The uploaded paper is the final version that was sent to the publishers
Paper submitted to double issue of JOTSC (2006, 3(3) and 2007 (4(1), co-edited by Shurville and Browne.
3(3) has Shurville and Browne editorial - Introduction: ICT-driven change in higher education: Learning from e-learning
4(1) has Browne and Shurville editorial - Editorial: Educating minds for the knowledge economyThe extent to which opportunities afforded by e-learning are embraced by an institution can depend in large measure on whether it is perceived as enabling and transformative or as a major and disruptive distraction. Most case studies focus on the former. This paper describes how e-learning was introduced into the latter environment. The sensitivity of competing pressures in a research intensive university substantially influenced the manner in which e-learning was promoted. This paper tells that story, from initial stealth to eventual university acknowledgement of the relevance of e-learning specifically to its own context
