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This paper aims to describe the creation of a new approach to the implementation of educational technologies at a UK Higher Education Institution. Driven by changes in technology, an evaluation of the virtual learning environment (VLE) provided the opportunity to reassess the application of technology to the curriculum. However, such an evaluation and subsequent implementation is not about technology but a social process of negotiation and stakeholder engagement. The paper seeks to explore the narrative of the evaluation to offer lessons to other institutions.

The paper takes a storytelling approach as this enables greater emotional engagement with the reader as well as the description of the social and organisational aspects of such a VLE evaluation. This approach enables the difficulty of change in complex organisations, such as a university, to be addressed more fully.

Key lessons from the evaluation of the VLE and resulting creation of the strategic learning environment (SLE) are drawn, which can be of use to other institutions. The main finding is the fact that such evaluations and implementation of educational technologies are not about technical factors but about opportunities and threats presented by such technologies to the educational experience. These findings also inform future development of the SLE at the institution.

This paper will be of interest to institutions that are undertaking evaluation exercises of their educational technology provision as well as those that are implementing new technologies or considering large‐scale organisational change.

To examine how introducing an institution‐wide managed learning environment impacts on the processes of organisational change using City University, London as a case study.

Literature‐based discussion of current issues around the introduction of online learning to provide theoretical framework. Action research methodology used for interviews with leading members of the institution.

There is a significant amount of literature available on institutional change and managed learning environments; however, how the introduction of such systems operates in practice depends on the context of the institution. In the interviews with key stakeholders six significant themes are identified for the management of change in this area: pedagogic direction; operational connections and development; organisational structure and change; system process; professional development; strategic vision and perception. Any implementation project regarding the introduction of managed learning environments should encompass these key themes.

Based on interviews with a small number of stakeholders at the institution. Further research could compare the experience at City with other institutions and revisit a wider selection of stakeholders at City to assess their views at a later stage in the implementation.

Provides guidance after the experiences encountered at the institution which could assist other universities both during the planning phases of such a project or during the implementation itself.

Identifies a number of key areas to shape and formulate project management. Combines empirical evidence with theoretical context.

The purpose of this paper is to qualitatively describe an attempt to enhance curriculum design and delivery processes in universities through the development and introduction of new information systems and procedures.

The author examines the experiences of five out of the total 27 institutions involved in the UK JISC Curriculum Design and Delivery programme as they attempted to implement campus-wide changes.

Common themes that emerged across all five projects were the interconnectedness of university systems, proliferation of alternative “feral” systems, a tendency for project remits to drift, resistance from other parts of the institution, planning imperatives, staff turnover and dependency failures. Conclusions are that cultural change underpins effective innovation and that cultural change is harder than technical innovation.

Change is best achieved through participatory, campus-wide approaches, although a “submarine” strategy may be necessary to deflect opposition. Stakeholders should be kept informed about benefits to them and it is important for projects to be responsive and adaptive and to recognize that participatory approaches may be institutionally risky. The paper concludes with practical recommendations for achieving lasting large-scale change in the higher education environment.

The JISC Curriculum Design and Delivery programme was arguably the largest single co-ordinated Information and Communication Technology-based change management programme yet seen in the UK and the findings of this study provide insights into common barriers to effective change in universities and how to overcome them.