A Grounded Theory for managerial action in the process of e-learning implementation in business schools of Brazil

Abstract

We investigate managerial action in e-learning project implementation. We frame our investigation in the symbolic interactionism paradigm to propose a grounded theory that explains how managers’ perceptions towards e-learning influence how the organization will appropriate this technology. We studied seven business schools in Brazil to conclude that managerial action may lead to two appropriation patterns. Either the e-learning technology is seen as an instrument to improve the existing teaching process or it is seen as solely an instrument to market positioning. These results provide fresh evidence about e-learning in business schools useful for both researchers and practitioners.

Key words: managerial action, e-learning implementation, business schools, Grounded Theory.