**3. Challenge for educational management**

Technology has to be taken seriously as a strategic asset and should be harnessed as a solution and a tool for the way educational institutions will support learning and research into the future [5]. Since 2002, the Sloan Consortium has surveyed chief academic offices with respect to the strategic importance of online learning to their institutions. Since the 2005 survey, the percentage of institutions agreeing with this statement has reached a plateau of approximately 60% [16].

A potentially useful framework, identified by the Higher Education Funding Council for England [17], suggests that there are benefits of using technology at three levels in educational institutions:


The design, development, and implementation of e-learning in the delivery of learning can represent a significant investment without any guarantee of success. Therefore, it is vital that a strategic approach is embraced in deploying any initiative using technology. Embracing a strategic approach can result in the successful deployment of a blended program meeting the needs of participants and other external stakeholders.

A study by the Association of Public and Land-Grant Universities (2009) [18] identified a number of key leadership and policy issues for institutions leaders to consider. These include the following:


McPherson and Nunes [19] suggest that the role of academic leadership is to balance the dramatic effect that the political and social changes have had on teaching and learning within higher education institutions and guide institutions through the development of sound strategic change. Their research suggests that if "top-down" strategies are devised to imple‐ ment e-learning strategies, it is the duty of academic leaders to ensure that appropriate levels of staffing and support are put in place. The critical success factors to facilitate this are captured in Table 2.


Source: McPherson and Nunes [19].

**3. Challenge for educational management**

396 E-Learning - Instructional Design, Organizational Strategy and Management

effective, sustainable, or scalable manner

needs of participants and other external stakeholders.

**ii.** Enhancement – improving existing processes and the outcomes

60% [16].

institutions:

the following:

processes.

outcomes

tion.

Technology has to be taken seriously as a strategic asset and should be harnessed as a solution and a tool for the way educational institutions will support learning and research into the future [5]. Since 2002, the Sloan Consortium has surveyed chief academic offices with respect to the strategic importance of online learning to their institutions. Since the 2005 survey, the percentage of institutions agreeing with this statement has reached a plateau of approximately

A potentially useful framework, identified by the Higher Education Funding Council for England [17], suggests that there are benefits of using technology at three levels in educational

**i.** Efficiency – existing processes can be carried out in a more cost-effective, time-

**iii.** Transformation – radical, positive change in existing processes or introducing new

The design, development, and implementation of e-learning in the delivery of learning can represent a significant investment without any guarantee of success. Therefore, it is vital that a strategic approach is embraced in deploying any initiative using technology. Embracing a strategic approach can result in the successful deployment of a blended program meeting the

A study by the Association of Public and Land-Grant Universities (2009) [18] identified a number of key leadership and policy issues for institutions leaders to consider. These include

**i.** Leaders need to understand the characteristics of the online teaching populations in

**ii.** Leaders should maintain consistent communication with all administrators and

**iii.** In a climate where financial resources are declining, educational leaders need to regularly re-examine institutional policies regarding faculty incentives

**iv.** By better understanding what motivated faculty to teach online, leaders of educa‐

McPherson and Nunes [19] suggest that the role of academic leadership is to balance the dramatic effect that the political and social changes have had on teaching and learning within

their institutions and use communication strategies that engage all faculty members

faculty regarding the role and purpose of online learning programs as they relate to the academic mission and academic quality. Faculty, administrators, and managers must work together to improve the quality and perceived quality of online learning

tional institutions have the potential to expand faculty engagement in online instruc‐

**Table 2.** Criticalsuccessfactorontologyfore-learningdelivery: Leadershipissues

The challenge for educational institutions is to get the best from the available resources and ensure that the program meets the objectives of participants in the context of the resources available. Even when the financial resources are available to invest in e-learning content, it does not ensure the success of the program. In the absence of resources to develop sophisticated e-learning content, the instructor must be empowered to embrace blended learning and acknowledge that his or her role must change. This presents significant strategic challenges for leaders in educational institutions.
