You've got e-mail: the impact of electronic communication technology on faculty productivity

This qualitative case study explores the connection between electronic communication technology and faculty productivity. Despite the pervasive use of e-mail and other electronic communication media at educational institutions, few studies investigate the relationship of electronic communication to faculty productivity. In this study, sixteen faculty members from a public, medium-sized, and instruction-oriented college in Western Canada answered detailed questions about their professional on-line behaviour. Questions explored response times to student on-line enquiries, the appropriateness of using electronic communication for certain tasks and topics, and its overall impact on faculty productivity. Suggestions were also solicited for improving application of the technology at the college. Participants tracked all incoming and outgoing electronic communications for seven consecutive days, recording quantity of communications sent and received, time spent, and actions taken. In addition, instructors rated incoming communications in terms of their work-related relevance. Results were evaluated, using Anthony Giddens’ Structuration Theory as a theoretical framework, and were compared to related studies performed at tertiary institutions. The literature review of studies on electronic communication at higher-education institutions identified themes of gender, age, time, and communication; all of these themes, along with faculty productivity, are explored in the current study. The majority of participants in this study feel that electronic communication increases their overall productivity. However, most also mention elements of this technology which decrease their productivity, citing factors such as miscommunications, reduced face-to-face contact, and excessive volume and time spent on electronic messaging. Time logs maintained during the study reveal that participants may delete or not read electronic communications relevant to their work, suggesting other avenues of communication may be more effective for dissemination of information. This analysis indicates a need for policy regarding response times and suitable on-line behaviour and recommends further training in effective and appropriate use of electronic communication.