Unraveling the Complexities of Innovation Adoption in Higher Education Teaching Practice through Interpretive Case-Based Modeling

Interpretive Case-based Modeling (ICM) was developed for this study as a new research methodology for investigating higher education adoption of technology-enhanced innovations in teaching and learning (eLearning). This research applied ICM in interviews with participants from Australian and New Zealand higher education institutions. The procedures in applying ICM enabled the unravelling of the complexities of innovation adoption by revealing the impact of interactions that were either enabling or inhibiting in key institutional stakeholder relationships. ICM also enabled the modeling of levels of influence of key stakeholder roles in innovation adoption. Outcomes of the study demonstrated the importance of interactions between academics -- as both innovators and adopters of eLearning -- managers and support staff within institutional settings.