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Distance Learning, Virtual Universities, Online Courses, and associated developments have received a lot of attention in this publication, academic educational journals, as well as the mainstream media. Most of the overviews tend to highlight the positive features of greater access, flexibility, reduced costs, and self‐paced learning. By 1999, over 10,000 accredited courses were being offered online, leading some commentators to declare the old‐fashioned classroom to be “as outdated as carbon paper and the mimeograph machine”. Although much of the optimism is related to the positive contributions which can supplement traditional “brick and mortar” colleges and universities, our techno‐fix culture has also created a “full speed ahead” rush towards computer‐mode education. “Like the stampede online by business, this is being propelled by a fear of being left behind – even though nobody really knows where we’re headed.”

Discusses changes that will affect the Academy in the new Millennium. Explores the impact of the Internet on many aspects of academic life, including scholarly communication and publications, collaborative research, e‐education, and entrepreneurship in education.

Considers the role of universities in a changing environment and the deconstruction of the traditional Academy. Suggests that universities are now operating more like commercial enterprises; that at one time The Academy was supported by the institution, but now the intellectual element is just one aspect of the institution. Explores the notion of clicks and bricks.

Looks at the impact the internet has had on education and learning. Notes that knowledge has become ubiquitous with the rise of the internet and that lifelong learning has become increasingly popular. Observes that the industry is in a state of great change but questions whether this will result in positive or negative outcomes.

This editorial continues the consideration of forces acting upon the university, both internally and externally. Particularly focuses on the impact of partnering. Suggests that outsourcing is now a firm part of the delivery of higher education and the issue is to what extent this has or will continue to occur. Looks also at the concept of “co‐opetition” where institutions in one country have partnered with those in another. Suggests that the nature and rate of change present difficulties in terms of future planning for universities.

Part 2 of Prensky’s paper exploring the differences between “digital natives” and “digital immigrants”. In this second part the author presents evidence to support these differences from neurology, social psychology and from studies done on children using games for learning.

This editorial looks at some of the forces that are acting on the university, both internally and externally. We look at the impact of globalization in this article.

Looks at the changing face of education and where it is going. Sees many changes brought about as the global economy develops, IT moves on apace and there’s a widening range of education providers.

On the Horizon was born in the mind of our current Editor Emeritus, Jim Morrison, as an environmental scanning journal. Published for a number of years by Jossey‐Bass, On the Horizon was acquired by a small, selective, house in the UK, Camford. Today we are pleased to announce that OTH will be published by Emerald, http://emeraldinsight.com, a major international publisher of over 130 professional journals. Beginning with Volume 10, in January 2002, OTH becomes a quarterly, doubled in size with expanded features, longer, more in‐depth articles, and a global focus, as it adds regional editors to its board.

This editorial continues our look at some of the forces that are acting on the university, both internally and externally. In this issue we look at the impact of lifelong learning. Universities use great expenses to recruit students, but are not retaining them as part of the community once they have graduated. The loss of alumni from the community is a great disadvantage to the institution and actively discourages collaborative learning.