| Abstract: | This paper presents the results of a research project on the impact of word processing on faculty writing behaviour. A case study methodology was used to conduct the research. Data from 120 faculty members (N = 150) were collected through questionnaires and interviews. Final results indicate that faculty are increasingly adopting word processing for writing (69%) and are changing their writing behaviour in this process: they do more revisions, write most of their works online, use computer‐mediated communication to support their writing and use spelling checkers on a regular basis. The major Expected Benefit identified by respondents is the ease of text revision: this feature is the primary cause for the adoption of word processing among faculty. The major Expected Disadvantages are the amount of learning required at the time, both initially and on an on‐going basis, that is consumed. Unexpected Outcomes of word processing were also identified, such as more concern with page layout, reusing previously written text, and excessive writing. The existence of “personal side effects”, linked to the use of computers for word processing, calls for a flexible approach to the introduction of this technology. In particular, those who have not yet adopted the technology may be more likely to experience negative side effects. Therefore, the study concludes, rather than a bandwagon gathering momentum, a better analogy might be that of a train easing into the station, decreasing its speed to maximize comfort for the passengers. |
