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dc.contributor.advisorBossaller, Jennyeng
dc.contributor.authorKammer, Jennaeng
dc.date.issued2017eng
dc.date.submitted2017 Springeng
dc.description.abstract[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Technology in universities is constantly changing. Universities often use models of shared governance to make decisions about what these changes should be. However, existing relations of power may play a role in the discourse created during events of technological change. This study looks at power embedded in discussions about technology. It investigates power relations as evident in the discourse created by several public, land-grant universities who participated in selecting a new learning management system (LMS) for the university. Using critical discourse analysis, language from websites, correspondence, open forums and vendor meetings are analyzed from four different land-grant universities for evidence of existing power relations. Keywords: Technological change, shared governance, power relations, critical discourse analysis, learning management systemeng
dc.identifier.urihttps://hdl.handle.net/10355/61885
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsAccess to files is limited to the University of Missouri--Columbia.eng
dc.subject.FASTSocial change -- Effect of technological innovations oneng
dc.subject.FASTManagement information systemseng
dc.titleA critical, comparative analysis of the LMS review: technological change, power relations, and discourseeng
dc.typeThesiseng
thesis.degree.disciplineInformation science and learning technologies (MU)eng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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