Editorial introduction: BJET special issue on best practice or situated action: the organization of technology enhanced learning Maggie McPherson and Andrew Whitworth The organisation as tool When we study the world, what we see depends on where we stand. We gather infor- mation with our sense organs, fix on what is important to us at a given moment, and act on this information using available tools within our immediate local environment. These are basic truths of human activity; they are also how we learn and adapt our environment as a result of this learning (Vygotsky, 1994). Tools exist at the human scale, being things which can be wielded by a single person in pursuit of a goal. At this scale exist physical objects like hammers and virtual objects like computer programs. Human-scale tools also include informational and knowledge resources, prior experience and individual skills. However, tools also exist at the organisational scale. Like hammers and computer pro- grams, organisations are resources on which we can draw to act within the world, though their power is orders of magnitude greater. Organisations permit activity to take place, which goes far beyond the capabilities of individuals.They are thoroughly embedded into our many environments. Manifestly, they are among the tools on which society draws in order to educate; similarly, they are deeply involved in the production process of all technologies, including educational technology. They are therefore a constitutive part of the field with which BJET is concerned. Hence this special issue. This editorial serves as an introduction to the ways the common modes of organisation within higher education institutions (HEIs) impact upon the development of e-learning. Space precludes a comprehensive discussion of the field; we concentrate here on those elements which move us towards a discussion of how cross-boundary relationships can be facilitated in HEIs, this being the subject matter of our featured papers. We briefly discuss: (1) the environment within which HEIs exist; (2) how HEIs are organised around roles, resources and markets which are defined with respect to this environment, and how information and communication technology (ICT) is changing the way they are organised; (3) the organisational learning processes appropriate in HEIs, bearing in mind their struc- ture and core activity. British Journal of Educational Technology Vol 39 No 3 2008 411–421 © 2008 The Authors. Journal compilation © 2008 British Educational Communications and Technology Agency. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA.