ITR: Virtual Values and Academic Work: Research, Service and Teaching

ITR：虚拟价值和学术工作：研究、服务和教学

• 批准号: 0312373
• 负责人: Jennifer Croissant
• 金额: --
• 依托单位: University of Arizona
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-08-01 至 2009-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0312373&HistoricalAwards=false
• 关键词: ITR; Virtual; Values; Academic; Work

This project uses a comparative case study approach to examine the interaction of information technologies with faculty activities, which it characterizes as virtual values and faculty work. It explores three questions that address virtual values. How do information technology and intellectual property intersect research and service? How does information technology structure and value faculty teaching? How do these new developments feature in student socialization? To answer these questions it looks at academic units that produce technologically intensive intellectual property, that organize on-line and hybrid (on-line and conventional) instruction in ways that "unbundle" faculty work, and that produce and use technology saturated materials. These new virtual environments may change values associated with the traditional tripartite faculty work role of research, service, and teaching as well as alter student socialization processes. The value sets associated with the tripartite role are normative guidelines for faculty work (research, service and teaching). If new sets of values emerge around faculty work as information technology is increasingly utilized in universities, it is important to know what they are and how they intersect traditional values. Similarly, if these new technologies and uses influence students' socialization, it is important to know about these changes also. What do these products say about gender? Does information technology change what counts as knowledge? The research uses a multiple case study design, with primarily qualitative, comparative methods. The points of comparison are by institutional type, field of study, and level of education. Field work encompasses several site visits to three or four universities of different types, control, and mission, focusing on three to four fields of study that cut across engineering, science, and social science, at two degree levels, bachelors and masters. Several graduate students are to be involved in construction, testing and administration of the field instruments and interpretation of results. Study results should clarify ethical and value issues involved in introduction of a new mode of production into faculty work. Results will include presentations and publications in a wide variety of scholarly and practical outlets. Besides a scholarly audience, this information will be of use to faculty and administrative policy-makers at the institutional level. Exploration of the intersection of intellectual property and information technology will show when market values and traditional values complement or contradict each other. Looking at ways in which technology intensive research is deployed as service will speak to changing conceptions of the public good. Service for free and service for fees may both serve the public, although the different types of service may be directed at differing constituencies with different needs. Studying the various parties involved in unbundled information technology instruction will identify the embedded and explicit values in this mode of instruction production, including differing conceptions of quality. Examining the ways in which technology intensive products and processes influence student socialization, including the ways in which they affect knowledge claims, will let us see how future professionals may serve their disciplines and society. Attending to the embedded and explicit gender values in technology saturated educational materials will contribute to understanding equity issues in the virtual socialization process.

本项目采用比较案例研究的方法来研究信息技术与教师活动的相互作用，它的特点是虚拟价值观和教师工作。 它探讨了解决虚拟价值的三个问题。信息技术和知识产权如何交叉研究和服务？信息技术如何构建和评价教师教学？这些新的发展在学生社会化方面有何特点？为了回答这些问题，它着眼于学术单位，生产技术密集型的知识产权，组织在线和混合（在线和传统）教学的方式，“解开”教师的工作，并生产和使用技术饱和的材料。 这些新的虚拟环境可能会改变与传统的三方教师的研究，服务和教学的工作角色，以及改变学生的社会化过程中的价值观。与三方角色相关的价值观是教师工作（研究，服务和教学）的规范性指导方针。如果随着信息技术在大学中的越来越多的使用，围绕教师工作出现了新的价值观，那么了解它们是什么以及它们如何与传统价值观交叉是很重要的。 同样，如果这些新技术和新用途影响了学生的社会化，了解这些变化也很重要。 这些产品对性别有什么影响？信息技术是否改变了什么是知识？本研究采用多案例研究设计，主要采用定性、比较的方法。比较点是按机构类型、学习领域和教育水平进行的。 实地工作包括对三到四所不同类型的大学进行几次实地考察，控制和使命，重点是三到四个跨越工程，科学和社会科学的研究领域，两个学位水平，学士和硕士。 几名研究生将参与现场仪器的建造、测试和管理以及结果的解释。 研究结果应澄清伦理和价值观的问题，在引入一种新的生产模式到教师的工作。 结果将包括在各种学术和实践渠道的演讲和出版物。 除了学术界的听众，这一信息将是有用的教师和行政决策者在机构一级。 对知识产权和信息技术的交叉点的探讨将显示市场价值和传统价值何时相互补充或相互矛盾。 将技术密集型研究作为服务来部署的方式将有助于改变公众利益的概念。 免费服务和收费服务都可以为公众服务，尽管不同类型的服务可能针对不同的选民，有不同的需要。 研究参与非捆绑信息技术教学的各方将确定在这种教学生产模式，包括不同的质量概念的嵌入式和明确的价值。研究技术密集型产品和过程影响学生社会化的方式，包括它们影响知识主张的方式，将让我们看到未来的专业人士如何为他们的学科和社会服务。 在技术饱和的教育材料中关注嵌入和明确的性别价值观将有助于理解虚拟社会化过程中的公平问题。