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

  • Authors:

  • Laura Czerniewicz;Cheryl Brown

  • Affiliations:

  • Centre for Educational Technology, University of Cape Town, Private Bag, Rondebosch, 7700, Cape Town, South Africa;Centre for Educational Technology, University of Cape Town, Private Bag, Rondebosch, 7700, Cape Town, South Africa

  • Venue:
  • Computers & Education
  • Year:
  • 2009

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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.