This study analyses how the introduction of the learning management system Blackboard leads to persistent innovation in teaching activities at the higher education institutions Norwegian School of Management-BI and the College of Buskerud.
Innovation theory is used as a theoretical framework for the thesis, where: the outcome of the innovation process is either termination or institutionalisation of the innovation. A model centred on the users’ perception of the innovation’s profitability and compatibility has been selected for this case (Levine 1980). Based on the assumption that high degree of profitability and compatibility lead to persistent innovation, a selection of teachers and administrators at the two institutions have been interviewed on predefined parameters, modelling how profitable and compatible they were perceiving Blackboard. The data from the interviews were complemented by document analysis.
The results show a gap between the perception of profitability and compatibility by the teachers, and by the administrators. In general, the administrators perceive Blackboard as highly profitable and compatible, whereas the teachers’ perception of Blackboard is not very positive. Results tend to indicate that the use of Blackboard does not lead to persistent innovation at the two higher education institutions. However, there are indications at both institutions that the use of Blackboard is increasing, and not decreasing. It may indicate that other factors affect the adoption and institutionalisation of Blackboard, such as the perception of an external and internal normative pressure.