Initiating e-learning by stealth, participation and consultation in a late majority institution
Journal of Organisational Transformation and Social Change
The extent to which opportunities afforded by e-learning are embraced by an institution can depend in large measure on whether it is perceived as enabling and transformative or as a major and disruptive distraction. Most case studies focus on the former. This paper describes how e-learning was introduced into the latter environment. The sensitivity of competing pressures in a research intensive university substantially influenced the manner in which e-learning was promoted. This paper tells that story, from initial stealth to eventual university acknowledgement of the relevance of e-learning specifically to its own context.
The uploaded paper is the final version that was sent to the publishers Paper submitted to double issue of JOTSC (2006, 3(3) and 2007 (4(1), co-edited by Shurville and Browne. 3(3) has Shurville and Browne editorial - Introduction: ICT-driven change in higher education: Learning from e-learning 4(1) has Browne and Shurville editorial - Editorial: Educating minds for the knowledge economy
Journal of Organisational Transformation and Social Change, Vol 3 (3) 317-332