Discussions on AI and educational technology both imply and assume that learners have access to digital technology. However recent cyber incidents in HE institutions have illustrated that the digital divide persists and has far-ranging effects on learners. In the midst of one such cyber incident, I undertook a survey of managerial staff to ask ‘what is the attitude of managerial staff in HE towards students’ digital equality?’ The research entailed an anonymous online survey of third level managerial staff (academic heads of departments) to explore their experiences, knowledge of, and attitudes to students’ access to online learning, in particular whilst off campus. My objective was to ascertain whether management in HE considers the digital divide in relation to their students; and whether they take any actions to mitigate against such a divide.

This research was informed by an egalitarian theoretical framework and a Freirean approach to access and equity for learners. It is crucial that management in HE is attuned to any potential disparities in students’ educational experiences and access to learning that may result from the digital divide. The findings of my study indicated complexity in managerial attitudes, and a variety of approaches to learners.