Research Interests
Over the past few years I have begun to refine my wide-ranging interests in education, management, and policy studies into a single, cohesive line of inquiry. This strategic realignment of my various interests allows me to see problems from a variety of angles and generate solutions that utilize the best practices of many diverse fields.
Currently my research is directed in the area of diffusion and adoption of innovation. It is grounded by my major field of study, instructional technology, and by my secondary interests in human performance management and strategic planning / policy studies.
Three main branches of research, inquiry, and teaching have extended from the overarching theme of diffusion and adoption of innovation. They are: (1) diffusion policy and strategic planning; (2) adopter characteristics; and (3) instructional design and adopter education.
Diffusion
Policy & Strategic Planning
This
area represents the broadest sub-area of inquiry in my portfolio. However,
it also represents, what I believe to be, one of the most significant
areas for exploration and exploitation by the educational field. Strategic
planning is often relegated to a "Do I really have to do this?"
status in education (in particular, higher education). As a result, opportunities
are lost to develop cohesive plans of action to ensure that newly introduced
technologies are integrated and leveraged to the fullest extent possible.
Publishing &
Presentations
Using Power in Diffusing and Adopting Innovations: presenter, AECT, 2004.
Strategic Technology Operations Planning: presenter, AECT,
2003.
Website Management: roundtable panelist, AALL, 2002.
Intranet
Technology Planning: presenter, AALL, 2002.
Electronic
Publications Strategy: presenter, LSAC, 2002.
Adopter Characteristics
My
primary interest here is in evaluating adopters and what makes each of
them unique. Rogers (1995) defined five primary categories for adopters
of innovations: (1) the innovator; (2) the early adopter; (3) the early
majority; (4) the late majority; and (5) the laggard. While Rogers acknowledged
that the individual adopter's personality may play a role in their decision
on whether or not to adopt a particular innovation, little recent research
has been done to explore this area. Further, an interest in consumer behavior
related to inflation and cost-of-living-adjustments (COLAs) may yield
a new way of looking at how adopters make the decision to adopt (or not
adopt) [in particular, see my publications
area for work on COPA].
Publishing &
Presentations
Understanding
Personality to Reach Learners: presenter, CALI, 2002.
Adopter Training
& Development
This
line of inquiry focuses on translating policy, strategic planning, and
the knowledge of adopter characteristics into actionable training and
development protocols. Included in this line of research is an emphasis
on individual learners, based primarily on the work of Cronbach and Snow
(1977) in Aptitude-Treatment Interaction Research. An interest
in story telling and the use of story to create contextual frameworks
for adopters within which diffusion and adoption can occur is also a
component of this area of research.
Publishing &
Presentations
Utilization of Business Case Studies in Instructional Design: presenter, GGSIC, 2004.
Case-Based Learning and Instructional Design: presenter, AECT, 2003.
Using
Story to Spur Diffusion of HRD Innovations: presenter and lead author,
SIRHRC, 2003.
Learning
in Differing Time Periods: presenter and lead author, SIRHRC, 2002.
Electronic
Publications Strategy: presenter, LSAC, 2002.
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Works Cited:
Cronbach, L.J. & Snow, R.E. (1977). Aptitudes and instructional
methods: A handbook for research on interactions. New York: Irvington.
Rogers, E.M. (1995). Diffusion of innovations. New York: The Free Press.
