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Eportfolio is used as a concept and practice that facilitates diverse opportunities using technology to profile, reflect on, and progress career development as well as promote and engage learning [1] [2]. Reflective practice is encouraged in the milieu of academic learning, teaching, personal career development and in the professions as it closes the self-regulation ‘loop’ essential for metacognitive monitoring of learning. At our University, the Executive have been challenged when encouraging innovation, active personal learning and digital literacy whilst attempting to implement this technology into a multiple campus university environment; predominantly due to an environment filled by rapid disruptive change and uncertain government funding initiatives. The aim of this paper is to outline the changes that continue to hinder Eportfolio implementation in a multiple campus environment, share strategies we use to manage this process in our journey to promote adoption, and improve implementation through seeking and responding to feedback from the global community.

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Journal Article

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