Abstract
This chapter offers a critical analysis of higher education (HE) information and communication technology (ICT) policy in South Africa. The chapter considers the extent to which policies at national and institutional levels could allow for ICT practices at different institutions. While the national policy focused on ICT in HE would be a constant, the extent to which policy at institutional levels promotes ICT development and related practice could be variable. The chapter draws on a literature review as well as a document analysis of publicly available policies and reports that relate to the ICT landscape at three South African HEIs that discuss ICT policy-practice debates at HEIs nationally. The institutions were selected to compare different types of institutions. HE readiness concerning ICT practices could thus be inferred from policies that relate to or impact ICT in HEIs. The analysis finds similarities in the HE ICT policy about vision and intent, while differences mainly lie in the specificity of policy for HEIs. The chapter ends with recommendations about a need for institutions to review ICT policy at set, regular intervals, given the constant disruptions expected due to the fast advancement of ICT (AI) and uncertainty regarding how such advancements might impact teaching and learning. In addition, the policy review process should include broad-based (internal and external) stakeholder participation to mitigate against reproducing insular practices.