Identifying Key Stakeholders in Blended Tertiary Environments: Experts' Perspectives

Autor/in	Tuapawa, Kimberley
Titel	Identifying Key Stakeholders in Blended Tertiary Environments: Experts' Perspectives
Quelle	In: International Journal of Information and Communication Technology Education, 13 (2017) 4, S.40-52, Artikel 4 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-1876
DOI	10.4018/IJICTE.2017100104
Schlagwörter	Blended Learning; Postsecondary Education; Stakeholders; Qualitative Research; Semi Structured Interviews; Foreign Countries; Expertise; New Zealand; Australia; Canada + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Qualitative Forschung; Ausland; Expert appraisal; Neuseeland; Australien; Kanada
Abstract	Although key stakeholders in blended tertiary environments (BTEs) fulfil an extraordinary role in higher education, significant gaps in knowledge about their identities may be impeding the provision of stakeholder support, limiting their ability to promote effective learning and teaching. As online growth intensifies, it is critical that tertiary education institutes (TEIs) address these gaps in knowledge by developing their understandings of key stakeholder identities. This paper re-evaluates the identity of key stakeholders in BTEs, and describes their contributions. Through qualitatively designed semi-structured interviews with 13 blended learning experts from New Zealand, Australia and Canada, and a 5-step analysis of data, it verified and proposed a "current" list of key stakeholders in BTEs. This included teachers, senior management staff, students, technical support staff, educational support staff, the institute, other support staff, government bodies, technology infrastructure providers, communities, and the public. Some were considered to be among those who contributed most significantly to BTE success. As learning spaces evolve and technology usage accelerates, the outcomes from this research will provide a basis from which TEIs can develop new understandings about their key stakeholders, to help them deliver informed, relevant, and meaningful support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01