Perceived departmental support for technology integration

Academics are now expected to acquire new pedagogical concepts and maximize the potential of new learning technologies to demonstrate that they understand the latest teaching principles in higher education in Hong Kong. Th is research explores practices at departments and their eff ect on academics adopting innovative practices with learning technologies. Semi-structured interviews were conducted with eighteen academics who had varied experience on technology integration into teaching and who reported key factors in departments that aff ected their pace of adopting technologies. Leadership in departments, departmental culture, peer support, support from technical staff , provision of computers and recognition of time and eff ort emerged in the interviews. Finally, implications are discussed, including the progressive reduction in government support for universities and higher education in general in Hong Kong.