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

这个项目使用比较案例研究的方法来检查信息技术与教师活动的相互作用，它的特点是虚拟价值和教师工作。它探讨了关于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中有什么特点？为了回答这些问题，它着眼于那些产生技术密集型知识产权的学术单位，那些以“解放”教师工作的方式组织在线和混合（在线和传统）教学的学术单位，以及那些生产和使用技术饱和材料的学术单位。这些新的虚拟环境可能会改变与传统的研究、服务和教学三方教师工作角色相关的价值观，并改变学生的社会化过程。与三方角色相关的价值观是教师工作（研究、服务和教学）的规范性准则。随着信息技术在大学中的应用越来越广泛，如果教师工作中出现了新的价值观，那么了解它们是什么以及它们如何与传统价值观相交叉是很重要的。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看法？信息技术会改变什么是知识吗？本研究采用多案例研究设计，主要采用定性比较方法。比较的重点是机构类型、研究领域和教育水平。实地考察包括对三到四所不同类型、控制和任务的大学进行几次实地考察，重点关注三到四个跨越工程、科学和社会科学的研究领域，分为学士和硕士两个学位水平。几名研究生将参与现场仪器的建造、测试和管理以及结果解释。研究结果应阐明在教师工作中引入一种新的生产模式所涉及的伦理和价值问题。结果将包括在各种学术和实践渠道的演讲和出版物。除了学术读者外，这些信息还将对机构一级的教员和行政决策者有用。探索知识产权与信息技术的交叉点将显示市场价值与传统价值何时互补或相互矛盾。研究将技术密集型研究作为服务进行部署的方式，将有助于改变对公共利益的观念。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有不同需求的不同群体。研究非捆绑信息技术教学中涉及的各方，将识别这种教学生产模式中隐含的和明确的价值，包括不同的质量概念。研究技术密集型产品和流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员如何为他们的学科和社会服务。关注技术饱和的教育材料中嵌入的和明确的性别价值将有助于理解虚拟社会化过程中的公平问题。

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.