INSTITUTIONAL PERSPECTIVE OF DRIVERS INFLUENCING THE ADOPTION OF BLENDED LEARNING IN HIGHER EDUCATION: THE CASE OF GHANA TECHNOLOGY UNIVERSITY COLLEGE

Higher education institutions (HEIs) are embracing blended learning as the new paradigm for their teaching and learning delivery. Research into the forces or drivers influencing management decisions into adopting blended learning as the new teaching and learning delivery method remains largely under research. This paper uses an inductive approach with Ghana Technology University College (GTUC) as a case study to investigate the forces or drivers influencing higher education institutions into adopting blended learning (BL). The researcher interviews 12 management staff and uses the Strauss and Corbin’s constant comparative method as the analytical approach to analyse the data. The findings of the study reveal that external environmental drivers, institutional strategy motivating drivers, student centred motivating drivers and business/market motivating factors influence management decisions to adopt BL in HEIs. The outcome of this empirical research should provide higher education institutions with a better perspective on the influencing drivers that should inform their decisions to adopt blended learning for their institutional transformation.