends to determine if cloud storage is the future of storing, managing and preservation of digital data. The study used a qualitative research method grounded by Management Fashion Theory. Data was collected from three case studies from the Faculty of Science, and also from a desktop internet search on the marketing of cloud storage. Data collection from the case studies was facilitated through semi-structured interviews and from three researchers and academics who are working on cloud storage projects. Main themes that guided the dialogue during data collection originated from reviewed literature. The study concludes that cloud storage is the way forward for storing, sharing and managing research data. Academic researchers find storing data on cloud beneficial; however, it comes with challenges such as costs, security, access, privacy, control and ethics.

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Hilgers, LeAnn A. "Understanding the strategic IS alignment process an exploratory study : a thesis submitted to Auckland University of Technology in fulfillment of the degree of Master of Philosophy, Faculty of Business, May 14, 2004." Full thesis. Abstract, 2004.

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Senate, University of Arizona Faculty. "Faculty Senate Minutes August 31, 2015." University of Arizona Faculty Senate (Tucson, AZ), 2015. http://hdl.handle.net/10150/576170.

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Atisabda, Wasant. "Pre-service teacher education in the information society : a qualitative case study of institutional efforts and faculty implementation of technology innovations /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012946.

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Nyabando, Chiwaraidzo Judith. "An Analysis of Perceived Faculty and Staff Ccomputing Behaviors That Protect or Expose Them or Others to Information Security Attacks." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1972.

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A mixed-methods study, conducted in 2007-2008, designed to quantify and assess behaviors that either protect or expose data at academic institutions to information security attacks. This study focused on computing practices at two academic institutions: East Tennessee State University and Milligan College. Interviews with six information technology professionals and online surveys were used to assess faculty and staff members' awareness and practice of safe computing behaviors. The constant comparison method was used to analyze qualitative data. Descriptive statistics and univariate and multivariate analysis of variance techniques were used to analyze the quantitative data. Overall, the analyses indicated that the faculty and staff members at these institutions were equally aware of information security issues and practices and tended to practice safe computing behaviors--though apparently at a level that was less than commensurate with their awareness of these behaviors. Raised awareness correlated with safe computing behaviors, as did computer usage: those who had used computers for more than 20 years appeared to be more aware of safe practice than those who had used computers for 20 years or less. Password management emerged as a major challenge for the participants. They were also concerned with phishing emails and they tended not to be aware of FERPA regulations.

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Heraver, Ruth Ann. "An analysis of the impact of faculty academic advising on retention of Health Information Technology students at Chippewa Valley Technical College." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009heraverr.pdf.

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Li, Ling. "Culture as inhibitors of change : an ethnographic study on the impact of culture on teachers' ICT adoption in a university faculty in China." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709258.

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Utakrit, Nattavee. "An investigation into the use of information and communication technology (ICT) by senior educators in Thailand." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/331.

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Information and Communication Technology (lCT) may not just be for younger people or people who are still working. This study shows that it can be of importance lar groups of senior people who are healthy and still have the desire to use their skills, abilities, and knowledge to assist or support our modern society. The particulnr groups of senior people concemed in this sludy were Thai senior educators above 60 from universities in Thailand living in Bangkok. The aims of this study concentrate on how they use lCT to attain their professional goals (research and teaching activities). It explores their beliefs, attitudes, the level of their needs of lCT for their professional goals and endeavours to find out what lCT is suituble. Another aim of the study is to investigate and recommend the best way of leaming how to use appropriate lCT for their professional lives.

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Alev, Nedim. "Integrating information and communications technology (ICT) into pre-service science teacher education : the challenges of change in a Turkish faculty of education." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/4668.

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Developments in Information and Communications Technology (ICT) and its applications in teaching and learning science are calling for teachers to integrate ICT into science curriculum and instruction. This requires a strategic ICT training for prospective teachers. The literature suggests that integrating ICT into Initial Teacher Education (ITE) is the only option to accomplish the intended change in developing prospective teachers. This thesis focuses on exploring the process of integrating ICT into pre-service secondary science teacher education programmes (Physics, Chemistry and Biology) and its emerging challenges in a Faculty of Education (FE) in Turkey. In this thesis, qualitative dominant case study design was adopted as a result of a pragmatic reasoning. The analysis of data revealed that integrating ICT into ITE science programmes is yet to be accomplished. The data revealed that the participants, both the lecturers and student teachers, have positive attitudes towards ICT and considerable knowledge and positive understanding of ICT and its potential in teaching and learning science. However, the Faculty fails to provide appropriate ICT-training courses for student teachers to develop their technical ICT skills. Having said this, there are crucial examples of horizontal integration; that is, the lecturers provide opportunities for the student teachers to use ICT in meaningful contexts. The data suggest that there is a relationship between the practitioners‘ stages of concern and stages of adoption, which can be described as follows: the personal level of concern moves from the 'self-concerns' to 'task and impact-concerns', the personal adoption level is also likely to move from entry to invention. Although the participants and the researcher identified some crucial factors that has prevented the lecturers and student teachers from using ICT in teaching and learning, among these the institutional ones such as lack of proper access to ICT resources, overcrowded-classrooms, lack of technical and pedagogical support are more influential on the integration process.

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Pereira, Teresa Avalos [UNIFESP]. "O uso das Tecnologias de Informação e Comunicação (TIC) por professores do ensino superior da área da saúde na Universidade Federal de São Paulo." Universidade Federal de São Paulo, 2013. http://repositorio.unifesp.br/handle/11600/41263.

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Objetivo: Este estudo tem como objetivo geral investigar o uso das Tecnologias da Informação e Comunicação (TIC) pelos professores do Ensino Superior da UNIFESP, do Campus São Paulo, Vila Clementino, em suas práticas acadêmicas na área da Saúde. Métodos: Trata-se de um estudo Observacional Descritivo do tipo Transversal, baseado em amostra aleatória simples composta de 191 respondentes, retirada de uma população de 1.510 professores. O instrumento de coleta de dados para este estudo foi um questionário em duas partes, com questões fechadas, de acordo com uma abordagem quantitativa. A primeira contêm as variáveis: idade, sexo, categoria profissional, formação, titulação, cursos em que leciona, tempo de exercício docente e participação em curso preparatório para docência no ensino superior. A segunda parte contempla perguntas sobre uso e intensidade de uso de 27 TIC e seis assertivas sobre a opinião dos professores quanto à importância no uso das TIC. Estudou-se a associação do número total de TIC com as variáveis: idade, sexo, titulação, quantidade de cursos em que leciona e participação em curso preparatório para docência no ensino superior através de análise bivariada e multivariada. Estudou-se também o perfil de uso das TIC agrupadas em seis grupos em relação ao sexo e idade. A análise da opinião dos professores quanto à importância do uso das TIC foi resumida em frequências absolutas e relativas. Assumiu-se um nível de significância de 0,05 para os estudos de associação entre variáveis. Resultados: A idade média dos professores respondentes foi de 49±10, sendo 60,7% do sexo feminino; 72,8% são doutores e 33,0% lecionam em dois cursos ou mais. Na análise multivariada, verificou-se associação negativa da quantidade de TIC com a idade, associação direta com a titulação e com a participação em curso preparatório para o exercício da docência. As variáveis sexo e quantidade de cursos nos quais atuam não estão associadas à quantidade de TIC. Conclusões: A quantidade de ferramentas de TIC utilizadas diminui 1,2 a cada dez anos, aumenta 1,8 com a participação do docente em curso preparatório para a docência no ensino superior e aumenta 1 (uma) a cada titulação obtida.
Objective: This study aims to verify the use of Information and Communication Technologies (ICT) by Higher Education teachers of Universidade Federal de São Paulo (UNIFESP), Campus São Paulo, Vila Clementino, in their academic practices in the area of Health. Methods: This is a descriptive observational study of Cross-Sectional type, based on simple random sample consisting of 191 respondents, taken from a population of 1,510 teachers. The instrument for data collection was a questionnaire in two parts, with closed questions, according to a quantitative approach. The first contains the variables: age, gender, professional category, training, titration, courses that they teach, exercise time and participation in teacher preparation course to teach in higher education. The second part includes questions about use and intensity of the 27 ICT use, and six statements about teachers' opinions regarding the importance in the use of ICT. We studied the association between the total number of ICT to the age, sex, degree, amount of courses that teaches and participation in preparatory course for teaching in higher education through bivariate and multivariate analysis. It was also studied the profile of ICT use grouped into six groups according to gender and age. The analysis of teachers' opinion on the importance of ICT use was summarized by absolute and relative frequencies. It assumed a significance level of 0.05 for studies of association between variables. Results: The median age of the respondent teachers was 49 ± 10, 60.7% female, 72.8% and 33.0% are doctors and teach in two or more courses. In multivariate analysis, there was a negative association of the amount of ICT with age, direct association with the titration and participation in a preparatory course for the teaching profession. The gender and number of courses in which they act are not associated with the amount of ICT. Conclusions: The amount of ICT tools used decreases 1.2 per decade, increases 1.8 with the participation of teachers in preparatory course for teaching in higher education and increases by 1 every academic level.

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Ross, Patricia A. "Female Information Technology and Engineering Faculty Members from the State-Wide We Are IT! Consortium in Ohio Public Community Colleges: Strategies for Success and Overcoming Barriers." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1384861289.

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31

Wei-Chi, Jia Bin. "Decision support system modelling in perishable product industry [thesis] submitted in partial fulfilment of the requirements for the degree of Master of Business, Faculty of Business of Auckland University of Technology, 2005 /." Full thesis. Abstract, 2005.

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32

Davids, Marion. "Evaluating an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7041_1297853081.

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The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today&rsquo
s climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university&rsquo
s OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students&rsquo
information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students&rsquo
prior experience of libraries, reading and computers, which might impact on their information literacy...

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Oosthuizen, Christel. "The research support needs and expectations of emerging researchers employed at the Cape Peninsula University of Technology’s Faculty of Education: a case study." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31201.

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Providing research support services is an important role and function of an academic library. Nationally and internationally, academic institutions are under pressure to improve the quality and quantity of their research outputs. An important aspect in developing a research culture is the provision of effective research support services. As a young research institution, the Cape Peninsula University of Technology (CPUT) invests a lot of time, energy and resources in supporting the development of a research culture. A significant aim of research support services is the progression of emerging researchers to established researchers. CPUT Libraries wishes to play an active role in this regard by providing research support specifically to emerging researchers. The provision of effective research support services however requires services that are aligned with researchers’ unique research support expectations. Without a clear understanding of the unique research support expectations of its researchers, the library will not be able to fulfil an effective research support function. This study obtained a renewed understanding of emerging researchers’ support needs through using a mixed methods approach and a case study research design, focusing on CPUT’s Education Faculty. Emerging researchers’ support needs were determined through a self-administered online questionnaire consisting of open- and close-ended questions. The research life cycle guided the design of the questionnaire. Online questionnaires were sent to all 37 emerging researchers employed in the Education Faculty. A total of 21 responses was received. Data about the perceptions of a group of four librarians and the Education Faculty’s research coordinator about emerging researchers’ most important support expectations were collected through a semi-structured focus group interview and an individual interview respectively. Data collected via the three data collection methods were triangulated to compare the differences and similarities in what was considered emerging researchers’ most important research support expectations. The triangulation of the data led to the creation of a list of the most important research support services that should be provided for emerging researchers at CPUT’s Faculty of Education. The results showed that researchers as well as research support providers regard information provision services as libraries’ most important research support function. Recommendations by the researcher include the active marketing of libraries’ research support services, personalised researcher training, closer cooperation between institutional research support providers and using the research cycle as framework when designing and promoting library research support services. Through the collection of data and the literature reviewed, this study reached an improved understanding of the research support expectations of emerging researchers at CPUT’s Faculty of Education.

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34

Wang, Lei. "Effectiveness of text-based mobile learning applications: case studies in tertiary education : a thesis presented to the academic faculty, submitted in partial fulfilment of the requirements for the degree of Master of Information Sciences in Information Technology, Massey University." Massey University, 2009. http://hdl.handle.net/10179/1092.

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This research focuses on developing a series of mobile learning applications for future 'beyond' classroom learning environments. The thesis describes the general use pattern of the prototype and explores the key factors that could affect users‘ attitudes towards potential acceptance of the mobile learning applications. Finally, this thesis explores the user acceptance of the mobile learning applications; and investigates the mobility issue and the comparison of applying learning activities through mobile learning and e-learning.

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35

Hewitt, Julie E. "Blended Learning for Faculty Professional Development Incorporating Knowledge Management Principles." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/950.

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Adjunct faculty comprise a large percentage of part-time faculty for many colleges and universities today. Adjunct faculty are hired because they are experts in their content areas; however, this does not guarantee that they are skilled in effective classroom management. These instructors can become bewildered and frustrated because they lack the knowledge and skills that are needed to run an effective classroom. While educational organizations have adopted blended learning environments as an effective delivery method for their students, this method has not gained much traction as a way to deliver instruction to their own employees. Thus, there are opportunities to use blended learning as a strategy for professional development in the workplace. What is more common in the workplace is the application of knowledge management (KM). KM is used in organizations to identify, share, and validate knowledge in order to improve individual and organizational performance. Blended learning combined with KM strategies, can leverage face-to-face and online instruction delivery methods to give adjunct faculty real-time support as they learn to implement specific instructional methods and classroom management techniques into their face-to-face classrooms. The goal was to construct and validate a blended learning professional development course for adjunct faculty. Design and development research methods were used to conduct the study in four phases. In phase one, a course design framework that integrated the four modes of the SECI KM model (i.e., socialization, externalization, internalization, and combination) was developed. Included with the framework was a mapping of the learning outcomes, knowledge type, and activities associated with each SECI mode. In phase two, an expert panel reviewed the framework and mapping. The Delphi technique was used to capture panel members’ feedback. Revisions to the framework and mapping were made based on the results of the expert review. In phase three, the framework was used to develop the course within the Desire2Learn learning management system. In phase four, a formative evaluation of the course was conducted using focus groups with key stakeholders including faculty, staff, and administrators. The sequential nature of the phases in which the professional development course was designed and developed resulted in a refined instantiation of the course, which was received positively by key stakeholders; however, summative and confirmative evaluations would be needed to determine the effectiveness of the course delivery and content, as well as, whether the course is viable over time. The incorporation of the SECI principles for faculty professional development was also determined to be worthy of continued consideration. Future research focusing on the implementation of SECI principles to guide instructional design in various online and blended learning contexts is recommended.

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36

Huang, Rong. "Using Student Response System in Higher education: teachers' perception of influential factors and challenges." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89386.

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Information and communication technologies have changed the traditional concept of education and improved existing educational methods. Student Response System is a new teaching system that combines technology and education. Student Response System encourages immediate feedback on teaching content, which not only improves student engagement, learning, and satisfaction but also enhances their understanding of course materials. The purpose of this paper is to study the reasons and motivations that affecting the use of SRS also the challenges that are faced by teachers from technology faculty at Linnaeus University. In this study, a qualitative research method is used to conduct a semi-structured interview with eight teachers who have the experience of using the Student Response System and collect data as well. Data analysis and identification of three major themes based onresearch questions and related literature. According to the interview results, the reasons why teachers use such a system is that it can promote students' participation, learning and provide timely feedback, but they still face problems such as insufficient software functions, network instability, teaching time constraints. The study may provide suggestions for improving teaching methods and help other Swedish universities and departments to use SRS better.Also software designers can get some advice.

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Sessler, Trinkowsky Rachael. "Interpretative Phenomenological Analysis of Accessibility Awareness Among Faculty in Online Learning Environments." Thesis, Nova Southeastern University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717916.

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Although all organizations and institutions should consider accessibility when developing online content, inaccessibility is a recurring issue in recent literature pertaining to online learning environments (OLEs) and faculty accessibility awareness. The goal was to describe how online faculty gain knowledge regarding accessibility, to explore the lived experiences of online faculty who have worked with students who have disabilities, and to gain a better understanding of how faculty experience the process of accessibility implementation. The following research questions guided this study: How do faculty in OLEs experience encounters regarding accessibility for students who have print related disabilities? How do faculty in OLEs experience the journey of developing the skills needed to provide accessibility for students with print related disabilities? What aspects of accessibility and Universal Design for Learning (UDL) do faculty members practice in OLEs and what meaning do they ascribe to the lived experience of providing these accommodations? An interview guide was used to address the research questions. Participants were recruited from the Online Learning Consortium and Assistive Technology Industry Association for participation in phenomenological interviews, which were recorded and then transcribed verbatim. The transcripts of these interviews were analyzed to determine eight super-ordinate themes: Accessibility and usability awareness of online faculty; interactions and relationships between faculty, students, various departments, and outside organizations relating to SWDs and accessibility; different perspectives and experiences of faculty who teach courses within programs that have an emphasis on accessibility, AT, or working with people with disabilities; faculty experiences and perspectives of working with SWDs and providing accessible materials in OLEs; faculty training and experience with accessibility and people with disabilities; faculty autonomy within OLEs as it relates to creating accessible content; accommodations and accessibility features used in OLEs; as well as LMS accessibility and usability. The results of this study led to several implications regarding training and support services for faculty, students, other staff, and administration within online programs, best practices for implementing accessibility, as well as recommendations for future studies.

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38

Cosgrove, Stephen Richard. "Mobile data services adoption in New Zealand future predictions : a thesis submitted to the graduate faculty of Design and Creative Technologies, Auckland University of Technology, School of Computer and Information Sciences in partial fulfilment of the requirements for the degree of Master of Computing Information Systems, Auckland, New Zealand, 2007." Click here to access this resource online, 2007. http://hdl.handle.net/10292/402.

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Thesis (MCIS - Computer and Information Sciences) -- AUT University, 2007.
Includes bibliographical references. Also held in print (xii, 100 leaves : ill. ; 30 cm.) in the Archive at the City Campus (T 384.5 COS)

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Zhang, Shi Xue. "Study of progressive LOD techniques on static and dynamic models in digital geometry processing." Thesis, University of Macau, 2009. http://umaclib3.umac.mo/record=b2120098.

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40

Pessia, Wayne J. "Millennial Learners and the Missions of the Members of the Council of Christian Colleges and Universities and the Association of Biblical Higher Education." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1393426628.

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41

Smith-Hawkins, Paula L. "Faculty, Technology, and the Community College: Faculty Culture and Cyber Culture." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1077%5F1%5Fm.pdf&type=application/pdf.

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42

Lampkin, Ann. "Faculty use of technology in postsecondary education." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2010. http://digitalcommons.auctr.edu/dissertations/158.

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This study was designed to examine six questions concerning faculty use of technology in postsecondary education in relationship to faculty age, gender, academic rank, employment status, principal field of teaching, and type of institution where the faculty member is employed. The study used archival data from the National Study of Postsecondary Faculty (NSOPF:04) to describe and examine faculty use of technology in postsecondary education. The researcher analyzed archival data collected in 2004 by RTI. In 2004 34,330 eligible sample members were identified; 29,820 (87%) were contacted, and 26,110 (76%) completed the survey (NCES). The findings of this study indicated that further research is needed in the following three areas: 1) the examination of gender and faculty use of technology in postsecondary education. 2) the relationship between faculty employment status and faculty use of technology in postsecondary education, and 3) the type of institution (2- vs. 4-Year) in which faculty work and faculty use of technology in postsecondary education.

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Shella, Andrew Jospeh Shella. "Negotiating Technology in Faculty Collective Bargaining Agreements." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1513090944291521.

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Van, der Kaay Christopher D. "Technology and older faculty : a descriptive study of older Florida community college faculty." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001865.

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45

Randall, John H. "Stages of faculty concern about teaching online| Relationships between faculty teaching methods and technology use in teaching." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139810.

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As more online courses and programs are created, it is imperative institutions understand the concern of their faculty toward teaching online, the types of technology they use, and the methods they use to instruct students in order to provide appropriate resources to support them. This quantitative study measures these concerns, using the Stages of Concern Questionnaire, of full-time faculty at a small Christian liberal arts university in Southern California relative to teaching online, technology use, and teaching methods. The majority of faculty reported being unconcerned about teaching online.

The correlations conducted between faculty’s concerns about teaching online and their teaching methods showed that while some relationships exist, the strength of the relationships are weak. The same was true for the relationships between faculty’s technology use and their concern about teaching online. Additionally, analysis of variance revealed faculty who practice more student-centered teaching methods are more likely to focus on coordinating and cooperating with others regarding teaching online.

It can be concluded that the majority of faculty at the institution are not concerned about teaching online and that overall, their technology use and specific teaching methods do not contribute to their concerns about teaching online. However, it was found that faculty who are more student-centered are more likely to cooperate and coordinate with others in regards to teaching online. These findings have implications for the institution where this research was conducted. The administration can be more confident knowing that many of their faculty are not highly concerned about teaching online, therefore, may be less likely to resist teaching these types of classes. The administration now has information that shows faculty who are more student-centered are more likely to cooperate with others in regards to teaching online. These faculty may be more inclined to promote online teaching and ultimately help fulfill the strategic plans of the University.

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46

Silva, José Fernando Modesto da. ""Internet - Biblioteca - Comunidade Acadêmica: conhecimentos, usos e impactos; pesquisa com três universidades paulistas (UNESP - UNICAMP - USP)"." Universidade de São Paulo, 2002. http://www.teses.usp.br/teses/disponiveis/27/27143/tde-14022006-140250/.

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A Internet veio para ficar nas universidades e bibliotecas. É objetivo desta tese de doutorado adrentar-se extensivamente nesse aspecto. Em duas vertentes, procura-se perscrutar o ambiente acadêmico paulista (UNESP, UNICAMP e USP) quanto às mudanças geradas pelo uso da Internet e, conseqüentemente, influindo em novos comportamentos e desempenhos de bibliotecários e docentes/pesquisadores e, ainda, identificar tipos de recursos utilizados na prática bibliotecária agora com o emprego de tecnologias emergentes. De outro lado, com interesse didático, busca-se reconstruir conhecimentos para cobrir matéria faltante a estudantes e iniciados no assunto, contemplando tópicos como Internet, Universidade/Serviços e Informação, Sociedade da Informação e Impactos. Como disciplinamento da matéria, o trabalho foi dividido em três grandes partes: Parte I Plano metodológico de pesquisa, para visualização sintética dos estudos. Parte II Sistematizações e referencial teórico, para fundamentação dos estudos e preparo de matéria para ensino e divulgação. Parte III Pesquisa exploratória com descrição dos resultados do estudo de campo e determinação de indicadores de pesquisa, úteis como pressupostos para novas pesquisas. Finaliza-se com a validação da análise da pesquisa exploratória por meio de um estudo final, em que focaliza uma biblioteca universitária modelar, já inserida em ambiente digital: o Centro de Informação e Referência da Faculdade de Saúde Pública da USP. Quanto à caracterização da pesquisa, trata-se de estudo exploratório realizado, no período de 1999 a 2001, utilizando dois questionários estruturados, distribuídos por correio eletrônico, sendo um para 71 bibliotecas selecionadas das universidades oficiais paulistas e outro para 193 docentes/pesquisadores das mesmas universidades. Das bibliotecas obtiveram-se 23 respostas válidas ou 32,4%, enquanto dos docentes obteve-se o retorno de 42 respostas voluntárias ou 21,8%. Complementa-se a pesquisa com o estudo in loco de uma biblioteca modelar validando os resultados obtidos no estudo exploratório. Os resultados sinalizados nas considerações finais apontam o amplo uso da Internet pelos sujeitos avaliados, com destaque para os recursos de correio eletrônico e www. Nas bibliotecas, praticamente todos os setores/atividades fazem uso de algum recurso especifico da Internet, da mesma forma entre os docentes. Observa-se que o inicio do uso da Internet deu-se na década de 90. Com o advento da Internet surgem produtos e serviços adaptados ao ambiente digital (boletim bibliográfico e sumário de periódicos), e novos (biblioteca virtual, atendimento de usuários remotos e Intranet) verificados na Biblioteca da Faculdade de Saúde Pública da USP. Já, com os docentes, a finalidade de uso da Internet recai na troca de correspondência. O estudo analisa a questão dos equipamentos de informática (hardware e software) e os controles de uso e acessos adotados sobre os usuários pelas bibliotecas. Avalia-se o tipo de dificuldade e os benefícios do uso da Internet. Da relação do docente com a biblioteca, não se pode afirmar se a Internet afeta a freqüência, mas constata-se que a mesma se dá entre diária a 2 ou três vezes por semana (42,8%). Do estudo particularizado detectam-se os apoios e serviços oferecidos aos usuários (incluindo os remotos), com ênfase a programas de orientação e treinamento de usuários. Enfim, para os informantes consultados (bibliotecas e docentes) mudanças efetivamente ocorrem em relação aos serviços de informação em bibliotecas universitárias, exigindo revisão dos processos operacionais e necessidades de contínua formação de agentes e usuários de informação. Incluem-se considerações finais, recomendações e mensagem pessoal.
Internet came to stay at universities and libraries. The major objective of this dissertation elaborated to obtain the PhD Degree in Communications Sciences is to study this subject. The focus of this research is on the analysis of the academic environment to scrutinize the changes caused by the Internet use -- and its consequences which affected performance and generated new behavior among the faculty, researchers and librarians -- and to identify several types of resources used in the library routine, made available through the advent of cutting-edge-technologies. On the other hand, with a didactic interest, the researcher aims at building a knowledge body to cover missing aspects of this subject available to students and beginners of this field , including topics such as Internet, university , services and information, the Information Society and its impacts on the academic environment. The research is organized in three parts: Part I Research Methodological Plan elaborated to give an overview of the study . Part II Systematization and Theoretical Reference to give the fundamentals of the study and to prepare the subject for teaching practices and promotion. Part III Exploratory Research with a description of the results obtained in the field study and determination of tools that may be useful for future researches. The conclusion validates the analysis of the exploratory research focused on an ideal university library which is already inserted in the digital environment: the School of Public Health Information Center of the University of São Paulo. In relation to the characterization of this research, it is an exploratory study carried out from 1999 to 2001. It used two structured questionnaires distributed via e-mail : the first one was sent to 71 selected official university libraries and the second was sent to 193 researchers and faculty members of the same universities. Concerning the libraries , 23 valid responses were obtained ( 32.4%) and 42 faculty members provided their feedbacks (21.8%). The research was complete through the on site study of a model library done to validate the results obtained in the exploratory study. The results show a wide use of internet , especially e-mail correspondence and the resources offered by Universal Research Locators (www).All library sections and academic activities use some Internet resource. It is remarkable to observe that Internet use started in the 1990s .With the advent of Internet, several products were adapted to the digital environment (Bibliographic Bulletins, Periodicals Contents) and new services were created (Virtual Libraries, remote patron assistance , Intranet resources) identified in the library of the School of Public Health (USP). Regarding the faculty, Internet was used mainly to exchange e-mails. The study considers hardware and software conditions and the use control strategies implemented for library users. Types of difficulties and benefits of Internet use is assessed. Considering the relationship Faculty-Library, the study concluded that it is not possible to state that Internet affects library use, but it registered two professors visits per week on average ( 42.8%).The study revealed emphasis on training and orientation programs and on library services offered to patrons for both in person and remote users faculty members and libraries at large.

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47

Pamuk, Sonmez. "Faculty technology mentoring how graduate student mentors benefit from technology mentoring relationship /." [Ames, Iowa : Iowa State University], 2008.

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48

Burch-Bynum, Melvin D. "DoD information technology acquisition: delivering information technology capabilities expeditiously." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/37591.

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Approved for public release; distribution is unlimited
Maintaining an information advantage for the Department of Defense (DoD) and its military departments is critical to national defense objectives and the acquisition of new information technology (IT) is key. The DoD seeks to quickly acquire IT systems that meet requirements and are within budget; however, this goal has been very difficult to achieve given the cumbersome and deliberate process through which IT systems have been acquired. Essentially, the DoDs acquisition process cannot keep pace with the rapid development of IT systems that occurs in the commercial sector. For years, the DoD has relied on a common approach in acquiring different systems and services. This approach has been laced with inefficiencies and inadequacies that have resulted in prolonged schedules as well as increased cost. Currently, the DoD is implementing a new IT acquisition process; however, this new process does not resolve all the issues that have plagued IT acquisition. This study will identify the causes or impeding factors that have prevented the DoD from acquiring new IT systems in a timely manner and will recommend alternative solutions to solving the problems. Ultimately, this thesis contributes to the DoDs efforts to resolve the issues that continue to undermine timely IT acquisition.

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49

Woodward, Patricia. "Faculty and student computer usage in higher education : faculty and student responses to CSU technology surveys /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2005. http://uclibs.org/PID/11984.

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Thesis (Ed. D.)--University of California, Davis, 2005.
Joint doctoral program with California State University, Fresno. Degree granted in Educational Leadership. Also available via the World Wide Web. (Restricted to UC campuses)

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50

Faulkner, Christopher G. "Exploring the Relationships Between Faculty Beliefs and Technology Preferences." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799481/.

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All too often faculty are asked to implement technology into their teaching without the knowledge necessary to use the technology effectively. Due to the evolution of technology in everyday settings, students have come to expect to be engaged through technological means. This often creates undue stress on faculty members. The purpose of this study is to investigate technology integration by exploring the relationships between a faculty member’s technology preferences and educational beliefs. Through a mixed method, this study attempts to address the question of why faculty use the types of technology they do. More importantly, this study investigates if a faculty member’s educational beliefs have any influence on the technology they choose to use. Thirty-two medical, clinical, and healthcare faculty members participated in the study. They responded to a Teaching Perspectives Inventory (TPI) survey and a Technology Preferences survey with open-ended questions. Data analysis revealed multiple statistically significant findings between different beliefs and different types of technology. The results indicated that personal epistemic beliefs influence the types of technology faculty use. The technology choices faculty make are largely related to tools they are comfortable with and ones they believe effectively fit their teaching materials. The study also found statistically significant differences between age, gender, and reported technology use. It is suggested faculty development programs should consider faculty members’ educational beliefs and personal preferences when supporting faculty with their uses of technologies.

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Dissertations / Theses on the topic 'Faculty of Information Technology'

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