Abstract:

In the initial months of 2020, universities swiftly adapted to the global COVID-19 pandemic by implementing remote learning and work arrangements for students, faculty, and staff. As remote work emerged as the primary method for implementing crucial social distancing measures during the pandemic, some academic leaders began to question the traditional assumption that many staff roles within universities required physical presence. With the pandemic concluded, university leaders are now tasked with determining how their campuses will operate in a post-pandemic world, considering the preferences of students and employees alongside the institution's objectives.

Historically, the educational technology team at one of the largest academic medical centers in the USA operated on-site 100% of the time, providing guidance, fostering professional development, and supporting institution-wide instructional technology initiatives. The team's responsibilities include offering expertise in managing educational technology software, providing practical teaching support, and promoting innovation across four graduate schools: the School of Medicine, the School of Health Professions, the School of Biomedical Sciences, and the School of Public Health.

Before reaching the ultimate goal of understanding what it takes for the educational technology team to sustain success amidst the challenges and opportunities of flexible work arrangements, it is crucial to explore Educational Technology team members' attitudes and motives toward remote/hybrid work. This step is essential in determining the feasibility of the flexible work policy and its intended outcomes. To capture these attitudes and motives, we conducted a multi-modal pilot case study involving 61 (N=61) instructional designers and educational technology specialists. Employing methodological triangulation, we combined quantitative data from an online survey with qualitative insights obtained through open-ended questions posed to the participants. The preliminary results provide practical insights for university's departmental leadership aiming to incorporate flexible work arrangements into long-term practices. For example, the results have demonstrated that most educational technology specialists and instructional designers feel that they are as, if not more, productive when working from home. However, the results also show that it is crucial for leadership to consider certain limitations and implications when implementing the flexible work policy, with the most significant concern being the potential impact on opportunities for engagement with both their colleagues and faculty members. Additionally, participants’ emerging motives for flexible work arrangements were explored, along with their implications for research and the development and implementation of policies, particularly within the educational technology domain.

Keywords:

Educational Technology, University Policy, Higher Education, Staff Attitudes.