| Employing effective adoption and implementation processes for information technology (IT) is a concern on many campuses. This investigation examined two universities' processes for adoption and implementation of campus-wide laptop computing.;Primary data collection methods were interviewing and document review. Findings were revealed through the integrated use of a chronology of significant events and a policy process model, which was synthesized by the researcher for particular application to information technology issues. As a result of this study, adjustments were recommended to the policy process model to improve its descriptive and analytic utility.;Both case universities, Alpha University (AU) and Kappa University (KU), successfully integrated campus-wide laptop computing into teaching and learning. This success was attributable, in large part, to extensive faculty development programs that were provided within an environment that allowed faculty professional autonomy in deciding how and when to utilize laptop technology.;AU and KU had substantially different levels of available resources to support laptop computing. AU employed a financing model that generated sufficient funds for on-going support of the project, and AU resources were augmented by grant funds. KU had fewer resources. Its financing model created significant institutional debt and was, at the time of this study, being replaced by another model.;Differences between the AU and KU cases were strongly related to elements of the policy contexts in which each of these two universities developed and implemented their laptop computing policies. The AU policy context was characterized by long-standing consensus-based leadership. Further, the AU mission was continuously focused on instructional technology for over a decade. In contrast, KU's policy context was characterized by directional shifts in both leadership approach and policy agenda. KU had four presidents in less than a decade, with a dramatic shift away from authoritarian leadership. Instructional technology rather abruptly became an academic priority. Implementation difficulties were attributable primarily to KU's insufficient resources, combined with discontinuity of leadership and institutional mission.;This study contributed to knowledge of adoption and implementation processes for campus-wide laptop computing. The study also revealed that a policy process model provides an effective lens through which to examine university IT processes. |
