Factors influencing continuance intention in blended learning among business school students in China: based on grounded theory and FsQCA

Abstract

This research study aims to explore the factors that influence continuance intention in Blended learning (BL) among business school students in China. By employing a grounded theory approach and utilizing the Fuzzy Set Qualitative Comparative Analysis (FsQCA) method, the research investigates the complex interplay of various variables that contribute to business school students’ intention to continue participating in BL programs. The study includes a comprehensive analysis of factors such as self-efficacy, perceived usefulness, task-technology fit, social influence, and satisfaction. The findings provide valuable insights into the factors that drive business school students’ continuance intention in BL, specifically within the business school context in China. Moreover, the study highlights the non-linear relationships and various configurations of these factors that result in high levels of continuance intention. The results contribute to the existing knowledge base and inform educational institutions in designing effective strategies to enhance business school students’ engagement and promote the long-term success of BL initiatives.

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