Policy Processes for Technological Change

Policy Processes for Technological Change

Richard Smith (Simon Fraser University, Canada), Brian Lewis (Simon Fraser University, Canada) and Christine Massey (Simon Fraser University, Canada)
Copyright: © 2006 |Pages: 10
DOI: 10.4018/978-1-59904-417-0.ch004


This chapter examines policy processes for the introduction of technology-mediated learning at universities and colleges. It is based on the results of a two-year research project to investigate policy issues that arise with the implementation of telelearning technology in universities and colleges. The focus was on Canadian institutions of higher learning, but the issues raised are common to higher educational institutions in other countries. The study scanned a large number of institutions, reviewed documents, and interviewed key actors including government and institutional administrators, faculty, and students, to discover the range of issues raised by the implementation of telelearning technologies. This chapter discusses these issues and findings. •What policies or processes are in place to guide change in colleges and universities? Who knows about these policies and participates in them? •What are the forces behind technological change in higher education organizations? Are they external or internal? •Can technology be used as a tool for achieving meaningful and positive change or is it an end to itself? •In what ways can technology be used to increase access to education?

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