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Organizational Models for Faculty Support: The Response of Canadian Universities

Organizational Models for Faculty Support: The Response of Canadian Universities

Margaret Haughy
Copyright: © 2007 |Pages: 16
ISBN13: 9781591409502|ISBN10: 1591409500|ISBN13 Softcover: 9781591409519|EISBN13: 9781591409526
DOI: 10.4018/978-1-59140-950-2.ch002
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MLA

Haughy, Margaret. "Organizational Models for Faculty Support: The Response of Canadian Universities." Making the Transition to E-Learning: Strategies and Issues, edited by Mark Bullen and Diane Janes, IGI Global, 2007, pp. 17-32. https://doi.org/10.4018/978-1-59140-950-2.ch002

APA

Haughy, M. (2007). Organizational Models for Faculty Support: The Response of Canadian Universities. In M. Bullen & D. Janes (Eds.), Making the Transition to E-Learning: Strategies and Issues (pp. 17-32). IGI Global. https://doi.org/10.4018/978-1-59140-950-2.ch002

Chicago

Haughy, Margaret. "Organizational Models for Faculty Support: The Response of Canadian Universities." In Making the Transition to E-Learning: Strategies and Issues, edited by Mark Bullen and Diane Janes, 17-32. Hershey, PA: IGI Global, 2007. https://doi.org/10.4018/978-1-59140-950-2.ch002

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Abstract

This chapter delineates changing organizational responses to the provision of faculty support for teaching and learning in six large Canadian universities since 1997. Various models from centralized to decentralized and from integrated to parallel units are described and their advantages and disadvantages identified. From the analysis, several recommendations pertinent to senior administrators involved in the enhancement of teaching and learning through the integration of digital technologies are provided. In particular, issues concerning the goals and culture of the institution, the integration of pedagogical and technological approaches, as well as involvement of faculty and the role of policy are reviewed.

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