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Sherma Edwards 1
DEPM 650 Section, 9040

Sherma Edwards
DEPM 650 Section 9040
March 22nd, 2015
Qualitative Methods-Critical Analysis Paper

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Introduction
In higher education (HE) institutions today, case studies can be used as a research or
teaching method. For this paper, the goal is to develop a critical and analytic approach based on
the reviewers perspective of a study entitled, Online Faculty Support and Education
Innovation (Zawacki-Richter, 2005). The reviewers investigation will consist of a research
question; what organizational structures are necessary in providing faculty support in online
programs in order to enhance the institutions educational innovation? (Zawacki-Richter, 2005).
The case studys main focus was at the University of Pretoria (UP) and the findings in the study
can help distance education (DE) institutions to become more successful in technology, teaching
and learning.
Background
In this case study, some historical perspective was provided to introduce the UP, its
existence and success rates. The UP was the largest institution in South Africa and in 1994 their
Bureau for Institutional Research and Planning facility was established for strategic
organizational planning (Zawacki-Richter, 2005). The UP wanted to add media-based learning
for all its stakeholders including, faculty, staff, students and partners. This transformation was
driven by top management who had impressive skills and attributes in education and leadership.
Their goal was to build a successful technology infrastructure. The UP strives for excellence and
enhancing learning according to the universitys mission statement (UP, 2015). In the 1900s, the
UP understood the value of research, teaching and public service and today this institution is in
the top ten universities and is one of the leading research institutions in South Africa
(Africa.com-Editorial Staff, 2015).

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Methodology
Qualitative Research
According to Willis (2008), a case study created by a qualitative researcher, the
researcher commonly focuses on the experiential knowledge of the situation and the influential
constraints that may exist, which include the social or political environment. The author of this
case study is renowned in the social science field and is a Professor of Educational Technology
at the University of Oldenburg in Germany (Carl von Ossietzky Universitat Oldenburg, 2015,
para 1). Dr. Zawacki-Richter has created an extensive list of scholarly works during his personal
and professional leadership roles that can be found on his home institutions website.
Purpose of Case Studies
In the field of social science, researchers are often concerned about people, places and
things and how these may impact the society they live in. Regardless of the discipline, social
scientists often use case studies and methodologies to exercise the three paradigms known as
explanatory, exploratory and descriptive, whereby each can be used for different purposes in
the line of research (Willis, 2008, p.212).
Explanatory case studies look for why a phenomenon occurred the way it did,
exploratory seeks to gain additional knowledge about a phenomenon and expects the results to
add value to additional research and descriptive, defines in detail, the setting, and the
phenomenon (Willis, 2008, p.213). Case studies do encourage versatility and flexibility in
qualitative social science scholarships and allow a vast amount of data sources to be
incorporated (Willis, 2008, p.215).

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Based on the reviewers experience as a student in the Masters of DE program, exposure

to scholarly material in this Practioner Research in DE & E-learning class and the knowledge
gained from the literature, the investigative approach or case study is a phenomenal method that
can be used to help address this research question and to obtain a vast amount of data. This
conclusion can also be reinforced, because Dr. Zawacki-Richter does serve as an ideal candidate
who comes from a background with practical and experiential knowledge on the research topic in
question and data gathered from his interview with the experts at the UP consist of rich
information. The interview process made the reviewer feel like she was there when the interview
was conducted, although it was done over ten years ago. The panel or group interview was
informal; open ended questions and conversations did transpire. The interviewer was able to
obtain different point of view and to develop a better understanding, while formulating a bigger
picture and procedure of the organizational structure achieved at the UP.
Phenomenon at the University of Pretoria
The study conducted at the UP illustrates a combination of the three research paradigms
mentioned above, explanatory, exploratory and descriptive. The UP was selected as the case
study because of the innovative and flexible learning and teaching methods that was used,
with the new media that was introduced at the institution (Zawacki-Richter, 2005, p.3). Also,
because of the impressive effect and great success (Zawacki-Richter, 2005, p.3) that was
detected when the institutions DE program was initiated in 1995 and since their transformation
was driven by supporting management or leadership teams. Each team, Partnership, Innovation
Committee or Project Management follows the strategic decision making, change management
and the conflict resolution processes and play their role well.

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For example, the department of Telematic Learning and Education Innovation (TLEI)
is an aptitude center established in 1997 to manage, facilitate and implement the development
of and flexible learning (Zawacki-Richter, 2005, p.8). This facility was created and responsible
for media-based teaching and learning for student and faculty support. Another example is the
UP Division of Education Innovation & Client Services, which is led by consultants who acquire
a professional background and many years of experience in pedagogy, who value the importance
of the bottom- up approach of education innovation. (Zawacki-Richter, 2005). The bottom-up
approach does derive from the attributes of an effective leader or manager; one who is aware of
the importance of followership, subordinates or lower-level employees. According to Bjugstad,
(2006), Kellerman, (2009) & Baker, (2007), a follower has been an understudied or irrelevant
topic, and there has been an evolution in the perceived views of followership. Kellerman (2009)
also believes, followers are no longer, timid, pathetic individuals or a mere sheep (Edwards,
2014, p.3).
In the reviewers opinion, the leadership teams at the UP, as early as in the 1900 is fully
aware that if the followers are not involved in the change process or strategic planning, then
resistance will occur. A prime example was when a member from the educational consultant
team introduced himself to the department of architecture and instantly he received a negative
reproach (Zawacki-Richter, 2005). Not until the consultant acted as an observer among the
followers in architecture department, some of the issues were minimized. The followers then
became less defensive and the consultant was able to stimulate and initiate change and to
encourage flexible teaching and learning methods. As a recommendation the UP should have
conducted a survey questionnaire to make sure the new technology and media-based learning via
WEBCT and print based study, chosen for online learning at the institution, does align with their

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stakeholders needs, especially the students and teachers. The case study does fail to mention this
information and involving followers in the decision making and strategic planning does allow
less resistance as possible.
Nonetheless, the UP has strived to meet its learners and stakeholders needs. This is
achieved through the use of great leaders, a strong organizational structure and faculty support.
The UP minimized the high demand of education for a diverse and non-traditional group of
students, especially those who reside in rural areas. The UPs organizational structure and each
departmental duties listed in the case study does give a clear understanding of how the business
process is conducted at the UP and does help to address the research question in this research
report, that will be beneficial to other HE institutions today.
Scientific Method & Data Gathering
The scientific method and data gathering process is very essential in doing research
(Willis, 2008). The first step is to ask a question, but questions must be done with an objective
approach, then the second step is to do some background research. According to (ZawackiRichter, 2005, p.2), the introduction states that, in any educational context, the quality of
teaching and learning depends primarily on the instructional staff that is responsible for
facilitating the learning process (p.2). To help support this theory, two studies from the
American accrediting and quality assurance association revealed the importance of
implementing faculty support in online programs (Zawacki-Richter, 2005, p.2).
In addition, the Western Co-operative for Educational Telecommunications contracted by
the Council of Regional Accrediting Commissions raised the importance of faculty training, as
well as the Higher Education Policy came to the same conclusion by stating supporting faculty is

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very critical especially in DE. The study also lists other familiar authors in the field of DE such
as Brindley, Bates and Naidoo, who also argue the importance of faculty support. Likewise,
science does help to generate cumulative knowledge by building on, refining and occasionally
replacing theoretical understanding (Willis, 2008, p.33). The importance of faculty support in
DE today, is a non-debatable topic and this consensus is agreed to by the reviewer and other
theorists, theory and empirical data. However, the study does state that DE institutions still
struggle with effective training, development (Zawacki-Richter, 2005, p.2) and incentives for
its members. The articles goal, however, is to discover the organizational structures needed to
offer faculty support for online programs and to promote education innovation based on the
authors observation of UP and this is what guided the investigation (Zawacki-Richter, 2005).
Data Gathering
Data gathering includes the practice of planning and piloting an experiment by testing
inductive or deductive reasoning (Wikipedia, 2015). Information is measured on variables of
interest by collecting a high quality of evidence, so that the data can later be analyzed. For this
case study, the reviewer believes construct validity was used to measure the variable, for
example, how the quality of faculty support relates to organizational structures. With Dr.
Zawacki-Richter teaching in the School of Education and Social Science department, it was the
reviewers expectation that his methodology would consist of an interview with experts
employed at the UP who deal with operating and assuring quality services and support for its
employees. Also, the specific for this study was performed by examining a concrete online
program to investigate the relationship between academic departments and academic support

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units within the UP (Zawacki-Richter, 2005, p.7). The Master in Early Childhood Intervention
(MECI) was selected as an example of good practice (Zawacki-Richter, 2005).
The interview process is a very common attribute in this field of study and research
process and is also used in educational technology (Willis, 2008). Therefore the reviewer does
believe this method will adequately address the research question because of the history given
about the UP and the authors use of other scholarly journals. The researcher does make a very
compelling argument thus far, but he also states in his article, there is still almost no or very
little literature available about faculty support (Zawacki-Richter, 2005, p.4).
This perspective is a bit outdated in the reviewers opinion because DE since then has
evolved in the last ten to thirteen years when this case was assessed and transcribed, but would
have been quite beneficial to HE institutions in that era. The reviewer did a quick search on
Google Scholar and University of Maryland University Colleges (UMUC) library search engine
and there was an extensive list of literature to choose from. Institutions today are recognizing the
value of employees and this information can be found in any institutions website regarding
faculty supportive programs and services.
For example, UMUC has a faculty services and communications webpage. On this
webpage, faculty has access to technical support 24/7 and other important resources (UMUC,
2015a). In addition, UMUC has established a technical training program called LEAD which
stands for learning, education, advancement and development (UMUC, 2015c). This platform
inspires support in an accessible manner for professional development to all faculty members
across the globe (UMUC, 2015c).

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As a result, the reviewer believes the main recipients of this report include the institution,
the UP, the author, Dr. Zawacki-Richter and the readers, anyone who has read this case study and
members of the DE community. As part of the research design process, the researcher did
identify an observation at the UP, justified this observation with specifying a particular field of
study within the institution, did establish reliable supporting literature for the cause, tested the
research question through the interview process and described the data and methods for analysis
on whether the hypothesis is true or false with open access to the actual interview (University of
Southern California, 2015).
This report will help the UP have a holistic view of their online faculty support and
organizational structures that may need revamping after receiving the feedback from the case
study of each department which was a part of the interview process and a document to refer to as
the institution grow within this DE arena. Feedback is very important for teaching and learning
and it is imperative that each department work as a unit. The author has also given other
researchers the opportunity to build on his work and to improve practice with the option of
applied science and other DE institution can follow or learn from the same organizational
structure illustrated at the UP.
Focused Groups and Delphi Techniques
There are different forms of interview techniques which have very structured sessions,
with yes or no answers, and then there are those that are more flexible and the interviewee can
respond very openly and freely (Willis, 2008). Individual interviews are quite common research
methods but the Delphi Technique and Focus Groups is also a strategic form of a group interview
process (Willis, 2008). For this particular case study the Focus Group technique was performed

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with the use of expert responses in hope of addressing the research question in a qualitative
manner (Zawacki-Richter, 2009).
This method tends to be informal and the participants were from mainly the UPs
Department of TLEI, yet other Heads of Departments such as Client Services Center and
Partnership to name a few, were asked their perceptions, opinions and role within the
organizational structure (Zawacki-Richter, 2005). TLEI, however, is a competence center
established in November 1997 to manage, facilitate and implement the development of flexible
learning (Zawacki-Richter, 2005, p. 8) and to also support media-based learning and teaching at
the UP. The strengths of this case study do include the descriptive information about the
university and the interview process and is appropriate to addressing to research question.
Interpretation
For the interpretivists and critical theorists alike, one of the advantages of a case study,
used as a research method, is that it allows the scholar to take a holistic approach to studying a
phenomenon in its natural setting (Willis, 2008, p. 212). Therefore, in the reviewers opinion,
the research report was quite detailed from beginning to end and adequately addressed the
research question.
According to the article, it discussed the institutional context, the organizational structure
at the UP and the researcher used the MECI program as an example to compare and contrast
online programs offered at the UP and to investigate the relationship with academic departments.
Support for its stakeholders and incentives opportunities were also listed (Zawacki-Richter,
2005). It is recommended that within the organization coaching must occur, rapport building,

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knowledge sharing and employees must work together to help eliminate barriers (Blaschke,
2004).
Organizational Structures
There was 10% increase in student population noted from the month of February in 2001
through the year 2002 when the experiment was conducted (Zawacki-Richter, 2005). According
to this research report, the organizational structures and skills needed for faculty support include:
implementing faculty training within each department, maximizing the change management
process and partnership opportunities with other universities. In addition, building the
followership and leadership rapport, seeking consultants and experts assistance that are in the
field of study and having a project manager and a transformational leader on board, will increase
effectiveness and increase in institutional success rates. Nonetheless, the report failed to add if
any pilot programs were executed prior to the actual decision was made by the UP to transform
into web based learning. If so, this would have a cause and effect to the high success rates at the
UP.
Conclusion
This case study exhibits an extensive amount of data overall, that can be taken from the
interview transcript such as best practices when implementing technology, the importance of
faculty support, feedback from followers and adaptation. As a result no major perspective was
missing from the report based on the reviewers analysis and interpretation. It is suggested that
HE institutions with the flexible learning option do incorporate student teacher interaction so that
the student doesnt feel alone and this is already practiced at the UP. The institution must
continue to utilize all of its resources. The UP offers mandatory sessions on campus to fill this

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gap (Zawacki-Richter, 2005) and UMUC has done the same by providing the hybrid classes
(UMUCb). Hybrid classes offer a blend of face-to-face interaction with online learning or
computer based interaction (UMUCb). It is also recommended that the UP should modify
existing learner services for its virtual campus as they grow in student population so that faculty
members will continue to keep students engaged and learning. By utilizing research, DE
institutions will obtain feedback; be able to assess technology or new strategies and to learn
through trial and error.

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References
Africa.com. (2015). Ten top universities in south africa. Retrieved from
http://www.africa.com/blog/top-10-universities-in-south-africa/
Baker, S.D. (2007). Followership: The theoretical foundation of a contemporary
construct. Journal of Leadership & Organizational Studies. 14 (1), 50-60.
Bjugstad, K. (2006). A Fresh Look at Followership. Retrieved from
http://www.ibam.com/pubs/jbam/articles/vol7/no3/JBAM_7_3_5_Followership.pdf
Blaschke, L. (2004). Sustaining online collaboration: Seven lessons for application in the
Volkswagen AutoUni. In U. Bernath & A. Szcs (Eds.), Proceedings of the 3rd EDEN
Research Workshop Oldenburg, March 4-6, 2004, (pp. 388-394). Oldenburg:
Bibliotheks- und Informationssystem der Universitt Oldenburg.
Carl von Ossietzky Universitat Oldenburg. (2015). About the department, academics and
teaching. Retrieved from http://www.uni-oldenburg.de/en/educational-sciences/web/profdr-olaf-zawacki-richter/
Edwards, S. (2014). Attributes of effective leaders. Paper submitted as an assignment for OMDE
604. Spring 2014
Kellerman. (2009). Lecture on Followership Part I-presentation on YouTube: Retrieved from
https://www.youtube.com/watch?v=kgLcAF5Lgq4

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University of Southern California. (2015). Organizing your social science paper. Retrieved from
http://libguides.usc.edu/content.php?pid=83009&sid=818072
University of Maryland University College. (2015a). Faculty services and communications.
Retrieved from https://www.umuc.edu/faculty/facsupport/facservices/index.cfm
University of Maryland University College. (2015b). Frequently asked questions. Retrieved from
http://www.umuc.edu/students/admissions/faq.cfm
University of Maryland University College. (2015c). UMUC Lead (learning, education,
advancement, development) technical training opportunities. Retrieved from
http://www.umuc.edu/facultydevelopment/skillsoft-registration.cfm
University of Pretoria. (2015). Vision, mission and values. Retrieved from
http://www.up.ac.za/about-up/article/258153/vision-mission-values
Walker, R. (2004). Getting and analyzing qualitative data. Retrieved from
https://learn.umuc.edu/d2l/le/content/59011/viewContent/2471307/View
Wikipedia. (2015). Data collection. Retrieved from http://en.wikipedia.org/wiki/Data_collection
Willis, J. (2008). Qualitative Research Methods in Education and Educational Technology.
Charlotte: Information Age Pub Inc.
Zawacki-Richter, O. (2005). Online faculty support and education innovation- A case study.

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European Journal of Open and Distance Learning (EURODL), Volume 1(1-22).

Retrieved from http://www.eurodl.org/index.php?
p=archives&year=2005&halfyear=1&article=163
Zawacki-Richter, O. (2009). Research areas in distance education: A delphi study. International
Review of Research in Open and Distance Learning, 10, (3).