Current Search:   Galbraith, Michael W. (x)

View All Items

  • CSV Spreadsheet
(1 - 3 of 3)
Thinking style differences among academic librarians
Title
Thinking style differences among academic librarians.
Creator
Golian, Linda Marie., Florida Atlantic University, Galbraith, Michael W.
Abstract/Description
The purpose of this study was to investigate whether differences in thinking styles exist between senior level library administrators working in public and technical service areas in libraries with an institutional membership in the Association of Research Libraries (ARL). To facilitate this investigation, the Inquiry Mode Questionnaire (InQ) and a demographic data form were distributed in a nation-wide survey. The study achieved an 80.3% (106) return rate, with a total of 97 surveys used for...
Show moreThe purpose of this study was to investigate whether differences in thinking styles exist between senior level library administrators working in public and technical service areas in libraries with an institutional membership in the Association of Research Libraries (ARL). To facilitate this investigation, the Inquiry Mode Questionnaire (InQ) and a demographic data form were distributed in a nation-wide survey. The study achieved an 80.3% (106) return rate, with a total of 97 surveys used for data analysis. The literature review is organized in three segments: definitional dilemma, theoretical framework, and review of previous research. The definitional dilemma addressed issues concerning four similar, but not interchangeable, terms of cognitive styles, learning styles, personality styles, and thinking styles. Data analyses included five analyses of variance (ANOVAs) to determine relationships, differences, and interactions based upon the subject's administrative role (public or technical), gender (female or male), and thinking style preference (synthesist, idealist, pragmatist, analyst, or realist). The dependent variable associated with this study was thinking style preference (synthesist, idealist, pragmatist, analyst, and realist). The two independent variables associated with this study were administrative role (public or technical service) and gender (female or male). As part of the ANOVA process, the interaction between gender and administrative role was analyzed. Data analysis also included descriptive information analysis, a cross tabulation computation, and a dyad comparison. None of the 15 null hypotheses could be rejected based upon the ANOVA statistical computation using a.05 alpha level. However, the cross-tabulation and dyad analysis did reveal noteworthy findings, such as female library administrators were more likely to be idealist thinkers; male library administrators were more likely to be pragmatist and idealist thinkers; technical service administrators were more likely to be analyst, idealist, and pragmatist thinkers; and public service administrators were more likely to be idealist thinkers. Five findings were summarized in this study. They are: (a) the sample had a preference towards the flat thinking style; (b) a relationship between gender and thinking style exist; (c) a relationship between area of administrative responsibility and thinking style exist; (d) a difference in preferred thinking styles among administrative peers in the same institution was uncovered; and (e) the demographic analysis supported previous studies urging aggressive recruitment and diversity efforts for the library profession. Seven conclusions were highlighted in the study. They are: (a) the potential for developing the flat thinking style among the librarians participating in the study, (b) the influence of gender upon thinking style preference, (c) the influence of organizational differentiation upon thinking style preference, (d) the lack of previous research connecting thinking style research with librarianship, (e) the effects of team-based management implementation upon thinking style preference, (f) the influence of a non-diversified organization upon thinking style preference, and (g) an explanation for generalizations and stereotypes among library administrative peers. Recommendations for future study and enhancement of library management were included. Suggestions for improving library administration included incorporating thinking style research to help facilitate: (a) understanding among co-workers, (b) improving organizational communication, (c) providing opportunities for personal growth, and (d) providing opportunities for organizational growth.
Show less
Date Issued
1998
PURL
http://purl.flvc.org/fcla/dt/12562
Subject Headings
Academic librarians, Library administrators, Thought and thinking
Format
Document (PDF)
Influences upon higher education faculty use of distance education technology
Title
Influences upon higher education faculty use of distance education technology.
Creator
Bebko, Phyllis Ruth, Florida Atlantic University, Galbraith, Michael W.
Abstract/Description
The purpose of this study was to describe the influences that impact upon an individual faculty member as he or she makes the decision whether or not to participate in technology-based distance education. A two-site, qualitative case study design was used and the primary sources of data were interviews, document analysis, and researcher non-participant observations. The sample of 20 included ten higher education faculty members who currently are teaching courses using distance learning...
Show moreThe purpose of this study was to describe the influences that impact upon an individual faculty member as he or she makes the decision whether or not to participate in technology-based distance education. A two-site, qualitative case study design was used and the primary sources of data were interviews, document analysis, and researcher non-participant observations. The sample of 20 included ten higher education faculty members who currently are teaching courses using distance learning technology and ten who are not, five from each category at each of the two sites. Findings were grouped and addressed by seven areas of influence: trappings of the job, instructional quality, pioneering spirit, leadership, student needs and capabilities, supporting students, and competition and image. Within the seven areas, 21 specific influences were identified and described. Strong enhancers were an interest in emerging technology, desire to improve the current situation, changing student demographics, need for increased flexible access to educational opportunities, technology training and assistance for students, student to student support systems, distance-friendly student services, competition with other institutions, and collaboration. Detractors included extra workload, tenure and job security fear, love of the traditional classroom paradigm, lack of a reliable technology infrastructure, lack of administrative direction and support, and a negative image of distance education. Acting both as enhancers and detractors were student readiness, match of technology with learning sought, ability to create an interactive learning community, and ability of students as independent learners. The conclusion is drawn that faculty members at these two institutions are more likely to decide to use technology-based distance education if they hold four primary beliefs: (1) that it can produce a quality learning experience, (2) that it will better meet student needs, (3) that they personally are capable of developing and/or delivering it effectively, and (4) that it is to their advantage to develop and/or deliver it. These four beliefs are in their order of importance as voiced by the participants in this study. Recommendations are offered to administrators, in the form of specific actions to take to encourage participation by faculty members at their institution.
Show less
Date Issued
1998
PURL
http://purl.flvc.org/fcla/dt/12548
Subject Headings
Distance education, Educational technology, University extension
Format
Document (PDF)
development of a telecollaborative program for an adult learning community: A case study of the program planning process
Title
The development of a telecollaborative program for an adult learning community: A case study of the program planning process.
Creator
Miller, Alicia Christine., Florida Atlantic University, Galbraith, Michael W., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description
The purpose of this study was to describe and analyze the program planning process used for planning technology programs for the South Consortium of Schools and of two member schools. This study sought to understand power and interests of the planning community and how they influenced the program process. A qualitative multi-case study design was used and the primary sources of data were interviews, document analysis, and researcher participant and nonparticipant observations. The sample of...
Show moreThe purpose of this study was to describe and analyze the program planning process used for planning technology programs for the South Consortium of Schools and of two member schools. This study sought to understand power and interests of the planning community and how they influenced the program process. A qualitative multi-case study design was used and the primary sources of data were interviews, document analysis, and researcher participant and nonparticipant observations. The sample of thirteen included a cross section of school personnel, parents, and community business partners. Findings were grouped into three categories, program planning community, program planning process, and negotiations of power and interests. Program planning communities were influenced by a national challenge to improve technology in the schools and by partnerships developed with parents, communities, and businesses. Factors critical to the planning process emphasized the importance of (a) having adequate time and information, (b) developing viable planning models addressing considerations of power and interests relationships, and (c) having effective managers and leaders. Program planning objectives focused on the acquisition of equipment versus integration of technology in the curriculum. Negotiations were the main practice of planning conducted by those in power who focused on meeting specific planning objectives. As a result of these findings, it was concluded that forming partnerships enhanced the program planning process, program planning models addressing negotiation of power and interests were not fully developed before planning began, and program planning attention was focused primarily on acquisition of equipment rather than integration of technology into curriculum.
Show less
Date Issued
1997
PURL
http://purl.flvc.org/fcla/dt/12520
Subject Headings
Education, Administration, Education, Adult and Continuing, Education, Technology
Format
Document (PDF)