The aim of this short paper is to use Fullan’s (1999) normative approach to MofC, (Management of Change) and specifically some of his ‘Complex Change Lessons’, to analyse the current situation at WIF in relation to implementing technological change (e-learning). The adoption of this prescriptive model is justified as providing an appropriate model in understanding the current organizational culture. Although it lacks specificity and detail, it also throws light on obstacles for change.

Random thoughts and issues

E-learning is part of the wider debate on the changing role of higher education (HE). It is associated with the agenda on graduate employability and competencies for the knowledge economy (KE). Policy documents make explicit that participation in the KE is congruent with the acquisition of meta-skills. The role of HE is to provide for these competencies and e-learning is presented as assisting this objective. A primary prerequisite, however, is appropriate staff development. This qualitative study examines the relationship between the rhetoric and the practice of e-learning, and argues that issues associated with professional development exist at both institute and staff levels.

Virtual Learning Environments (VLEs) are widely implemented in the UK Higher Education (HE) sector and many institutions are engaged in implementing e-learning. The drivers for this rapid technological change consist of a combination of persistent external pressures and the enticing prospect of improvements. This paper examines whether the benefits of e-learning have materialised and how this relates to organisational change, policies and strategies. Post-Fordist models of management and prescriptive approaches to implementing technological change provide the theoretical framework. This qualitative investigation focuses on the significance in the implementation process of institutional policies, staff incentives for development, quality control processes, inter-departmental collaboration, the need to re-evaluate teaching methodologies, and the importance of feedback mechanisms.

Personal web site

This website documents research being carried out by Nicos Souleles, resulting from his doctoral studies in educational research at Lancaster University into eLearning in Art and Design disciplines. Souleles' research proposal is available online and is entitled 'eLearning in Art and Design : perceptions and practices of teachers in undergraduate studio-based disciplines'. The site includes a questionnaire on 'Teaching staff perceptions and practices of eLearning in Art and Design disciplines', aimed at anybody teaching studio-based subjects such as ceramics, fine arts, graphic arts and photography. The research intends to scope specialist Art and Design higher education institutions in the United Kingdom and to compare the expectations of eLearning against its application in practice. A list of papers by Souleles is available, with links to the full-text of a few, and a bibliography of references used in the development of the research proposal and website is provided, again with links to some full-text documents.