Escaping to technology-based distributed faculty development: a case for reforming professional development in a knowledge organization

This paper develops a strategic response that an academic development unit might make concerning the impact of information and communication technology (I&CT) on a university. It advises an early ‘escape’ from the organization theory in educational administration that treats technology as neutral. It is shown that technology helps steer the organizational assumptions of institutions and argued that I&CT should be co-opted to educational ends. A real case study is then used to suggest how a professional development unit might provide leadership in a ‘knowledge organization’, the University of Auckland, with special reference to technology-based distributed learning (TBDL) (otherwise known as flexible learning). It is argued that the Centre for Professional Development could help the University to reposition itself as both a dual-mode and virtual mega-university. Recent research is then used to identify appropriate organizational strategies: revision teaching and learning, reallocation of funds, inclusionary practices, appropriate technology infrastructure, balanced people infrastructure, student computer access, new teaching models, staff agreements and training, project management, and plural organizational structures. The case study concludes by suggesting issues that might also warrant institutional research in other universities: research and development in TBDL, the development of TBDL delivery systems, cost analysis of dual-mode delivery compared with TBDL revenues, and the balance between forms of educative infrastructure.