Enterprise‐wide technological transformation in higher education: the LASO model

Abstract

PurposeThis paper seeks to discuss the Leadership, Academic and Student Ownership and Readiness (LASO) model for enterprise‐wide technological transformation in higher education developed by the writer as part of his PhD research.Design/methodology/approachThe article uses a comparative analysis of three case studies of the implementation of the LASO model over nine years. These case studies are the eLearning implementation on the Wellington campus of Massey University, New Zealand from September 1995 to December 2000, a five‐month consultancy in 2000 at the Cape Technikon, South Africa to lead the enterprise‐wide implementation of eLearning, and four years of implementing eLearning at the University of Botswana to January 2005.FindingsThe LASO model is an approach to ensure enterprise‐wide technological transformation in higher education through a strategically developed framework based on a clear and unified vision and a central educational rationale.Originality/valueThe paper questions the strong bottom‐up approach of Rogers' innovation of diffusion theory and the smooth contours of the innovation curve when applied to the enterprise‐wide infusion of eLearning in higher education.

An assessment of transformation strategies in South Africa: A multi-case study of the accounting, financial services, government, and construction sectors

“…The notable concepts of economic transformation include Black ownership and empowerment, natural resources development, national food security, economic rights, and access to education (South Africa First, 2013: online). Technological transformation occurred in the higher education sector through the implementation of e-learning (Uys, 2007). Political and legal forms of transformation had to do with enactment and enforcement of laws and policies to ensure that there is fairness, equity, and access to the most basic services (including education) and benefits (Langa, 2006: 352;Rapatsa, 2015).…”

På stedet hvil? - Noen refleksjoner om implementering av IKT og læring i norsk høyere utdanning med utgangspunkt i Norgesuniversitetets arbeid

“…Når det gjelder forhold ved aktørene som forutsetning for et vellykket endringsarbeid, vil vi her peke spesielt på deres problemforståelse og undervisningsutøvelse (Jacobsen, 2003;Smith 2012;Uys, 2007). Roxå mfl.…”

The Good, the Bad, and the Missing of the “Diffusion of Innovations” Theory

“…However, futures and research policy have four papers that link vision to diffusion (Amesse & Cohendet, 2001;Banuls & Salmeron, 2007;Barns, 1991;Roubelat, 2006). Seven papers from ProQuests were, to varying extents, about vision and diffusion in the fields of economics, education, human resource, policy making, and information technology (Badham, 1991;Bell & Taylor, 2004;Haslam, 2005;Henriksen & Damsgaard, 2007;Solis & Obraczka, 2004;Uys, 2007;Weston et al, 1999).…”

“…Only four papers from Emerald concerned the vision and diffusion, one of which was already counted under ProQuest (Uys, 2007). Jones et al (2003) investigated strategic knowledge acquisition and exploitation, finding that a lack of vision and prior knowledge produced sub-optimal adoption outcomes.…”

“…Wang and Swanson (2008) found that, from 2000 to 2004, the special advertising section about Customer Relationship Management (CRM; a form of enterprise systems) consistently produced and disseminated credible discourse advancing CRM, incorporating models for action, and providing fresh meanings to support the organizing vision and keep it relevant over time. Finally, Uys (2007) shed light on an approach (the LASO model) that ensures enterprise-wide technological transformation in higher education through a strategically developed framework, based on a clear and unified vision and a central educational rationale.…”