Higher education institutions are evolving and technology often plays a central role in their transformations. Educational changes benefit from a supportive environment. The study examines the relationship between organisational culture and teachers' perceptions of and responses to technology-enhanced innovation among Chinese universities. A survey research was conducted among 684 teachers from six universities. Seven dimensions of organisational culture were considered: goal orientation, participative decision making, innovation orientation, structured leadership, supportive leadership, shared vision and formal relationships. Two aspects of technology-enhanced innovation were investigated: the use of e-learning and computer-supported collaborative learning. The results indicate that features of organisational culture are important factors that are associated with teachers' perceptions of and responsiveness to innovation and the implementation of technology-enhanced innovation.