Assessing Faculty Attitudes Toward Technological Change in Graduate Management Education
Distance learning has come a long way since Sir Isaac Pitman initiated the first correspondence course in the early 1840s. The changing demands of the global business community call for new and innovative learning systems for enhancing graduate management education. Learning technologies offer an approach for meeting these challenges. However, faculty resistance to change can represent a major barrier to more fully implementing this learning paradigm. The purpose of this paper is twofold: (1) to highlight the results of a survey on faculty perceptions regarding the role of new learning technologies in graduate management education; and (2) to outline an approach for helping bridge the gap between faculty adoption of new learning technologies and the demand for change in delivering world-class business education.
Journal of Online Learning and Teaching
