This quantitative survey of university faculty tested a theory of status-related risk by examining the affect of three organizational statuses on the use of this educational innovation. It also explored how use is mediated by assessment of risks to their professional perquisites. Academic field and computer-based specialty statuses were moderately correlated with Internet use. Computer-based specialty as an indicator of prior knowledge and experience was also correlated to use while controlling for assessment of risk. There was some overall support for a status-risk theory in the relationships between use and both status and risk assessment. Overall, this study shows that faculty attribute Internet use with a generally positive impact on scholarly work, especially as it contributes to a greater scholarly exchange of ideas. (Author)