This paper examines the e-learning strategies adopted by universities, from the perspective of three common objectives: widening access to educational opportunity; enhancing the quality of learning; and reducing the cost of higher education. The discussion is illustrated by drawing on case studies of universities in Europe and the United States. It is concluded that the most striking characteristic of the e-learning strategies adopted by universities is their diversity, and inherent characteristic of adaptability in use and flexibility in application. The implicit compatibility with institutional aims suggests that the e-learning strategies universities adopt reflect, rather than influence, institutional ethos and that by virtue of the capacity to adapt to different contexts, e-learning may be more adaptable--and ultimately less threatening--to academic mores than some observers fear. (Contains 77 notes.)