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