An organizational dilemma: a conceptual model for supporting media-based distance education

The authors develop a conceptual model which outlines an integrated multilevel organizational approach to encourage faculty involvement in media-based distance education programs. Results from a preliminary validation study of the conceptual model, based on a case study approach, are shared. The model was supported on many counts, especially at the group and individual level. Departmental support, departmental ownership in the programs, departmental control over courses and faculty, administrative assistance to faculty, and monetary incentives to faculty are among the most important contributors to the success in attracting faculty to teach on TV. In addition, the administrative support and structure of CEE (continuing engineering education) within the schools of engineering is believed to strengthen CEE´s ability to attract support for its graduate credit programs. The experience at CEE also pointed to the inability to attract faculty to teach when programs are not supported by the department, as in the case of noncredit videotape short courses and other noncredit programs