Abstract
This case study investigated the perceived barriers to the adoption of online education at Vietnam National University – Ho Chi Minh City (VNU-HCM). Qualitative analysis of interviews with 26 faculty and staff members identified barriers grouped into five categories following Rogers’ (2003) theory on the diffusion of innovations. Barriers related to relative advantage were based on the perceptions of poor quality and the suitability of online education within the context of Vietnam. Barriers related to compatibility dealt with a lack of technology infrastructure, issues of faculty workloads, institutional policies, and concern for students’ English language skills. Barriers related to complexity involved concern for the technical and pedagogical skills of faculty members. The barrier related to trialability dealt with an approval process perceived as unclear, complex and time-consuming. Barriers related to observability were concerns for quality metrics and a lack of forums for sharing experience from previous online education initiatives. Recommendations to increase the adoption of online education included communication of a clear strategy for online education. A list of desired attributes for pilot programs was also provided. Recommendations for technical training and support encouraged building a community of practice. Increasing the adoption of online education will require changing perceptions within the university and in Vietnam. Information from this case study should assist faculty and administrators to plan and manage the implementation of online programs more effectively. Leadership at VNUHCM will be the determining factor in developing the innovation culture required to achieve the strategic vision.|Keywords: Online education, barriers, Vietnam