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This handbook takes as its starting point the need for a holistic conceptualization of digital higher education which takes into account personal, pedagogic and organizational change. It is tempting not to offer an alternative conceptualization of digital higher education in such a contested space. However, we have been struck, through our reading of the chapters collected together in this volume, of the role of people and practices in shaping digital higher education. A definition grounded in such a way recognizes that educational technologies are tools put to use to meet organizational objectives and that those objectives will inevitably be shaped by the wider political, economic and societal changes. Within this context we have chosen to frame digital higher education as institutional engagement with the social and cultural implications of technology-enabled educational change.

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