Implementing a learning technology strategy: top–down strategy meets bottom–up culture

Bernard Lisewski

doi:10.3402/rlt.v12i2.11250

Abstract

Using interview-based ‘insider case study’ research, this paper outlines why the University of Salford has adopted a Learning Technologies Strategy and examines the factors which are likely to lead to its successful implementation. External reasons for the adoption focused on the need to: respond to ‘increased Higher Education (HE) competition’, meet student expectations of learning technology use, provide more flexibility and access to the curriculum, address the possible determining effect of technology and establish a Virtual Learning Environment (VLE) presence in this ‘particular area of the HE landscape’. Internal drivers centred on the need to: continue a ‘bottom– up’ e-learning pilot project initiative, particularly given that a VLE is a ‘complex tool’ which requires effective strategic implementation, and promote the idea that learning technology will play an important role in determining the type of HE institution that the University of Salford wishes to become. Likely success factors highlighted the need to: create ‘time and space’ for innovation, maintain effective communication and consultation at all levels of the organization, emphasize the operational aspects of the strategy, establish a variety of staff development processes and recognize the negotiatory processes involved in understanding the term ‘web presence’ in local teaching cultures. Fundamentally, the paper argues that policy makers should acknowledge the correct ‘cultural configuration’ of HE institutions when seeking to manage and achieve organizational change. Thus, it is not just a question of establishing ‘success factors’ per se but also whether they are contextualized appropriately within a ‘correct’ characterization of the organizational culture.DOI: 10.1080/0968776042000216228

Highlights

The recent CHEP report (Collis & van der Wende, 2002) which examined the current and future use of learning technology in Higher Education (HE) concluded that: Change is slow and not radical but HE institutions which have a clearer view on their mission with respect to serving different target groups with learning technology and on their position in those markets demonstrate higher levels of use of learning technology. 176 B
The main challenge arising from these findings is for HE institutions to develop more strategic policies on how learning technology can be used for different target groups especially given that as Timmis (2003, p. 1) argues: Learning technology is set to change the prevailing teaching paradigm as well as helping address other national drivers such as widening participation, increased student numbers and accessibility
In order to examine why the University of Salford has adopted a Learning Technologies Strategy and the factors which are likely to lead to its successful implementation, seven semi-structured interviews were conducted with people involved in the development and implementation of the University of Salford LTS at different levels of the organization

Summary

Bernard Lisewski*

Using interview-based ‘insider case study’ research, this paper outlines why the University of Salford has adopted a Learning Technologies Strategy and examines the factors which are likely to lead to its successful implementation. The paper argues that policy makers should acknowledge the correct ‘cultural configuration’ of HE institutions when seeking to manage and achieve organizational change. It is not just a question of establishing ‘success factors’ per se and whether they are contextualized appropriately within a ‘correct’ characterization of the organizational culture

Introduction

The University of Salford and its Learning Technology Strategy

External reasons

Internal reasons

Likely success factors

Conclusions