INSTITUTIONAL PERSPECTIVE OF DRIVERS INFLUENCING THE ADOPTION OF BLENDED LEARNING IN HIGHER EDUCATION: THE CASE OF GHANA TECHNOLOGY UNIVERSITY COLLEGE
Higher education institutions are embracing blended learning (BL) as the new paradigm for their teaching and learning delivery. Research into the forces or drivers informing higher education institutions (HEIs) into adopting this new teaching and learning delivery innovation remains largely under research. This paper therefore investigates the forces or drivers influencing HEIs into adopting BL. The researcher applies a grounded theory methodology by interviewing fifteen management members from the Ghana Technology University College (GTUC). The data was analysed using the constant comparative method and the findings discussed through the lenses of Rogers theory of innovation diffusion which is widely used to interpret how technologies are diffused from a limited to a widespread application on organizational practices. The outcome of this empirical research provides a set of drivers influencing the adoption of BL in HEIs in a developing country context.