Q5: How do educational technologists gain institutional seniority and influence?
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26 August 2009
'...it is frequently stated that the UK e-university did not have any acknowledged e-learning experts amongst its senior management and that, therefore, policy discussions had to begin at a lower level than an experienced team would expect'. Keegan et al., 2007, p.72)
Does the literature identify any issues around the placement of educational technologists within HEIs' power structures?