ABSTRACT
Gayle Calverley Bluntly put, in today’s clichés, ‘The jury is out on whether ‘content is king’”. The role of content within higher education courses is rapidly now being relegated to the position of a background resource that supports enhanced provision of learning opportunities. This chapter will explore the context in which this dramatic shift has occurred over the past ten years and the implications this has for institutions and the individuals that work within them.
