**2. Successful approaches to integrating Information and Communications Technology (ICT)**

E-learning is not only an application of technology to teaching but it is also a new business model for higher education [8]. As highlighted by Chan and Welebir [9] e-learning not only creates new opportunities but also introduces new obstacles for the traditional higher-level institution. The Internet is facilitating new competition from both profit and non-profit competition to enter the higher education market free of traditional institutions' on-going requirements to invest in capital assets and personnel that reduce the capacity to affect and manage change to deliver e-learning programs [10].

It is insightful to review examples of successful educational institutions that have embraced many components of technology in the delivery of e-learning. Table 1, taken from [11], illustrates an effective strategy by comparing two educational institutions that have success‐ fully engaged technology in the delivery of learning within a typical large US university. The key message that this highlights is the flexibility that exists within both the Open University and University of Phoenix models that may not exist in traditional US third-level institutions.

The greatest advantage which non-traditional providers of education have in their deployment of learning to remote participants is their financial and administrative model of operation [11]. The profit for educational institutions is that they do not educate those whom they find too expensive to educate on account of the demands of discipline which require investments in faculty and facilities to educate to a higher standard [7]. In 2003, while many virtual learning providers were experiencing challenging times, the University of Phoenix enrolments were


Source: Ruth [11] (page 24, 2006).

Hirshon [3] the nature of education is changing in terms of (i) what higher-level institutes do and (ii) the financial resources available to perform their role. There are three themes that are influencing strategic planning in higher education: (i) population demographics, (ii) the increased importance and changing characteristics of non-traditional students on college campuses, and (iii) the economics of higher education [4]. As acknowledged Bradwell [5], the forces now confronting education in many respects represent a "perfect storm" of institutions expected to offer a more varied provision to a growing number of students in an era where funding is reducing. These are key strategic challenges that institutions must address in order to sustain the delivery of learning opportunities in the medium to long term. One of the leadership challenges that educational institutions face is maximizing the effectiveness of

One of the most significant levers of changes in higher education will be technology. More programs are incorporating Web sites, more staff and students are using e-mail for in-depth communication and more high-level institutions are facilitating their students in transacting administrative requirements via the Internet [6]. Technology has begun to change the rela‐ tionship between knowledge boundaries, creating new types of communications and under‐

**2. Successful approaches to integrating Information and Communications**

E-learning is not only an application of technology to teaching but it is also a new business model for higher education [8]. As highlighted by Chan and Welebir [9] e-learning not only creates new opportunities but also introduces new obstacles for the traditional higher-level institution. The Internet is facilitating new competition from both profit and non-profit competition to enter the higher education market free of traditional institutions' on-going requirements to invest in capital assets and personnel that reduce the capacity to affect and

It is insightful to review examples of successful educational institutions that have embraced many components of technology in the delivery of e-learning. Table 1, taken from [11], illustrates an effective strategy by comparing two educational institutions that have success‐ fully engaged technology in the delivery of learning within a typical large US university. The key message that this highlights is the flexibility that exists within both the Open University and University of Phoenix models that may not exist in traditional US third-level institutions.

The greatest advantage which non-traditional providers of education have in their deployment of learning to remote participants is their financial and administrative model of operation [11]. The profit for educational institutions is that they do not educate those whom they find too expensive to educate on account of the demands of discipline which require investments in faculty and facilities to educate to a higher standard [7]. In 2003, while many virtual learning providers were experiencing challenging times, the University of Phoenix enrolments were

technology to underpin the support and delivery of the curriculum.

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

pinning work in novel ways [7].

manage change to deliver e-learning programs [10].

**Technology (ICT)**

**Table 1.** Comparison of e-learning program characteristics

rising at a compound yearly rate of approximately 20% and had enrolments of over 100,000 [12]. By 2005 this number was over 200,000 [13]. Wilson [14] states that the University of Phoenix is now the second largest higher education institution in the US with over 450,000 students. It is also insightful to note that neither the University of Phoenix nor the Open University use the online model exclusively but offer a range of options along the blended learning continuum [11]. Wilson [14] states that the University of Phoenix has 200 campuses in 39 states including Canada, Mexico, the Netherlands, and Puerto Rico.

It has been argued that electronic education should not attempt to replace traditional education but to support both staff and students through the provision of services that facilitate teaching, learning, and education-related administrative tasks [15]. The drivers of greater flexibility required by participants, third-party competition, and further rivalry among educational institutions mean that technology will play an ever-increasing role in the delivery of learning.
