New principals in general practice who were appointed from 1981 to 1983 by two family practitioner committees, one in an inner city and one in a combination of an inner city and suburban area, were surveyed to find out if they were making improvements to primary medical care in their new practices. Most were not. The highly trained, motivated, young doctors on the whole had joined group practices and practices in health centres, where facilities tended to be good. Older doctors, who may not be as concerned with change, had joined smaller practices, in which it was difficult to make changes owing to, for example, the type of premises and costs.

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Universities seek to educate students who come from a K-12 environment where they have developed 21st-century skills. Therefore, students expect faculty to be using technology to reinforce concepts, increase engagement, and help them learn. The purpose of this interpretative phenomenological analysis study was to understand the experiences of tenure-track university faculty when adopting instructional technologies into their teaching. The main question that the research sought to answer was: How do tenure-track faculty members in the College of Arts and Sciences at Lehigh University make sense of the experience of adopting instructional technologies into their teaching? Data were collected through interviews with nine faculty members in the College of Arts and Sciences at Lehigh University who had successfully adopted instructional technologies into their teaching and who had worked with the Center for Innovation in Teaching and Learning. The results indicated that the primary motivation for faculty members in using instructional technologies was to engage students and to increase efficiency. Faculty also expressed that students were generally enthusiastic about the use of instructional technologies. Additionally, participants expressed an overall lack of a supportive culture towards teaching and learning on Lehigh's campus. Barriers to adopting instructional technologies included issues of academic integrity and the abovementioned lack of a supportive culture towards teaching. The participants underscored the importance of alignment between sound pedagogical goals and instructional technologies as being the key to successful adoption.

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