| This research study investigated the perceptions of individuals involved in distance education in New Mexico, with respect to factors which influence the decision to adopt, implement, and operate distance education (DE) programs in New Mexico Institutions of Higher Education (IHEs). The study asked respondents to identify and clarify these decision factors, and then rate (1) the importance of these factors, and (2) their ability to influence these factors. The ratings for various respondent sub-groups were then analyzed and compared to identify differences in the importance of each decision factor.; The study was conducted using two distinct methodologies: (1) eight unstructured interviews were conducted to gather research data from key respondents and to formulate hypotheses using a grounded theory approach; and (2) The Delphi method was used to gather additional data from one hundred-seven respondents involved with DE representing twenty-four New Mexico IHEs. Subsequent statistical analysis was conducted on the Delphi results to analyze differences in responses from five different respondent sub-groups: (1) IHE type, (2) academic/program department, (3) institutional mission, (4) type of position held at the IHE, and (5) gender.; The study identified twenty-four (24) distinct factors which influence the decision to adopt, implement, and operate distance education in IHEs. These included the institution's commitment to quality, the start-up and operating/maintenance costs of DE technologies, top-level support for DE, presence of a DE "champion," student support services, and support for DE "receive sites." There were also significant differences in the importance of these factors across many independent variables, including type of IHE, position held at the IHE, and academic/program department. Influence ratings for the decision factors were consistently lower than importance ratings, particularly for IHE faculty and staff, and also showed significant differences across all sub-groups tested.; Based on this study, specific recommendations are made to facilitate the adoption and implementation of distance education programs for each of the twenty-four factors identified, and an innovative model for understanding planned change and implementation in complex organizations is presented. The information from this study will be of particular use to educational leaders, policy makers, distance education advocates, change agents and others who are interested in facilitating the adoption of distance education and other innovative programs in institutions of higher education. |
