Risks and Rewards: Good Citizenship and Technologically Proficient Faculty

Risks and Rewards: Good Citizenship and Technologically Proficient Faculty

Scott R. Sechrist (Old Dominion University, USA) and Dorothy E. Finnegan (College of William and Mary, USA)
DOI: 10.4018/978-1-878289-74-2.ch011


One of the more often cited objectives found in university and college mission statements is the goal of promoting future good citizenship among students. Indeed, American higher education institutions have been improving society by educating its community leaders since the founding of Harvard in the early seventeenth century. Beyond the direct training of future leaders, college administrators also have recognized the societal need for volunteers to fill gaps that community resources cannot cover. Volunteers enable organizations to thrive beyond their means and their members to receive otherwise unavailable benefits. This case study describes the role of good citizenship that is performed by two technologically proficient faculty (techno-profs) who are approaching crucial career evaluations at Suburban State University (SSU), a public institution in the mid-eastern area of the United States. It explores the conundrum that faced the SSU Dean of the College of Arts and Letters as she speculated about the outcome of the evaluation of these two faculty members as a result of the existing promotion and tenure criteria. The case also considers the impact of the incorporation of technology into the contemporary role of faculty in a situation in which necessary resources are not provided by those who mandate changes in the existing reward structures in higher education. And, finally, this case study illustrates the existing and potential impact of these mandates on the careers of two techno-profs who act as good citizens for their organizations.

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