Problems and possibilities of integrating ICT in European Union's higher education: Perceptions of people inside and outside the European Commission's <i>e</i>Learning Programmes

2007 2007

Other formats: Order a copy

Abstract (summary)

In this dissertation I take a look behind the scenes of the eLearning Programme and eLearning actions under other European programmes by developing a more in-depth understanding of their national agents, the academics at universities in the EU (in three principal countries and six secondary countries), who have participated in or have knowledge of the logistical and administrative burdens of European eLearning projects. Through a series of in-depth, open-ended interviews, I investigated the interactions of academics and researchers with the European funding programmes in eLearning. In addition, a number of interviews with members of the European Commission offer an inside look into some of the practices employed in the drafting of the programmes. I used the personal accounts to build a "composite picture" of common themes related to the processes involved in developing and conducting projects under the eLearning Programme and other European programmes.

Within the primary line of inquiry, I found that the principle of subsidiarity, on which the eLearning programmes are based, is broken down to the lowest levels of decision-making regarding e-learning projects. It is individual academics or researches who engage in projects, with the backing of their respective home institutions. Their involvement puts a human face on the formal national-supranational governmental mechanisms that rule European policy-making. Regarding the budgetary and logistical nature of the eLearning Programmes, the academics' view points to the financial insufficiencies and to the limited applicability of these programmes. Finally, this study suggests that some of the best incentives for the academics' participation in eLearning projects rest in the professional opportunities and networking possibilities available through the eLearning programmes.

Within the secondary line of inquiry, I explored the information society discourse in the EU, in relation to the eLearning programmes, based on the academics' conceptualization of the term. This study reveals a mixed picture of the perceptions that the academics have of the information society in their respective countries. I concluded that an integrated European information society, promoted by the Commission partly through its eLearning programmes, is a concept destined to remain a motivational instrument for driving ICT policies throughout Europe.

Indexing (details)

Political science;
Educational software;
Higher education
0615: Political science
0710: Educational software
0745: Higher education
Identifier / keyword
Social sciences; Education; E-learning; European Commission; European Union; Higher education; Information and communication technologies; Technology integration
Problems and possibilities of integrating ICT in European Union's higher education: Perceptions of people inside and outside the European Commission's <i>e</i>Learning Programmes
Salajan, Florin Daniel
Number of pages
Publication year
Degree date
School code
DAI-A 68/04, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
McClintock, Robert O.
Teachers College, Columbia University
University location
United States -- New York
Source type
Dissertations & Theses
Document type
Dissertation/thesis number
ProQuest document ID
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
Access the complete full text

You can get the full text of this document if it is part of your institution's ProQuest subscription.

Try one of the following:

  • Connect to ProQuest through your library network and search for the document from there.
  • Request the document from your library.
  • Go to the ProQuest login page and enter a ProQuest or My Research username / password.