Optimal professional development ICT training initiatives at flagship universities
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Optimal professional development ICT training initiatives at flagship universities Xi Wang 1 & W. James Jacob 2 & Christopher C. Blakesley 3 & Weiyan Xiong 4 & Huiyuan Ye 5 & Shangmou Xu 6 & Fang Lu 7 Received: 23 October 2019 / Accepted: 12 March 2020/ # The Author(s) 2020
Abstract This study explores best practices and roles of information and communication technology (ICT) in select professional development centers at 16 flagship universities. Through adopting a qualitative case study design, this study explores the strengths and weaknesses of current technology training initiatives in the selected professional development centers. As part of the research and teaching programs at flagship universities, professional development center leaders shared about the current ICT practices as well as the strengths and limitations of their own centers. The analysis section includes a critical look at ICT practices among flagship universities from a human resource theory lens. Findings indicate common successes that facilitate the ICT practices of these centers including delivery mediums, services, ideas, and goals, as well as various barriers of implementing ICT training initiatives. The paper concludes with suggestions on how professional development center leaders, senior administrators, and educational policy makers can help improve professional development processes with the assistance of optimal ICT initiatives. Keywords Information and communication technology (ICT) . Professional development
. Human resources management . Leadership . World-class universities . Flagship universities
1 Introduction The rapid development in information and communication technologies (ICT) enhances teaching and learning experiences offered by higher education institutions (HEIs) (Stensaker et al. 2007). Because university sustainability depends upon the enrollment and retention of students, the effective integration of ICT plays a critical role
* W. James Jacob [email protected] Extended author information available on the last page of the article
Education and Information Technologies
in maintaining a competitive advantage. Previous research has discussed both the external and internal barriers that affect the process of technology integration, such as resources, training, and personal attitudes (Ertmer 1999; Nura et al. 2011). Research also advocates technology integration with pedagogical practices, rather than merely teaching certain technologies (Wang et al. 2014; Ambrose et al. 2010). While the examination of processes and outcomes of technology integration from faculty members’ perspectives is critical, Stensaker et al. (2007) highlighted the importance of toplevel administrator support for organization-wide technology integration initiatives. Professional development organizations are often the best equipped to implement technology initiatives. However, there is a lack of empirical evidence as to whether current professional development centers (PDCs) are providing optimal technology training initiatives for their fa
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