A study of the relationship between institutional policy organisational culture and e-learning use in four South African universities

 

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dc.contributor.author Czerniewicz, Laura en_ZA
dc.contributor.author Brown, Cheryl en_ZA
dc.date.accessioned 2014-07-29T08:36:13Z
dc.date.available 2014-07-29T08:36:13Z
dc.date.issued 2009 en_ZA
dc.identifier.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. en_ZA
dc.identifier.issn 0360-1315 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/3317
dc.description This is the author's version of a work that was accepted for publication of the article: A study of the relationship between institutional policy, organisational culture and e-learning use in four South African universities. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Computers & Education, VOL5 3, 2009, DOI 10.1016/j.compedu.2009.01.006. en_ZA
dc.description.abstract This article investigates the relationship between policy (conceptualised as goals, values and resources), organisational culture and elearning 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 elearning 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 elearning change. en_ZA
dc.language.iso eng en_ZA
dc.publisher Elsevier Ltd. en_ZA
dc.rights Creative Commons Attribution Non-Commercial No Derivatives License
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/3.0/za/
dc.source Computers & Education en_ZA
dc.source.uri http://dx.doi.org/10.1016/j.compedu.2009.01.006
dc.subject.other policy en_ZA
dc.subject.other organisational culture en_ZA
dc.subject.other e-learning en_ZA
dc.subject.other use en_ZA
dc.subject.other higher education en_ZA
dc.subject.other South Africa en_ZA
dc.title A study of the relationship between institutional policy organisational culture and e-learning use in four South African universities en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Postprint en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Centre for Higher Education Development en_ZA
uct.type.filetype Text
uct.type.filetype Image


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