A Proposed E-Learning Policy Field for the Academy.

Abstract

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, globalization, and the post-colonial critique (Lincoln, 2001)—are examined. Existing and emergent 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. 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, globalization, and the post-colonial critique (Lincoln, 2001), are examined. Existing and emergent 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.