Abstract: Abstract: Purpose – The paper presents the critical success factors that fostered effective collaborative learning and development among a cluster of UK universities seeking to benchmark their management of e-learning and related practices.
Design/methodology/approach – The data is based on an observational study undertaken during the course of the benchmarking exercise.
Findings – Collaboration in the context described was, overall a positive and edifying experience. Collaboration is an activity for engaging socially complex institutions: the idea if collaborative learning, in the cluster of institutions, extended from drawing e-learning experts and policy-makers into conversation, encouraging them to think about particular issues, to systematically forging infrastructures and processes to facilitate development and support change.
Practical implications – Collaboration can be a complex exercise. In the experience of the cluster institutions, it was sustained because: there was clarity of purpose; the meetings were well structured; there were no prescriptive methods imposed; there was mutual respect for the various viewpoints; and, moreover, the process was facilitated by an objective critical friend who displayed sufficient knowledge of the social networks to keep the collaborative activity both vibrant and productive.
Originality/value – The activity was part of a large-scale UK benchmarking activity, involving 73 post-16 institutions in the UK. Few studies on collaborative activity recognize the role of an objective champion or critical friend and will be of value to strategists and managers of e-learning
Abstract: Purpose – The paper aims to focus on the University of Glamorgan benchmarking activity aimed at
assessing its progress towards the embedding of e-learning. This activity was part of a wider UK
benchmarking exercise managed by the Higher Education Academy and the Joint Information
Systems Committee.
Design/methodology/approach – The university opted to trial the MIT90s framework;
a framework developed at the Massachusetts Institute of Technology (MIT) that was designed to
encourage organisations to understand the dynamics of transformation vis-a` -vis the acquisition
of technology. The MIT90s framework had not previously been associated with the benchmarking of
e-learning and this paper is case study evidence on the experiences of trialling the framework.
Findings – Benchmarking e-learning, and using the MIT90s framework in particular, is not a trivial
exercise. Adapting a model with roots in IT/ICT towards more pedagogic-related activities was a
challenging, yet rewarding, process. Applying the framework stimulated strong debate during the
project – namely whether it was advisable to benchmark e-learning as a separate entity to more
conventional learning and teaching practices. The framework highlighted some areas of disconnection
between activity and institutional vision and strategy related to e-learning.
Research limitations/implications – Applying the MIT90s framework to benchmark e-learning
needs to be continuous and over a longer period than the six months described in this paper.
Practical implications – The greatest advantage of the MIT90s framework is that it allowed the
project team to benchmark progress against the institutional strategy for teaching and learning, rather
than against other institutions’ activity. It also enabled the senior management of the university make
better sense of the interconnections between strategy, vision and practice.
Originality/value – The paper outlines the MIT90s framework which had never previously been
used as a tool to benchmark e-learning.
Abstract: The Changing Technology Management Project, at Sheffield Hallam
University in the UK, has been investigating the issues surrounding the
integration of technology into teaching and learning. This is a preliminary
report that identifies the limitations of prescriptive methodologies, such as the
North American Teaching, Learning and Technology Roundtables, in three
diverse institutions in England. The authors posit that cultural sensitivity to
the organisation is the vital base upon which to build meaningful and
enduring technological change.
Abstract: The TLTR approach was trialed in two diverse UK institutions: a pre-1992 university and a further education college. A post-1992 university, which had a structure that closely resembled a TLTR was also examined. To better understand TLTRs, the team conducted face-to-face interviews, telephone interviews and focus groups with US and Canadian TLTRs. This report highlights the critical success factors that initiate TLTRs and make them effective bodies.
Abstract: The thesis examines the relationship between Quality Management Systems (QMS) and motivation in such organisations. It ventures beyond the benign vision of the 'quality gurus' by critically considering the relevance QMS might have for understanding contemporary developments within the organisation and management of academic LIS.
The investigation determined that the quality of implementation is a key factor. In addition to senior management commitment, staff are motivated to QMS if there are accompanying changes in communication in training. The more successful LIS were those that did not treat staff as if they were barriers to change, but involved them in the process of implementation. While there were many stated improvements it was discovered that many of the 'new' practices within the QMS LIS were not dissimilar to many of the initiatives in their non-QMS LIS counterparts. The investigator identified factors that also limit QMS as a framework for motivation and posits that the crux of the problem can be traced to the concept of 'quality' itself. As a self-evident good, workers become morally bound to quality, which enhances their own exploitation. There was evidence that managers can use this legitimating device to quell resistance, via peer pressure, and instil cultural homogeneity.
