The ‘woeful’ state of administrative support for online programmes: A critical discourse analysis
This study used critical discourse analysis to explore how higher education administrators in the United States talk about how they assess and support online programmes. Specifically, we hoped to analyse administrators' perceptions of their responsibilities over online programmes, faculty and s...
Gespeichert in:
| Veröffentlicht in: | Higher education quarterly 2024-07, Vol.78 (3), p.918-933 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 933 |
|---|---|
| container_issue | 3 |
| container_start_page | 918 |
| container_title | Higher education quarterly |
| container_volume | 78 |
| creator | Bodine Al‐Sharif, Mary Ann Earnshaw, Yvonne Corcoran, Stephanie |
| description | This study used critical discourse analysis to explore how higher education administrators in the United States talk about how they assess and support online programmes. Specifically, we hoped to analyse administrators' perceptions of their responsibilities over online programmes, faculty and students, to attain where they may need more training. Therefore, we explored the perspectives of 11 administrators at both the mid‐level administrative and campus senior administrative levels who oversee online programmes in U.S. higher education. Our findings suggest that mid‐level administrators hold pivotal roles in communicating needs, administrators are not viewing their online faculty holistically, current online programmes assessment is insufficient and concern for student engagement is often neglected. Implications for research and practice include additional investigation of the online faculty experience and the development of administrative training specifically focused on the needs of online programming and online faculty support. |
| doi_str_mv | 10.1111/hequ.12497 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_3082801594</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>3082801594</sourcerecordid><originalsourceid>FETCH-LOGICAL-c2967-24d7163615001fc9c66851cf0550c0bdd8c23849209f0d460ebd43e978228e483</originalsourceid><addsrcrecordid>eNp9kMFKwzAYgIMoOKcXnyDgTehM0rRNvI0xnSCIsJ1DliYuo222pHXstsfQ19uTmFnP_pf_8v0_Hx8AtxiNcJyHld52I0woL87AANOcJYQU6TkYIJ7hJCOEXoKrENYIIRyxAdDzlYbHw9fOadNVx8M3DK1sNXQGyrK2jQ2tl6391DB0m43zLTTOQ9dUttFw492Hl3WtwyMcQ-Vta5WsYGmDcp0PGspGVvtgwzW4MLIK-uZvD8HiaTqfzJLXt-eXyfg1UYTnRUJoWeA8zXEW9YziKs9ZhpVBWYYUWpYlUyRllBPEDSppjvSypKnmBSOEacrSIbjr_0azbadDK9ZRJEoEkSJGGMIZp5G67ynlXQheG7HxtpZ-LzASp4zilFH8Zoww7uGdrfT-H1LMpu-L_uYHd5F3Kw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>3082801594</pqid></control><display><type>article</type><title>The ‘woeful’ state of administrative support for online programmes: A critical discourse analysis</title><source>PAIS Index</source><source>Wiley Online Library All Journals</source><creator>Bodine Al‐Sharif, Mary Ann ; Earnshaw, Yvonne ; Corcoran, Stephanie</creator><creatorcontrib>Bodine Al‐Sharif, Mary Ann ; Earnshaw, Yvonne ; Corcoran, Stephanie</creatorcontrib><description>This study used critical discourse analysis to explore how higher education administrators in the United States talk about how they assess and support online programmes. Specifically, we hoped to analyse administrators' perceptions of their responsibilities over online programmes, faculty and students, to attain where they may need more training. Therefore, we explored the perspectives of 11 administrators at both the mid‐level administrative and campus senior administrative levels who oversee online programmes in U.S. higher education. Our findings suggest that mid‐level administrators hold pivotal roles in communicating needs, administrators are not viewing their online faculty holistically, current online programmes assessment is insufficient and concern for student engagement is often neglected. Implications for research and practice include additional investigation of the online faculty experience and the development of administrative training specifically focused on the needs of online programming and online faculty support.</description><identifier>ISSN: 0951-5224</identifier><identifier>EISSN: 1468-2273</identifier><identifier>DOI: 10.1111/hequ.12497</identifier><language>eng</language><publisher>Oxford: Blackwell Publishing Ltd</publisher><subject>administrative training ; Administrators ; College administration ; critical discourse analysis ; Discourse analysis ; Distance learning ; Higher education ; online faculty support ; online program assessment ; online programs ; Training</subject><ispartof>Higher education quarterly, 2024-07, Vol.78 (3), p.918-933</ispartof><rights>2024 The Authors. published by John Wiley & Sons Ltd.</rights><rights>2024. This article is published under http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c2967-24d7163615001fc9c66851cf0550c0bdd8c23849209f0d460ebd43e978228e483</cites><orcidid>0000-0002-8913-4093 ; 0000-0002-1035-7025 ; 0000-0002-1499-6203</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fhequ.12497$$EPDF$$P50$$Gwiley$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fhequ.12497$$EHTML$$P50$$Gwiley$$Hfree_for_read</linktohtml><link.rule.ids>314,776,780,1411,27843,27901,27902,45550,45551</link.rule.ids></links><search><creatorcontrib>Bodine Al‐Sharif, Mary Ann</creatorcontrib><creatorcontrib>Earnshaw, Yvonne</creatorcontrib><creatorcontrib>Corcoran, Stephanie</creatorcontrib><title>The ‘woeful’ state of administrative support for online programmes: A critical discourse analysis</title><title>Higher education quarterly</title><description>This study used critical discourse analysis to explore how higher education administrators in the United States talk about how they assess and support online programmes. Specifically, we hoped to analyse administrators' perceptions of their responsibilities over online programmes, faculty and students, to attain where they may need more training. Therefore, we explored the perspectives of 11 administrators at both the mid‐level administrative and campus senior administrative levels who oversee online programmes in U.S. higher education. Our findings suggest that mid‐level administrators hold pivotal roles in communicating needs, administrators are not viewing their online faculty holistically, current online programmes assessment is insufficient and concern for student engagement is often neglected. Implications for research and practice include additional investigation of the online faculty experience and the development of administrative training specifically focused on the needs of online programming and online faculty support.</description><subject>administrative training</subject><subject>Administrators</subject><subject>College administration</subject><subject>critical discourse analysis</subject><subject>Discourse analysis</subject><subject>Distance learning</subject><subject>Higher education</subject><subject>online faculty support</subject><subject>online program assessment</subject><subject>online programs</subject><subject>Training</subject><issn>0951-5224</issn><issn>1468-2273</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><sourceid>24P</sourceid><sourceid>7TQ</sourceid><recordid>eNp9kMFKwzAYgIMoOKcXnyDgTehM0rRNvI0xnSCIsJ1DliYuo222pHXstsfQ19uTmFnP_pf_8v0_Hx8AtxiNcJyHld52I0woL87AANOcJYQU6TkYIJ7hJCOEXoKrENYIIRyxAdDzlYbHw9fOadNVx8M3DK1sNXQGyrK2jQ2tl6391DB0m43zLTTOQ9dUttFw492Hl3WtwyMcQ-Vta5WsYGmDcp0PGspGVvtgwzW4MLIK-uZvD8HiaTqfzJLXt-eXyfg1UYTnRUJoWeA8zXEW9YziKs9ZhpVBWYYUWpYlUyRllBPEDSppjvSypKnmBSOEacrSIbjr_0azbadDK9ZRJEoEkSJGGMIZp5G67ynlXQheG7HxtpZ-LzASp4zilFH8Zoww7uGdrfT-H1LMpu-L_uYHd5F3Kw</recordid><startdate>202407</startdate><enddate>202407</enddate><creator>Bodine Al‐Sharif, Mary Ann</creator><creator>Earnshaw, Yvonne</creator><creator>Corcoran, Stephanie</creator><general>Blackwell Publishing Ltd</general><scope>24P</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7TQ</scope><scope>DHY</scope><scope>DON</scope><orcidid>https://orcid.org/0000-0002-8913-4093</orcidid><orcidid>https://orcid.org/0000-0002-1035-7025</orcidid><orcidid>https://orcid.org/0000-0002-1499-6203</orcidid></search><sort><creationdate>202407</creationdate><title>The ‘woeful’ state of administrative support for online programmes: A critical discourse analysis</title><author>Bodine Al‐Sharif, Mary Ann ; Earnshaw, Yvonne ; Corcoran, Stephanie</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2967-24d7163615001fc9c66851cf0550c0bdd8c23849209f0d460ebd43e978228e483</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>administrative training</topic><topic>Administrators</topic><topic>College administration</topic><topic>critical discourse analysis</topic><topic>Discourse analysis</topic><topic>Distance learning</topic><topic>Higher education</topic><topic>online faculty support</topic><topic>online program assessment</topic><topic>online programs</topic><topic>Training</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Bodine Al‐Sharif, Mary Ann</creatorcontrib><creatorcontrib>Earnshaw, Yvonne</creatorcontrib><creatorcontrib>Corcoran, Stephanie</creatorcontrib><collection>Wiley-Blackwell Open Access Titles</collection><collection>CrossRef</collection><collection>PAIS Index</collection><collection>PAIS International</collection><collection>PAIS International (Ovid)</collection><jtitle>Higher education quarterly</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Bodine Al‐Sharif, Mary Ann</au><au>Earnshaw, Yvonne</au><au>Corcoran, Stephanie</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The ‘woeful’ state of administrative support for online programmes: A critical discourse analysis</atitle><jtitle>Higher education quarterly</jtitle><date>2024-07</date><risdate>2024</risdate><volume>78</volume><issue>3</issue><spage>918</spage><epage>933</epage><pages>918-933</pages><issn>0951-5224</issn><eissn>1468-2273</eissn><abstract>This study used critical discourse analysis to explore how higher education administrators in the United States talk about how they assess and support online programmes. Specifically, we hoped to analyse administrators' perceptions of their responsibilities over online programmes, faculty and students, to attain where they may need more training. Therefore, we explored the perspectives of 11 administrators at both the mid‐level administrative and campus senior administrative levels who oversee online programmes in U.S. higher education. Our findings suggest that mid‐level administrators hold pivotal roles in communicating needs, administrators are not viewing their online faculty holistically, current online programmes assessment is insufficient and concern for student engagement is often neglected. Implications for research and practice include additional investigation of the online faculty experience and the development of administrative training specifically focused on the needs of online programming and online faculty support.</abstract><cop>Oxford</cop><pub>Blackwell Publishing Ltd</pub><doi>10.1111/hequ.12497</doi><tpages>16</tpages><orcidid>https://orcid.org/0000-0002-8913-4093</orcidid><orcidid>https://orcid.org/0000-0002-1035-7025</orcidid><orcidid>https://orcid.org/0000-0002-1499-6203</orcidid><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0951-5224 |
| ispartof | Higher education quarterly, 2024-07, Vol.78 (3), p.918-933 |
| issn | 0951-5224 1468-2273 |
| language | eng |
| recordid | cdi_proquest_journals_3082801594 |
| source | PAIS Index; Wiley Online Library All Journals |
| subjects | administrative training Administrators College administration critical discourse analysis Discourse analysis Distance learning Higher education online faculty support online program assessment online programs Training |
| title | The ‘woeful’ state of administrative support for online programmes: A critical discourse analysis |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-05T21%3A47%3A32IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20%E2%80%98woeful%E2%80%99%20state%20of%20administrative%20support%20for%20online%20programmes:%20A%20critical%20discourse%20analysis&rft.jtitle=Higher%20education%20quarterly&rft.au=Bodine%C2%A0Al%E2%80%90Sharif,%20Mary%20Ann&rft.date=2024-07&rft.volume=78&rft.issue=3&rft.spage=918&rft.epage=933&rft.pages=918-933&rft.issn=0951-5224&rft.eissn=1468-2273&rft_id=info:doi/10.1111/hequ.12497&rft_dat=%3Cproquest_cross%3E3082801594%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=3082801594&rft_id=info:pmid/&rfr_iscdi=true |