O9.1.2

=Strategic impact and contribution of e-learning technologies and projects is evident in institutional governance activities.=

Evidence
Duderstadt et al., (2003), reviewing the institutional issues and concerns of e-learning, refer to the investment trade-off between ‘bricks (conventional physical infrastructure) and clicks (information technology)’ (p. 49). They note that, to be sustainable, these issues need to involve collaborative partnerships; within the institution, and beyond, to include commercial, government, and global relationships. Duderstadt et al. present several recommendations that emphasise the unique challenges and opportunities confronting institutions in the process of strategic transformation through e-learning. In concluding they observe that ‘transforming…the university is neither linear nor predictable [but] is an iterative process, since… experience leads to learning that can modify the transformation process’, and they refer to the importance of considering wide-ranging initiatives including: ‘institutional culture, mission, finance, organization and governance, academic programs, and external relations, all of which interact with each other’ (p. 58).

Also concerned about the forces of competition, Graves (2005) emphasises the need to rethink the ‘“technology bolt-on” process…to redesign a service process–that is, to change the service process in substantive ways to improve its quality, flexibility, and unit cost structure’ (p. 96). Describing a path to improved performance, Graves identifies technology, information, analytics, and innovation as infrastructural steps towards ‘collaborative, blended, adaptive planning and cultural models focused on improving institutional performance’ (p. 86).