In this article, Lewin’s (1951) social field theory is used as a framework for analyzing the potential for implementing scalable and sustainable e-learning initiatives in the Academy. Powerful external economic and social forces coming to bear on academic leadership decisions are considered. The impacts of the emergence of the global learning society, knowledge economy, and information technology paradigm are explored. Five social forces—postmodernism, the interpretive turn, identity politics, and the post-colonial critique (Lincoln, 2001)—are examined. Existing and emerging pressures, exerted by both external and internal socioeconomic forces, are analyzed for their potential to support or inhibit adoption of e-learning initiatives into research, teaching, and learning activities. An e-learning policy field is posited.
This article employs social field theory to examine the influences of the knowledge economy on traditional and non-traditional students' needs for flexible access to higher education through e-learning options. The article posits an e-learning policy field for university leadership. The chapter underwent review from two expert referees. As a result of this article, the author was invited to present a professional development seminar for the Canadian Institute of Distance Education Research (CIDER). CIDER is the research arm of the Centre for Distance Education at Athabasca University - Canada's Open University. CIDER Fellows, Students, and Staff conduct original research, undertake evaluation and training consultancies, publish reviews and summaries, and undertake professional development activities. This invited session was delivered via an Illuminate session on the Internet to a national audience. RAE_import_type : Journal article RAE_uoa_type : Education
