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Assistant Professor School of Education Clemson University |
Assistant Professor School of Education Clemson University |
Professor School of Education Clemson University |
Society is experiencing a time of unprecedented change with technological innovations and applications rapidly transforming society and higher education. It is important for higher education administrators and professionals to assess where they fit into their institution's computer technology plans. Effective administrators need to have a general understanding and knowledge of computer technology. The purpose of this article is to encourage the administrator to begin the self-evaluation process of computer technology skills. Furthermore, sources and methods for acquiring these skills are offered.
Society is experiencing a time of unprecedented change with technological innovations and applications rapidly transforming society and higher education. Therefore, it is important for higher education administrators and professionals to assess where their roles fit into their institution's computer technology plans.
Most higher education administrators are faced with a multitude of issues that dramatically affect the landscape of higher education. In this era of intense accountability, tight fiscal resources, and fierce competition, college administrators are searching for appropriate and effective methods of managing these technological innovations. Many higher education constituencies are increasing the pressure on institutions to develop more innovative and flexible learning environments to meet the needs of a rapidly expanding and diverse student population (Havice, et al., 2000; Fried, 1997; Sherritt, 1996; Speck, 1996; and Talley, 1997). As such, effective administrators need to have a general understanding and knowledge of computer technology and its uses in higher education (Quinlan, 2000).
In our opinion, the effective administrator needs to have the knowledge and the ability to utilize the following seven technological applications: desktop management; word processing; databases and spreadsheets; electronic mail; the Internet; and electronic presentations. The purpose of this paper will be to present a discussion regarding these technological applications, as well as sources/methods for acquiring these technological skills.
Understanding desktop management is a basic skill necessary to use and manage computer applications. Desktop management would include knowing how to:
Word processing is probably the application most widely used by administrators. Less information is being processed through traditional methods, i.e., dictation, and typewriters. Instead, administrators are more frequently expected to create their own documents and correspondence through word processing software. The use of word processing allows the administrator to draft ideas and forward the draft to administrative personnel for editing. Word processing skills would include:
Databases and spreadsheets have very specific functions. As an administrator, an awareness of the capabilities of databases/spreadsheets could increase one's productivity and effectiveness. For example, an administrator who is interested in tracking student enrollment within an academic program might use a database/spreadsheet to establish a record for each student, as well as a cohort at the same time. This record could then be used for conducting statistical analyses if needed. Skills in this area would include:
This computer application has probably impacted administrators more than any other. Electronic mail (e-mail) has become the preferred method for communication by most administrators. It is not uncommon for administrators to have numerous e-mail messages each day. Many administrators feel that e-mail has complicated their work environments rather than simplifying them. Because of this change in communication patterns, it has become quite necessary for administrators to know the basics in using e-mail. The following are some basic e-mail skills needed by administrators:
Navigating the Internet and the World Wide Web is a skill that has become an expectation of any computer user. The World Wide Web (WWW) is the graphical interface that has allowed for user-friendly access to the Internet. Today's students are much more competent and experienced than are most administrators on using the Internet/WWW. Therefore, as administrators we need to become proficient at using, understanding and managing the vast resources available on the Internet. To become more proficient the following skills are recommended:
Administrators are required to deliver presentations to many constituent groups. With the recent advances in presentation software, there seems to be a greater expectation for more dynamic and spectacular presentations. By offering more dynamic presentations, the audience is often more engaged in the topic (Havice & Havice, 1999). Therefore, the prudent administrator realizes the need to develop the following electronic presentation skills:
Upon the completion of a self-evaluation of computer technology skills, many administrators discover that they lack certain skills. This lack of skills is often due to the rapidly changing technology and the fact that their training programs did not prepare them for this infusion of technology into higher education. To be a more effective administrator, recognizing these limitations is only the first step. The second step would be acquiring these new skills to enhance their work environment. The purpose of this section will be to explore the variety of methods and resources that could be utilized for the acquisition of these skills.
Probably the most convenient method for learning a new computer skill is to work through one of the numerous self-directed publications that are available at local bookstores. This approach allows the administrators to learn at their own pace and on their own timeframe. These publications are typically written for the computer novice, though there are also advanced skill books.
A second method for acquiring computer skills would be to enroll in a course or workshop designed to learn specific computer skills. Often a wide variety of these courses are offered at community and technical colleges. These courses are usually designed for the adult learner, thus these courses are offered at multiple times throughout the week. Furthermore, compared to other methods, community and technical college courses are relatively inexpensive.
Many professional associations are also offering, as member services, workshops on integrating technology into higher education. These workshops provide an opportunity to not only learn new skills, but to network with other professionals with similar career interests.
A rapidly expanding method for acquiring new knowledge and skills is the Internet. Many different organizations, agencies, and universities are offering on-line courses covering the use of technology. One disadvantage of this method is that the administrator will need a basic understanding and familiarity with computer technology to be able to navigate this type of offering. Another disadvantage to on-line offerings is that the level of personal interaction with the instructor is minimized. On-line offerings do allow for persons to learn on their own timeframe and in the convenience of their own home or office.
Computer technology is definitely are part of higher education. Upcraft and Goldsmith (2000) reported that higher education is being transformed by the rapid changes in technology. The effective administrator recognizes these changes and the need for the acquisition for new skills and knowledge. Acquiring these skills will enhance the administrator's communication, supervision, program development and evaluation processes.
Fried, J. (ed.) (1997, Spring). Ethics for today's campus: New perspectives on education, student development, and institutional management. San Francisco, CA: Jossey- Bass Publishers.
Havice, P. A., Watson, L. W., Cawthon, T. W. & Underwood, S.J. (2000). Support of technology-based distance education: Administrator's attitudes and perceptions. The Quarterly Review of Distance Education, 1(2), 129-138.
Havice, W. L. & Havice, P. A. (1999, Winter). Connecting with the future: Building presentation strategies. The Journal of the Southeastern Regional Association of Teacher Educators, 8(1), 46-49.
Quinlan, L. A. (2000, March). Here a standard, there a standard, everywhere a standard, standard. TechTrends for Leaders in Education and Training, 44(2), 3-6.
Sherritt, C. (1996, January). A fundamental problem with distance programs in higher education. (ERIC Document Reproduction Service No. ED 389 906).
Speck, S. (1996). Balancing cost and quality: Case studies in determining tuition at independent colleges and universities. Paper presented at the annual Meeting of National Association of Independent Colleges and Universities, Washington, D.C.
Talley, E. J. (1997, Spring). Ethics in management. In J. Fried (Ed.), Ethics for today's campus: New perspectives on education, student development, and institutional management, (pp. 45-66). San Francisco: Jossey-Bass Publishers.
Upcraft, M. L. & Goldsmith, H. (2000). Technological changes in student affairs administration. In Barr, M.J., Desler, M.K. & Associates (Eds.) The handbook of student affairs administration. San Francisco, CA: Jossey-Bass.
*This article first appeared in the National Forum of Educational Administration and Supervision Journal, 18(2), 2001-2002, pp. 12-17. Reprinted with permission.
For more information, contact Dr. Pamela A. Havice, Assistant Professor, School of Education, Clemson University, 316 Tillman, Clemson, SC 29634. 864-656-5121