The Unstructured Bureaucratic institutional type is the least enabling context for elearning, showing little evidence of either top-down or bottom-up change¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The Unstructured Bureaucratic institution had the lowest course use (33% of students), lowest student frequency (18% above average), lowest staff frequency (35%), and lowest student variety (3%). → Czerniewicz 2009 q2 i? The authors conclude there is little evidence of either top-down or bottom-up change regarding ICT use for teaching and learning at the Unstructured Bureaucratic type. → Czerniewicz 2009 (2)

Evidence¶

Czerniewicz 2009¶

Czerniewicz, L. & Brown, C. (2009). A study of the relationship between institutional policy, organisational culture and elearning use in four South African universities. Computers & Education, 53, 121-131. https://doi.org/10.1016/j.compedu.2009.01.006

q2 · i? · associational · r1

Authors' synthesis of the frequency findings (section 4.4); an interpretive statement grounded in the descriptive survey percentages reported for staff and students.

"In both cases use was the lowest in the Unstructured Bureaucratic institution suggesting that this is the least enabling context of the three represented here."

Czerniewicz 2009 (2)¶

Czerniewicz, L. & Brown, C. (2009). A study of the relationship between institutional policy, organisational culture and elearning use in four South African universities. Computers & Education, 53, 121-131. https://doi.org/10.1016/j.compedu.2009.01.006

q2 · i? · associational · r1

Discussion-section interpretation (section 5) about the Unstructured Bureaucratic type: no critical mass, no sense of ownership or agency, and staff hampered by institutional processes and lack of support.

"There is little evidence of either top down or bottom up change with regard the use of ICTs for teaching and learning."

Discussion¶

Related Claims¶

• Staff individual ICT use frequency is higher in the Unstructured Collegium institution than in the Structured Corporate institutions, while student frequency is higher in the Structured types — related
• Institutional elearning policy is associated with more courses using ICTs, with Structured Corporate institutions reporting the highest course use and the Unstructured Bureaucratic institution the lowest — possibly the same claim (merge candidate)
• Variety of ICT use shows a reversed pattern: students in Structured Corporate institutions report the most varied use, but staff variety is highest in the Unstructured Collegium institution — related
• Staff at Structured Corporate institutions report markedly better resources and support than staff at Unstructured institutions, with teaching-venue adequacy the greatest disparity — related
• Leadership support and stakeholder connectivity support sustainability of innovations — a broader claim this one bears on