Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Abstract
Universities encourage faculty and staff to use computer technology not only to enhance teaching and learning but also to maintain their global competitiveness. This change influences organizational identification. This case study shows that as the university identifies with the education profession in terms of technology use, university members’ identifications are mixed: while they identify with technology use for enhancing teaching and learning, they disidentify with technology use for online teaching. Both theoretical contributions and practical implications have been addressed following the analysis of the findings in this case study.