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Despite some spectacular e‐learning failures in recent years, e.g. the British government’s “e University”,educational technologies have continued developing and have made advances in several learning paradigms. These new learning paradigms appear as newways to deal with the old traditional learning concepts and philosophies throughout the widespread of technical gadgets and approaches. In fact, the current generation of high school children and young adults are now really familiar with a whole range of devices such as Bluetooth mobiles, digital cameras, and MP3 music players such as the iPod, which has ensured their acceptance of digital technology in a way that their predecessors did not. Research indicates that despite earlier e‐learning setbacks, with the relevant planning, e‐learning partnerships can be successful. Nevertheless, the question as to how teaching and learning can benefit from these new information technologies and environments and how academic staff can keep pace with the ever‐changing technology needs to be addressed.

The purpose of this paper is to report on a research project that identified organisational critical success factors (CSFs) for e‐learning implementation in higher education (HE). These CSFs can be used as a theoretical foundation upon which to base decision‐making and strategic thinking about e‐learning.

The project reported in this paper adopted a critical research approach aiming at proposing strategies derived from a holistic, consultative and emancipatory perspective. Bearing this perspective, the researchers drew inspiration from CSF management theory. Organisational analysis using CSFs is an established management research method as a means of identifying the essential elements that need to be addressed in order for change processes to be effective. The specific data collection method adopted was focus group interviews.

The data analysis from focus group interviews with practitioners, administrators and academics revealed 66 CSFs divided into four clusters: leadership, structural and cultural issues (31), design issues (12), technological issues (7) and delivery issues (6).

Stakeholders are prepared to embrace e‐learning, but not in detriment to their profession and their own careers. Thus, if implementation of online learning is to be successful, the way forward seems to be for the “the university” to manage the change process by proposing and agreeing goals through consensual debate, supporting strategies appropriately and then realising these through common commitment.

The research is original since it takes a critical research approach aimed at eliciting emancipatory data directly from practitioners' views, understandings and opinions. The findings are therefore independent of institutional influence and organisational culture bias.

This paper presents an educational management model to support action research into issues relating to the management of distance learning programmes. The educational management action research (EMAR) model proposed, is grounded on a practitioner action research approach as the guide for everyday work and professional life. EMAR is based on four basic building blocks: the organisational context, the pedagogic model, the educational setting and the evaluation process. The model presented in this paper enabled the maintenance, improvement and update of a CPDE course in IT, a fast moving and highly competitive field. The model emerged as an invaluable tool to implement and understand management issues and research in CPDE. It enabled both tutors and students to be actively involved in course development and delivery, and resulted in a highly motivated staff and satisfied cohort of students.

The purpose of editorial to this special issue is this to introduce “We Decide”, a grassroots e‐democracy learnscape. This timely collaborative initiative was conceptualized to promote the deployment of internet communication technologies (ICTs) for advancing social justice and equity in an increasingly digitized era. The special issue presents six individually selected papers delivered at the IADIS International Conference e‐democracy, Equity and Social Justice held in Rome, Italy, 20‐22 July 2011. These papers provide examples of unique innovations that highlight new possibilities and directions for e‐democracy that are grounded in an ethos of greater equity and social justice.

The authors outline the mission and approach of “We Decide” and how it can be understood in the evolution of e‐democracy.

The authors discuss how the six papers in this special issue suggest ways to transform e‐democracy towards equity and social justice.

These papers help researchers and practitioners extend the concept of e‐democracy from a variety of perspectives, and show the importance of thinking about e‐democracy as access to resources for all citizens.

Given the increasing policy demands for effective e‐democracy and active citizenship online through new and emerging social networking technologies, the knowledge produced by “We Decide” brings together researchers, practitioners and activists from across the world. It provides a robust platform to share innovations that challenge us to rethink and re‐research the core concepts and approaches necessary to transform e‐democracy to realize equity and social justice.

NEJE Editors interview Cindi Bigelow: director of activities at Bigelow Tea

This article presents a pedagogical model that utilizes students as primary researchers in the identification, interviewing, and then reporting on women entrepreneurs as a major component of a multidisciplinary entrepreneurship course. The purpose of the course is to attract students who may not be familiar with the entrepreneurship concept itself, the role of women in such economic ventures, or the possibilities for people like themselves in such a career avenue. Students are exposed to the accomplishments of women entrepreneurs throughout U.S. history in the broad categories of agriculture and mining; construction; communication; manufacturing; service (both for profit and not-for-profit); transportation; and wholesale and retail trade. This content experience is then enhanced by the studentsʼ own direct interaction with and interviewing of women entrepreneurs. The implementation, potential outcomes, and possible adaptations of the course are described, and this transformational learning process model is illustrated.

This paper aims to examine how academics enact trust in e-learning through an inductive identification of perceived risks and enablers involved in e-learning adoption, in the context of higher education institutions (HEIs).

Grounded Theory was the methodology used to systematically analyse data collected in semi-structured interviews with 62 academics. Data analysis followed the constant comparative method and its three-staged coding approach: open, axial and selective coding.

The resulting trajectory of trust factors is presented in a Grounded Theory narrative where individual change and integration through shared collective understanding and institutionalisation are discussed as stages leading to the overcoming of e-learning adoption barriers.

The paper proposes that the interplay between institutionalism and individualism has implications in the success or failure of strategies for the adoption of e-learning in HEIs, as perceived by academics. In practical terms, this points to the need for close attention to contextually sensitive trust-building mechanisms that promote the balance between academics’ commitments, values and sense of self-worth and centrally planned policy, rules, resources and exhortations that enable action.