Distance Education at a U.S. Public, Land Grant Institution: A Case Study of Faculty Reward for Junior Faculty Who Teach Via Distance.

On many campuses in the United States, distance education is fast becoming an integral part of the fabric of academic life, and this has implications for existing reward structures for faculty at these institutions. In addition, distance education is becoming an increasingly important element to the outreach mission of a number of departments at college and university campuses. This case study focused on Michigan State University, a land grant, public institution of higher education that has been offering distance education courses and programs for over a decade, and utilizes faculty members at all levels for distance education instruction. The intention was to explore how Michigan State University translates its values regarding distance education into reward policy for junior faculty who teach via distance. Twenty-nine interviews were conducted: fourteen of the Michigan State University participants were faculty members, eight were administrators, and seven were support staff from the five departments who together handle the online and blended learning needs for the institution. Overall, study findings indicate that Michigan State University utilizes distance education to generate an alternative source of revenue and remain competitive with other higher education institutions. Academic subunits vary with regard to faculty reward for, and commitment to distance education efforts. At the same time, distance education is considered an enhancement to the institution’s mission due to its ability to provide outreach, increase student access, and provide flexibility for both faculty and students. The findings from this study can help us understand how distance education is valued, and how it fits into the culture of institutional rewards at a land grant, degree-granting institution in the United States. The study analysis demonstrates that values can be translated in a myriad of ways. What emerged from the analysis of interview transcripts, and relevant policy documents and mission statements, led to the grounded theory components that higher education institutions can use to convey commitment to distance education through mission and faculty reward policies and practices.Ph.D.EducationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/62438/1/csimpsoz_1.pd