Review by: Schönwald, Ingrid (2007-07-28)

This article focuses on the organisational processes requirements for the use and interaction of ICT in teaching and learning. In the last years some studies have been publicised that introduce normative check-lists of important organisational factors for a successful integration of ICT in higher education. However, empirical studies indicate, that the normative characteristics of these checklists seldomly fit the empirical realities. This is the starting point of this article that tries to analyse the gap between recommended strategic approaches to ICT use and the practice within higher education institutions in Norway.

Therefore an empirical study on the approaches to integrate ICT in the period of 1997-2002 among five Norwegian universities and colleges was conducted. Interviews with decision-makers and key stakeholders ware undertaken and relevant documents of the implementation of ICT (e. g. strategic plans) were analysed. The following check-list of normative assumptions was used as an analytical tool for identifying "missing links" between normative assumptions and empirical realities:

• Commitment and involvement of the institutional top-management
• The need to link ICT to organisational development initiatives
• A well-defined institutional ICT-strategy
• The inclusion of ICT in human resource management activities
• The internal "marketing" of ICT in the organisation
• The development of comprehensive and relevant documentation related to the process
• The availability of economic resources
• The availability of technical support and skills
• A professional organisation of the ICT focused strategic process

The results show that the normative assumptions hardly correspond with the empirical evidence in the institutions under study. Especially the link to organisational development initiatives, the inclusion of ICT in human resource management activities and the internal "marketing" of ICT in the organisation was missing. The institutions felt much urgency for an ICT-implementation process due to extensive external pressure and have put their efforts in strategies, infrastructures and symbolic adjustments, but have neglected the link between purpose, people and pedagogy. The authors offer two potential explanations for this development: Firstly, disciplinary differences in teaching habits and differences in the ICT skill requirements of the graduates complicate an integrated approach within an institution. Secondly, institutions have underestimated the need for incentives for the faculty.

Thus, the authors recommend institutions aiming at changing teaching and learning practices by the integration of ICT, to focus on the link between ICT and human resource management activities and between ICT and organisational development initiatives.

This article picks up an interesting aspect in the often idealistic discussion about the integration of ICT in higher education. I assume that most of the results are transferable from the Norwegian context to the European context. It would have been helpful for decision-makers in higher education, if the authors put to put their interesting recommendations in more concrete terms. At least this would be an interesting focus for subsequent studies.