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Through qualitatively designed semi-structured interviews with 13 blended learning experts from New Zealand, Australia and Canada, and a 5-step analysis of data, it verified and proposed a current list of key stakeholders in BTEs. This included teachers, senior management staff, students, technical support staff, educational support staff, the institute, other support staff, government bodies, technology infrastructure providers, communities, and the public. Some were considered to be among those who contributed most significantly to BTE success. As learning spaces evolve and technology usage accelerates, the outcomes from this research will provide a basis from which TEIs can develop new understandings about their key stakeholders, to help them deliver informed, relevant, and meaningful support.<\/p>","DOI":"10.4018\/ijicte.2017100104","type":"journal-article","created":{"date-parts":[[2017,7,24]],"date-time":"2017-07-24T14:10:29Z","timestamp":1500905429000},"page":"40-52","source":"Crossref","is-referenced-by-count":0,"title":["Identifying Key Stakeholders in Blended Tertiary Environments"],"prefix":"10.4018","volume":"13","author":[{"given":"Kimberley","family":"Tuapawa","sequence":"first","affiliation":[{"name":"University of Newcastle, Newcastle, Australia"}]}],"member":"2432","reference":[{"key":"IJICTE.2017100104-0","unstructured":"Allen, I. E., & Seaman, J. (2015). Grade level: Tracking online education in the United States. 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