The research interrogates the connections between information and communication technologies' (ICTs') use and change processes in Australian higher education. The empirical investigation focuses simultaneously on three domains of practice: the educational, the technological and the organizational, with a particular interest in their overlaps and intersections. There were 15 case studies, covering three discipline clusters (Medicine/Health Sciences, Economics and Business, English/Cultural Studies/Communications) in each of five different types of Australian university. The main research technique was semi-structured interviews with academic, executive and administrative staff, supplemented by focus groups with students and the study of curriculum and strategy documents. The main findings of the study were that the most effective use of ICTs in universities occurs when educational and organizational objectives are in harmony; when ICTs innovations are dominated by corporatist objectives at the expense of pedagogical objectives, benefits are limited and tensions evident; and pedagogical initiatives by discipline-based ICTs "champions" require central support if they are to add value on a sustained basis. The optimal conditions for ICTs innovations in teaching and learning are disciplinary independence and capacity, conditions present in only one of the 15 case studies.