Accommodating the newfound strategic importance of educational technologists within higher education : a critical literature review

Purpose Educational technologists make significant contributions to the development, organisational embedding and service provision of technologyenhanced learning (TEL) environments, which are key enablers for mass access to flexible higher education. Given the increasing centrality of this role, we advocate that institutions investigate sustainable career structures for educational technologists. Design/methodology/approach Our arguments are evidence-driven by the small body of research literature describing the role of educational technologists and contextualized by our experiences as academics and leaders of TEL projects in higher education, including managing educational technologists. Findings – The roles of educational technologists are very diverse, requiring competencies in educational leadership, both management and technical. Their career paths, backgrounds, legitimate powers and organisational locations exhibit considerable variation. Research implications University leaders require evidence to formulate appropriate human resource strategies and performance management strategies for educational technologists. We propose further empirical research to analyze current issues and future trajectories relating to their aspirations, career structures, legitimate power, management and organisational contexts. Originality/value Given the strategic importance of educational technologists to ICT-driven transformation, university leaders will require evidence to formulate appropriate human resource and performance management strategies for these key academic-related/professional staff. This paper brings together relevant literature for the first time, generates recommendations for further research and policy discussion.