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A study of the relationship between institutional policy, organisational culture and e-learning use in four South African universities
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Computers & Education Volume 53, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

This article investigates the relationship between policy (conceptualised as goals, values and resources), organisational culture and e-learning use. Through both qualitative and quantitative research methods, we gathered data about staff and student perspectives from four diverse South African universities representing a selection of ICT in education policy types (Structured and Unstructured) and organisational cultural types of “collegium, bureaucracy, corporate and enterprise” ( McNay, 1995). While our findings show a clear relationship between policy and use of ICTs for teaching and learning, organisational culture is found crucial to policy mediation and the way that e-learning use is embedded within the organisation. We conclude that although a Structured Corporate institutional type enables the attainment of a “critical mass” within e-learning, Unstructured Collegium institutions are better at fostering innovation. Unstructured Bureaucratic institutions are the least enabling of either top down or bottom up e-learning change.

Citation

Czerniewicz, L. & Brown, C. (2009). A study of the relationship between institutional policy, organisational culture and e-learning use in four South African universities. Computers & Education, 53(1), 121-131. Elsevier Ltd. Retrieved December 10, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2009.01.006

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