The focal point of the study was the empirical investigation of student perceptions of and attitudes toward online education at the university level. Over 800 student participants completed a questionnaire designed to assess student self-ratings of their own experiences with online courses and to provide a broader view of students' perceptions of such courses. Questionnaire items were derived from the relevant literature and focused on the areas of online versus traditional course formats, the impact of online courses on group projects, quality of instruction, and student preferences regarding online course offerings. Managerial implications are presented and avenues for future research discussed.

https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1049&context=marketing-facpubs

To Be or Not to Be: That Isn't the Question! An Empirical Look at Online versus Traditional Brick-and-Mortar Courses at the University Level

MEREDITH WEISS: Information Technology Management in Higher Education: An Evidence-Based Approach to Improving Chief Information Officer Performance (Under the direction of José-Marie Griffiths) It is critical to higher education institutions that chief information officers (CIOs) succeed since they control information and technology assets, oversee tremendous resources, and facilitate the accomplishments of institutions and their members. The CIO holds a complex and demanding position. Currently there is little quantitative research on how to succeed as a CIO. Available literature about the CIO position is almost entirely based on expert opinion or the experiences of past CIOs and although these insights and experiences are extremely valuable, quantitative research studies are needed to validate, expand, and revise current success recommendations. Available chief information officer studies focus heavily on clarifying the roles in which a CIO must excel as well as the skills, abilities, attributes, and knowledge a CIO must possess in order to succeed. According to evidence-based management literature, although leadership matters, a leader’s actions “rarely explain more than 10 percent of the differences in performance between the best and the worst organizations and teams” and leaders may have the most positive impact by improving organizational and group performance, valuing employees, and developing systems that enable others to succeed (Pfeffer & Sutton, 2006h, pp. 192 200). Therefore, rather than focusing on the specific CIO roles, skills, abilities, attributes, and

https://cdr.lib.unc.edu/downloads/4f16c369d

Information Technology Management in Higher Education: An Evidence-Based Approach to Improving Chief Information Officer Performance.

During the 1980s, as organizational uses of information technology (IT) increased in both number of users and amount of use, and as more technology options presented themselves, organizations began to appoint senior personnel as “technology czars.” For executives outside the IT industry, particularly those focused on other aspects of running an enterprise (various business units, finance, human resources, etc.), the IT world seemed to be chaotic, out of control and full of terminological confusion. IT budgets and expenditures were growing rapidly and demands for service continued to increase both in scale and scope. Meanwhile organizational IT units seemed unresponsive, and curiously resistant to change. Central IT units in universities seemed stuck in the mainframe culture of home-grown, customized system development and controlled access at a time when distributed client-server computing offered the promise of low cost, local control and agility. As a result, many local IT support units evolved throughout academic institutions, placing even greater demand on scarce institutional resources and fuelling the potentially explosive tension between central administrative and local authority.

The evolving role of chief information officers in higher education

In order to support the 21 century learning initiatives facing California K-12 educational agencies—including the influx of mobile devices, common core standards, online high stakes testing, and student privacy—an educational organization must employ a well-trained, knowledgeable, and effective technology leader. The California Educational Technology Professionals’ Association’s (CETPA) Chief Technology Officer (CTO) Mentor Program certification provides assurance that the chosen technology leader has been exposed to, is familiar with, has a working knowledge of, and can apply the leadership, educational, and technology skills necessary to be a successful technology leader. The purpose of this mixed method study was to identify the extent to which differences exist before and after candidates’ completion of the CETPA CTO Mentor Program with regard to their perception of effective technology leadership in California K-12 educational organizations. A second purpose of this study was to identify the degree to which CETPA CTO candidates perceive the program’s learning activities to be a relevant and effective means of mastering the program’s learning objectives. The third purpose of this study was to identify the degree to which CETPA CTO graduates perceive the program’s learning activities and objectives are relevant to their on the job performance. This study was conducted through the lens of Kirkpatrick’s Four Levels of Program Evaluation. The findings from this study suggest that the CTO Mentor Program provides a course of study that is relevant to the technology leader in K-12 educational agencies, meets the needs of adult learners, and provides a return on investment for the learner, his or her educational agency and the sponsoring organization, CETPA.

/pdf/cto-mentor-program-examining-the-effectiveness-of-the-cto-2vo4viubsp.pdf

CTO Mentor Program: Examining the effectiveness of the CTO Mentor Program and its impact on the K-12 technology leader's career

CIOs on the Move: Considering a Job Change? Here's How To Decide What You Want and How To Negotiate It.

34 T his article focuses on some specific actions and activities that a senior-level information technology manager in higher education (like a chief information officer) might use after starting a new job to help ensure his or her success. The information comes from a panel presentation we made at EDUCAUSE 2000 in Nashville, Tennessee. In the few months between the conference presentation and this publication, our coauthor and colleague Barbara Horgan died after a long illness (see the sidebar “Editor’s Note: Barbara Horgan” at the end of this article). That she continued her professional activity despite her illness testifies to her professional commitment and personal bravery. We and many in our profession will remember Barbara as a courageous, kind, positive, and inspirational individual — a competent colleague and a good friend. We’re grateful we could include her contributions to the CIO panel in this article. As the basis for our discussion, we started with an assertion by EDUCAUSE President Brian Hawkins. He said that a CIO needs three primary skills: communications, alliance building, and collaboration. Our experiences — based on more than 100 aggregate years of managing IT organiof a New Senior-Level IT Position The Realities

The Realities of a New Senior-Level IT Position

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CIOs on the Move: Considering a Job Change? Here's How To Decide What You Want and How To Negotiate It.

The Realities of a New Senior-Level IT Position