Factors Motivating Engineering Faculty to Adopt and Teach New Engineering Technologies

This work-in-progress paper shares preliminary results from a research project that addresses three primary objectives: (1) to develop a conceptual model of technology adoption among engineering faculty through qualitative interview research; (2) to propose an adaption of existing models for technology adoption with appropriate constructs for engineering faculty; and (3) to propose one or more specific interventions to increase faculty adoption of new engineering technologies. In this paper, we focus primarily on the work in progress to meet the first objective. Specifically, we highlight how our preliminary findings about the factors affecting technology adoption, identified from interviews with engineering faculty, align with or differ from factors in previous models for technology adoption. Subjective norm, voluntariness, utility, technology cost, and facilitating conditions, were all preliminary factors found in our data that align at least somewhat with constructs from previous models [1], [2]. Time, access to the technology, efficiency/ease of work, and self regulation are factors that we have identified which are absent from the most widely applied models of technology adoption. We consider what our findings might imply in engineering education contexts