Recent literature on the relationship between instructional designers (IDs) and subject matter experts (SMEs) reveals how much more is known about the challenges faced by IDs and more solutions are offered in their respective role compared to their SME partners. This study uses interpretative phenomenological analysis (IPA) to investigate the ID-SME collaborative relationship from the perspective of and the utility for the SME role within the field of Technology and Innovation Management (TIM). Six SMEs within the field of TIM were interviewed to discover more on the nature of their working relationship, specifically in regard to (a) their conceptual understanding of roles and expectations, (b) the nature of the working conditions, and (c) the characteristics that present advantages and/or challenges. Results provide qualitative insights situated within the TIM field, partnership, and projects. SMEs convey expectations of openness for themselves and expectations of clarity in communications and processes for IDs; SMEs acknowledge advantages of expertise from both roles; SMEs admit their own limitations of being myopic, seclusive, overly complex, and uneducated in matters of instruction; SMEs express challenges of additional workload and deadlines; and SMEs share resources relied on or would have relied on to improve their collaborative relationship with IDs. The findings of this study suggest the value of considering the SME perspective in their unique role within the ID-SME relationship. Key implications for this study suggest overcoming barriers and providing support to the SME role in practical application.
| Identifer | oai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-10856 |
| Date | 14 April 2023 |
| Creators | Nielson, Spencer Jay |
| Publisher | BYU ScholarsArchive |
| Source Sets | Brigham Young University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | https://lib.byu.edu/about/copyright/ |
Page generated in 0.0017 seconds