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 August 10, 2024 from https://www.learntechlib.org/p/67229/.

Keywords

• Administrative Organization
• attitudes
• change
• College Administration
• Computer Uses in Education
• Correlation
• e-learning
• educational policy
• educational technology
• electronic learning
• Foreign Countries
• higher education
• innovation
• Institutional Characteristics
• organisational culture
• Organizational Culture
• Policy
• South Africa
• technology integration
• universities
• use