| Summary: | Identifying the optimal approach for motivating faculty to adopt teaching innovation is important, given that broad-scale initiatives can utilize an inordinate amount of time and resources. Using a quantitative approach, we evaluate policy actions that are most strongly associated with the adoption of either e-learning or community-focused experiential learning, over a five-year period in a single institution. Comparisons between adopters and non-adopters affirm the relevance of previously documented facilitators and barriers. However, logistic regression analyses demonstrate that actions that promote a supportive institutional culture (such as, an institutional plan, committee involvement, professional development and logistical support) as well as faculty perceptions and beliefs (i.e., “using new methods is not risky for student learning”; confidence and self-efficacy with respect to implementation), are strongly associated with the adoption of either e-learning (n = 118) or community-focused experiential learning (n = 97). In contrast, funding and professional dimensions (i.e., workload, historical precedence, and the institutional promotion of the innovation with respect to academic freedom) are weakly associated with adoption. The results not only provide a fine-grained analysis of current assumptions regarding the necessary conditions for implementing organizational change in the university context, but also suggest an approach that reinforces and sustains the adoption of teaching innovation over the long term. Theoretical and practical implications are discussed in reference to models of organizational change, faculty motivation and approaches to institutionalizing teaching innovation.
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