Show simple item record

dc.contributor.authorBrown, Jeffrey A.en_US
dc.date.accessioned2014-03-14T20:13:57Z
dc.date.available2014-03-14T20:13:57Z
dc.date.issued2008-07-02en_US
dc.identifier.otheretd-07132008-130422en_US
dc.identifier.urihttp://hdl.handle.net/10919/28283
dc.description.abstractImplementation is a phase included in nearly all instructional development models, yet literature on instructional design and technology reveals little about implementationâ s nature and the special conditions that must be considered as users go beyond adoption (Ely, 1999). Ely (1990b; 1999) contends these conditions include dissatisfaction with the status quo, leadership, commitment, participation, resources, time, incentives and rewards, and knowledge and skills. When employing Elyâ s conditions as a framework for investigation, attention is shifted away from the innovation to the environment where the innovation has actually been adopted and utilized as a facilitating factor in implementation. The move to online and software-based environments in recent years is accompanied by a need for additional research to further validate Elyâ s conditions within this new context. This exploratory study identified and analyzed user pre and post-implementation perceptions regarding the relative importance of Elyâ s conditions for the successful mplementation of an actual innovation, a product management system. An online survey, the Implementation Profile Instrument created by the founders of iphase.org, was adapted and utilized to capture user perceptions. Descriptive statistics and factor analyses revealed important differences with past innovations and contexts, and between pre and post implementer groups and pre and post-implementation stages.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartBrown.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectDiffusion of Innovations Theoryen_US
dc.subjectSystems Theoryen_US
dc.subjectChange Theoryen_US
dc.subjectAdoptionen_US
dc.subjectImplementationen_US
dc.subjectInstructional Designen_US
dc.titlePerceptions of the Relative Importance of Conditions that Facilitate Implementationen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairPotter, Kenneth R.en_US
dc.contributor.committeememberFalls, Jane Annen_US
dc.contributor.committeememberLockee, Barbara B.en_US
dc.contributor.committeememberWhitt, Gary L.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-07132008-130422/en_US
dc.date.sdate2008-07-13en_US
dc.date.rdate2009-07-22
dc.date.adate2008-07-22en_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record