| The future of business is not in brick
| |
| | use is not unexpected considering the
|
| and mortar institutions as historically
| |
| | worldwide locations of BU
|
| viewed. The proliferation and
| |
| | students.Probing deeper, email use is
|
| miniaturization of communications
| |
| | actually higher from instructor to
|
| mediums, cellular telephone, fax,
| |
| | student. Within the Cyberactice(R)
|
| Internet, personal data devices, and lap
| |
| | environment there is a tab titled
|
| top computers, make offices available
| |
| | "Communication." Within this link is an
|
| where people are - not where the office
| |
| | option to send an email to all or select
|
| is.
| |
| | users. All adjuncts confirmed this option
|
| Carpenter (1998) wrote the internet is
| |
| | is the choice they use to send messages
|
| more versatile for communication than any
| |
| | to individuals, select groups, or an
|
| medium available today. People can
| |
| | entire class. When probed, instructors
|
| interact with individuals or groups, they
| |
| | agreed they use this email option
|
| can identify by name, pseudonym, or be
| |
| | regularly. After another query into
|
| anonymous. She says the internet is "...a
| |
| | percentage of communication by email
|
| virtual community where people meet,
| |
| | using the Cyberactive(R) email option,
|
| engage in discourse, become friends, fall
| |
| | instructors replied their email
|
| in love, and develop all of the
| |
| | communication is higher, up to 50
|
| relationships that are developed in
| |
| | percent. It is important to clarify that
|
| physical communities" (pg. 1).However,
| |
| | instructors did not directly associate
|
| the internet may not be a panacea. The
| |
| | email in the Cyberactive(R) environment
|
| internet goes beyond technology into
| |
| | with other email engines.There were very
|
| social interaction. Organizations face a
| |
| | broad concerns expressed by the
|
| dilemma of encouraging successful
| |
| | interviewees and all were technical, from
|
| interactions and community building
| |
| | needing more technical support to wanting
|
| online. Statistics suggest almost ten
| |
| | less technical support. This question
|
| million people work in virtual offices
| |
| | needed more clarification. The
|
| and that 40 percent of large
| |
| | respondents confirmed their meaning of
|
| organizations have policies on
| |
| | technical support as surrounding the
|
| telecommuting. Yet, Carpenter (1998),
| |
| | electronic classroom. Although all online
|
| cited above, says virtual employment
| |
| | instructors must complete the Online
|
| equals only seven to ten percent of the
| |
| | Facilitators Course, four of the five
|
| work force.Why hasn't the virtual office
| |
| | realized their attention to it was not
|
| flourished? Sociologists suggest it is
| |
| | the best possible. Challenged for why the
|
| the need for informal interaction -
| |
| | four did not participate more in the
|
| office banter. Organizations are stubborn
| |
| | facilitator course, they admitted to
|
| to accept virtual teams believing team
| |
| | "filling a square" to teach online. All
|
| projects work best carried out over
| |
| | replied there are times when they all
|
| conference tables and virtual workers can
| |
| | call or email the Cyberactive(R) Help
|
| only participate in individual
| |
| | Desk for assistance.Another unanimous
|
| assignments. Still other organizations
| |
| | concern was how well prepared students
|
| believe virtual workers do not receive
| |
| | are to enter an electronic classroom.
|
| adequate supervision. However, is the
| |
| | Each respondent related at least one
|
| problem supervision or trust?Kohrell
| |
| | story of a student ill prepared to study
|
| (2005), an adjunct professor at Bellevue
| |
| | online. Instructor receives a profile of
|
| University, is president of Technology As
| |
| | each student in class, therefore a follow
|
| Promised. He is a specialist in
| |
| | up question on student age suggested age
|
| developing virtual teams and addresses
| |
| | was less a concern than students' career
|
| developing trust on virtual teams. He
| |
| | and regular use of computers for email,
|
| explains virtual trust in simple terms.
| |
| | topic research, and understanding of
|
| Virtual trust is getting on an airplane,
| |
| | inter- versus intra-net.
|
| not knowing the air traffic controllers,
| |
| | Feeling as Part of a TeamThe adjuncts
|
| yet trusting they are doing their jobs
| |
| | all feel they are part of a work team.
|
| correctly. He explains building virtual
| |
| | Specifically, they felt part of their
|
| trust through communication - frequently,
| |
| | work team, part of the Cyberactive(R)
|
| with integrity, with certainty and
| |
| | classroom group, but not closely
|
| predictability.Other data, taken with
| |
| | connected to the University. The reason
|
| Kohrell's, also supports the economics of
| |
| | given is distance from the physical
|
| the virtual office. Verma (2005) offers
| |
| | location - Bellevue, Nebraska. They did
|
| some information that shows senior
| |
| | report steps taken by the College of
|
| executives from Europe, Asia, and the
| |
| | Professional Studies as helping them
|
| Unites States report cost savings (69
| |
| | become more connected. One example they
|
| percent) and increased productivity (64
| |
| | all like is the weekly email of the
|
| percent) when using telecommuting. Verma
| |
| | campus bulletin, another is periodic
|
| cites comments of Joe Roitz, AT&T. Roitz
| |
| | email messages of faculty development
|
| said, "Telework alone generates over $150
| |
| | seminars. Faculty development seminars
|
| million annually in productivity
| |
| | are now video taped, converted to digital
|
| increases, real estate savings, and
| |
| | media, and available in streaming video
|
| enhanced retention for AT&T." These
| |
| | online or DVD format mailed.Supporting
|
| statistics suggest business recognize
| |
| | some of the research reported earlier,
|
| change and develop strategies for
| |
| | the respondents felt disconnected from
|
| successful change.Tucker, Kao, and Verma
| |
| | the University and more connected if they
|
| (2005) write there are trends in
| |
| | could make trips to the campus, meet with
|
| employment that organizations cannot
| |
| | program directors, deans, and fellow
|
| ignore. One point they make is the work
| |
| | faculty members. Clarifying this point,
|
| force globally is getting smaller. They
| |
| | they did not feel under supervised,
|
| also recognize that cultural norms are
| |
| | rather did not feel a personal
|
| different now, more loose. Adding to the
| |
| | (personally) connected. An expectation
|
| mix is more freedom for people to move
| |
| | was that those now adjuncts who were
|
| globally. They point out there are
| |
| | Bellevue University students would feel
|
| personnel trends that organizations can
| |
| | more connected. While the former students
|
| count on
| |
| | felt more connected, they too did not
|
| 1. Smaller and less sufficiently
| |
| | feel a close bond.The discussion moved to
|
| skilled2. Increasingly global3. Highly
| |
| | questions of leadership. Specifically
|
| virtual4. Vastly diverse,
| |
| | asked was how well do they know (know of)
|
| and5. Autonomous and empoweredThey
| |
| | the University leadership team. All knew
|
| conclude that leadership focus within
| |
| | names and positions of the president,
|
| these trends "demand a new generation of
| |
| | provost, deans, and program directors.
|
| talent management." This new talent
| |
| | They did not know any of the names
|
| management has to take some strategic
| |
| | associated with positions of senior
|
| steps to manage the new work force in
| |
| | administrative people and senior people
|
| future oriented organizations. Those
| |
| | outside their particular college. Asked
|
| steps are:1. Predictive Workforce
| |
| | if they knew any names of board members,
|
| Monitoring and Strategic Talent Decision
| |
| | each knew U.S. Senator Chuck Hagel is a
|
| Making2. Flexible and Anticipatory Talent
| |
| | board member. Others knew names of
|
| Sourcing3. Customized and Personalized
| |
| | benefactors thinking they were board
|
| Rewards and Communications4. Distributed
| |
| | members.Tying the interviews together,
|
| and Influential Leadership5. Unified and
| |
| | the discussion turned to specifics of
|
| Compassionate CulturesComputer-mediated
| |
| | communication. The focus at this stage
|
| Communication (CMC)It is important to
| |
| | was the level of interdepartmental
|
| discuss CMC as virtual workers depend on
| |
| | communication compared to
|
| - rely on - computer-mediated
| |
| | intradepartmental communication. Those
|
| communication. Jones (1998) cites Patton
| |
| | interviewed commented that
|
| (1986) in discussion about highway
| |
| | intradepartmental communication was good.
|
| building as a means to connect people to
| |
| | Adjuncts knew, through email and/or
|
| one another. Patton observed that
| |
| | telephone communication, their program
|
| highways have not connected us rather
| |
| | director, some or all the department
|
| increased our sense of separateness.
| |
| | faculty. All reported a lack of knowledge
|
| Cities are divided, neighborhoods split,
| |
| | outside their program area. An adjunct in
|
| city intimacy destroyed. From this
| |
| | healthcare administration is unlikely to
|
| negative view, Jones concludes the
| |
| | cross-communicate with faculty from
|
| internet may actually do what highways
| |
| | management or leadership. An instructor
|
| failed to do
| |
| | in business administration will not know
|
| Computer-mediated communication, it
| |
| | anyone teaching in human resources or
|
| seams, will do by way of electronic
| |
| | security management. Distant adjuncts in
|
| pathways what cement roads were unable to
| |
| | the College of Professional Studies seem
|
| do, namely, connect us rather than
| |
| | isolated from faculty members of other
|
| atomize us, put us at the controls of a
| |
| | colleges. Generally, faculty members in
|
| "vehicle" and yet not detach us from the
| |
| | one college do not teach in other
|
| rest of the world. (pg. 3)CMC offers new
| |
| | colleges.The interviewees made
|
| realms for social scientists to study.
| |
| | recommendations to improve communication
|
| Traditionally, social scientists observed
| |
| | ranging from more email communication to
|
| communities within certain identified
| |
| | making trips to the campus to meet the
|
| boundary. However, new cyber societies
| |
| | staff. Trips to campus from distant
|
| exist without bounds and determination of
| |
| | locations seemed impractical from a cost
|
| membership in cyber society does not
| |
| | aspect because such a trip would not be
|
| satisfy traditional categories given
| |
| | at university expense. Asked how to
|
| community.Education in Cyber SocietyWhat
| |
| | improve electronic communication, all
|
| does this mean in terms of education? The
| |
| | agreed more is better. Citing an example
|
| United States Department of Education
| |
| | of missed opportunity, they said the
|
| (US-DOE) provides a look into higher
| |
| | university produces a faculty roster and
|
| education statistics for twelve months
| |
| | places it on the server "shared drive."
|
| 2000 to 2001. US-DOE figures from that
| |
| | However, distant locations do not have
|
| period show 56 percent (2320)
| |
| | access to the internal system.
|
| post-secondary two- and four-year schools
| |
| | Personal ExperienceStated early in this
|
| had online courses. Another twelve
| |
| | paper, I am an online adjunct but live in
|
| percent desire to go online within the
| |
| | the community the university calls home.
|
| next three years. Finally, 31 percent
| |
| | This gives me a different perspective
|
| said they would not go online. Clearly,
| |
| | because I can personally interact with
|
| two-thirds of colleges and universities
| |
| | instructors from different colleges and
|
| have or want online educational
| |
| | programs. After five years in
|
| opportunities for students. What does
| |
| | administration as a graduate enrollment
|
| this mean for faculty? The following
| |
| | counselor, I developed personal networks
|
| paragraph addresses that question.The
| |
| | with many senior program directors and
|
| Higher Learning Commission accredits
| |
| | deans. For nearly the same period, I was
|
| Bellevue University in Nebraska. It has
| |
| | an adjunct, first in the College of Arts
|
| an online presence offering 17
| |
| | and Sciences and now in CPS. I taught
|
| undergraduate degree completion programs
| |
| | Organizational Communication in a
|
| online and 7 graduate degree programs
| |
| | face-to-face classroom and Leadership
|
| online. The College of Professional
| |
| | online.Validating the interviewees'
|
| Studies (CPS) of Bellevue University
| |
| | comments, communication to adjuncts has
|
| administers all of the undergraduate
| |
| | been limited. One limiting factor was the
|
| degree programs. CPS administers three of
| |
| | capability of the university email server
|
| the seven graduate degrees, MBA and
| |
| | to support several hundred email
|
| Master of Arts in Management reside in
| |
| | addresses. This problem is resolved with
|
| the College of Business, and MS Computer
| |
| | the installation of a new larger email
|
| Information Systems and MS Management of
| |
| | server. Another limiting factor was not
|
| Information Systems reside in the College
| |
| | all adjuncts had a "(name) @" university
|
| of Information Technology. Although the
| |
| | email address. An initiative of the
|
| College of Arts and Sciences administers
| |
| | Quality Council was requiring all
|
| no online degrees, it does administer
| |
| | adjuncts have an internal email address
|
| several course clusters and individual
| |
| | and remote access to the email server.
|
| online courses. Therefore, Bellevue
| |
| | This initiative is now complete with
|
| University is an example of an
| |
| | separate distributions for "all campus,"
|
| institution highly oriented to the online
| |
| | "all adjuncts," and "all (college
|
| student.Online, mostly adult learner,
| |
| | specific) adjuncts."An advantage to being
|
| students equal approximately 40 percent
| |
| | an online adjunct in the same community
|
| of the University population. Bellevue
| |
| | where the university is located is
|
| University also has both traditional
| |
| | proximity. With proximity, there is
|
| four-year campus students and
| |
| | access to many in leadership positions
|
| non-traditional in class adult learners
| |
| | and interaction with peers. A closer
|
| making up the rest of the University
| |
| | connection with faculty peers allows a
|
| student population. A boast made during
| |
| | support system to develop face-to-face
|
| the 2004/2005 academic year was that
| |
| | that a distant adjunct cannot as easily
|
| Bellevue University has students in all
| |
| | develop. Proximity allows faster
|
| 24 time zones around the world and the
| |
| | communication and reaction to
|
| North and South Poles.CPS accounts for
| |
| | communication. Closeness permits
|
| the largest number of faculty members. Of
| |
| | attendance to faculty development live
|
| CPS faculty, about 150 are adjunct and
| |
| | rather than streaming video or DVD.While
|
| one-third of those are faculty members at
| |
| | the advantages of proximity seem
|
| distant locations teaching online
| |
| | favorable, there are some downsides.
|
| (information provided the Assistant
| |
| | There are greater expectations that a
|
| College Administrator).However, this is
| |
| | local adjunct spends time on campus when
|
| not unique to Bellevue University. A web
| |
| | there primary job allows. The faculty
|
| search of colleges with online offerings
| |
| | resource center offers an adjunct an
|
| returns dozens of institutions. Narrowing
| |
| | office environment where one can have the
|
| a web search to fully accredited schools
| |
| | office time expected. College meeting
|
| with online offerings returns numerous
| |
| | attendance by local adjuncts is not
|
| hits. Well known in the online arena are
| |
| | mandated; however, it is more favorable
|
| University of Phoenix, Capella, Nova
| |
| | to attend. Those operating at a distance
|
| Southeastern, and Walden. Among these,
| |
| | desire to attend meetings and cannot have
|
| University of Phoenix is very aggressive
| |
| | it.
|
| in both student and faculty recruitment.
| |
| | ConclusionThe interview process with
|
| It is not unusual for students to
| |
| | adjunct instructors working at a distance
|
| transfer between online schools searching
| |
| | offer supporting data to the statistics
|
| for lower tuition rates and/or more
| |
| | reported earlier in this paper. The
|
| liberal credit transfer policies. In
| |
| | adjuncts interviewed are part time
|
| addition, it is likely an adjunct
| |
| | virtual employees who feel less a part of
|
| professor may instruct in multiple
| |
| | the University team than someone local.
|
| universities.
| |
| | They reported incomplete communication
|
| Online Faculty InterviewsOf the about 50
| |
| | with and knowledge of many key leadership
|
| online distant faculty members at
| |
| | people.Communication seems the center of
|
| Bellevue University, five responded to
| |
| | disconnect. The Academic Quality
|
| invitations for phone or email
| |
| | Improvement Process also recognized this
|
| interviews. Another interview with an
| |
| | problem and implemented institutional
|
| online adjunct that lives in the Omaha
| |
| | change to tie all members to campus life.
|
| metro area serves to validate other
| |
| | Although more effort is underway for
|
| faculty comments. One distant faculty
| |
| | broader communication, distant employees
|
| member does teach at two other
| |
| | do not have access to local systems
|
| institutions, one online, and one face to
| |
| | through remote means.Considering these
|
| face. Finally, I will submit personal
| |
| | elements and considering the U. S.
|
| observations, my experiences, as an
| |
| | Department of Education's statistics,
|
| online adjunct, face-to-face instructor
| |
| | online education is likely to flourish.
|
| and one that taught in multiple
| |
| | Bellevue University attracts students
|
| institutions.All those interviewed were
| |
| | from around the world with many of them
|
| unanimous in answering why they are
| |
| | earning degrees online from their home
|
| adjunct college professors, they like
| |
| | countries.Despite the drawbacks, virtual
|
| teaching. The responses varied from "I
| |
| | professors as virtual team members are
|
| like sharing what I've learned," to "It
| |
| | successful at Bellevue University because
|
| is fun to see, through their postings,
| |
| | of the expressed desire to teach and
|
| how they (students) grow and change over
| |
| | watch their students grow and learn. The
|
| the year period of a degree program." To
| |
| | professionalism and expertise these
|
| follow up, they answered teaching online
| |
| | professors exhibit in the online
|
| is new to them, an interesting way to
| |
| | community of students supports the data
|
| link students, and a way to connect
| |
| | from industry executives indicating
|
| people geographically separate for a
| |
| | improved productivity and cost
|
| common goal (education).One interviewee,
| |
| | savings.Pfeffer (1998) identifies the use
|
| a medical doctor in Indiana teaches
| |
| | of sub-contractors in the work force.
|
| healthcare administration at Bellevue
| |
| | Adjuncts are sub-contractors. The
|
| University to "stay connected with nurses
| |
| | adjuncts serve in non-traditional ways
|
| and other medical administrators. A hard
| |
| | contrary to how professors previously
|
| lesson for doctors to learn is they don't
| |
| | served. It is apparent that education is
|
| run anything." In addition to teaching at
| |
| | no different from other industries using
|
| Bellevue University, he developed a
| |
| | virtual workers. Virtual workers, like
|
| course adopted into the Master of
| |
| | temporary workers, feel less connected -
|
| Healthcare Administration in CPS. He
| |
| | not given the same level of training.In
|
| shared that he also is a mentor for third
| |
| | interview, establishing trust was
|
| and fourth year medical residents working
| |
| | critical to two adjuncts. In-person trust
|
| to pass their medical boards. He does not
| |
| | is much easier to develop than in virtual
|
| teach in this role, rather facilitates
| |
| | relationships. Bell (2002) says trust is
|
| medical residents' leaning and board
| |
| | a leap of faith and places trust below
|
| preparation. He related that this role
| |
| | truth, "... caringly frank and
|
| requires developing a trust and trusting
| |
| | compassionately straightforward... in
|
| relationship between him and his mentored
| |
| | pursuit of clean communication" (pg.
|
| doctor. He said he always begins the
| |
| | 9).An indirect conclusion from the
|
| mentoring relationship in a face-to-face
| |
| | interviews highlights that mentoring a
|
| environment before moving it to telephone
| |
| | virtual adjunct may help develop a sense
|
| or email. He told that teaching online
| |
| | of team participation through greater
|
| and handling student problems and
| |
| | knowledge and understanding of the
|
| misunderstandings is much less trying
| |
| | institutions vision and values. By
|
| than mentoring new doctors.The local
| |
| | developing greater emersion into the
|
| interview, conducted in person, was with
| |
| | vision and values of the system, adjuncts
|
| the executive assistant to the university
| |
| | may want to be more aware of those people
|
| president. He used to teach in the
| |
| | filling leadership roles. Successful
|
| classroom; however, schedule demands took
| |
| | virtual workers need the same assistance
|
| him out of class. Teaching online lets
| |
| | and opportunity for growth as the worker
|
| him keep his connection to students while
| |
| | inside the brick and mortar
|
| maintaining a busy travel schedule.When
| |
| | institution.ReferencesBell, C.R. (2002).
|
| asked why they applied to teach at
| |
| | Managers as Mentors: Building Partnership
|
| Bellevue University, the answers ranged
| |
| | for Learning (2nd edition). San
|
| widely. One instructor, an Army retired
| |
| | Francisco, CA: Berrett-Koehler
|
| Chief Warrant Officer, began teaching a
| |
| | Publishers, Inc.Carpenter, J. L. (Fall
|
| year after graduating with a master
| |
| | Semester 1998). Building Community in the
|
| degree from Bellevue. The university
| |
| | Virtual Workplace. Online at Kohrell
|
| approached him rather than him initiating
| |
| | (personal communication, September 18,
|
| an application. Another, now teaching at
| |
| | 2005) noting virtual team
|
| the Atlanta campus of the University of
| |
| | performance.Jones, S. G. (1998).
|
| Georgia, and previously at the U.S. Air
| |
| | Cybersociety 2.0: Revisiting
|
| Force Academy, applied to Bellevue
| |
| | Computer-Mediated Communication and
|
| because of the University's close ties to
| |
| | Community. Thousand Oaks, CA: Sage
|
| military students. One respondent is an
| |
| | Publishers.Kohrell, D. (2005). Effective
|
| empty nester, disabled from her nursing
| |
| | Virtual Teams [PowerPoint presentation].
|
| profession, and wanted to stay active
| |
| | PMI North Carolina: Technology As
|
| pre-retirement. There was not a
| |
| | Promised.Marilyn Urquhart (personal
|
| consistent answer to this question except
| |
| | communication, October 3, 2005) noting
|
| when tying it to their enjoyment of
| |
| | total number of adjuncts and number of
|
| teaching.All those interviewed are online
| |
| | adjuncts teaching online from distributed
|
| instructors, therefore, virtual to their
| |
| | locations.Pfeffer, J. (1998). The Human
|
| students. All reported using email and
| |
| | Equation: Building profits by putting
|
| telephone as primary communication
| |
| | people first. Boston, MA: Harvard
|
| devices with their students.
| |
| | Business School Press.Tuker, E., Kao, T.,
|
| Additionally, they all use the Bellevue
| |
| | and Verma, N. (2005). Next-Generation
|
| University Cyberactive(R) learning
| |
| | Talent Management: Insights on How
|
| environment powered by Blackboard to
| |
| | Workforce Trends are Changing the Face of
|
| conduct classes. They reported highs of
| |
| | Talent Management. Business Credit 107,
|
| 40 percent and lows of ten percent use of
| |
| | 7. 20-27.U. S. Department of Education
|
| email for student communication. All
| |
| | (2001). Washington, DC. Online at N.
|
| reported using the telephone to contact
| |
| | (2005). Making the Most of Virtual Work.
|
| students; however, telephone use was a
| |
| | WorldatWork Journal, 14, 2. 15-23.
|
| low five to ten percent. Low telephone
| |
| |
|
