This article presents the results of an exploratory study that investigates how academics perceive the impact of e-learning systems in the ownership and intellectual property of educational materials. It has been inductively discovered that academics are uncomfortable with the idea of...

Purpose This paper aims to examine how academics enact trust in e-learning through an inductive identification of perceived risks and enablers involved in e-learning adoption, in the context of higher education institutions (HEIs). Design/methodology/approach Grounded Theory was the methodology...