This is the unspecified version of the paper.This version of the publication may differ from the final published version. worked as a lecturer and in academic support roles at a number of other higher education institutions in the UK. Susannah has considerable experience in the areas of online learning, student support, implementing learning and teaching strategies and project management in relation to higher education. Susannah's current research focuses on leadership and change management in relation to learning development, developing communities of practice in higher education and engaging staff in new learning and teaching methodologies, particularly using technology. Permanent repository link Anise BullimoreAnise Bullimore is a Learning Development Consultant at City University London. Anise previously worked with Learndirect at the City Literary Institute and has a background in libraries. Anise has an MA in Interdisciplinary Gender Studies from Warwick University and an MSc in Information Science from City University. Anise's role involves promoting and supporting the use of learning technologies across the institution with particular expertise in the areas of change management, evaluation, induction, staff development and accessibility. AbstractPurpose: This paper describes 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 narrative of the evaluation is explored to offer lessons to other institutions.Design/methodology/approach: The paper takes a story telling 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.Findings: 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.Originality/value: 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.

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Purpose -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. Design/methodology/approach -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. Findings -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. Research limitations/implications -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. Practical implications -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. Originality/value -Identifies a number of key areas to shape and formulate project management. Combines empirical evidence with theoretical context.

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