Abstract
Drawing on three action research case studies involving several African universities, this article critically explores how academics converted their previously pure classroom-based courses for delivery through blended learning. The case studies reflect resource-scarce contexts where limited access to digital technology and the internet poses unique challenges to universities seeking to scale-up management education to the geographically distant and culturally diverse student population. Results from analyzing the case studies, through the concept of curriculum adaptation, were drawn upon to develop a theoretical framework for use by academics planning to transition from face-to-face to blended learning environments. The article uncovers the difficulties of, and opportunities for, creating learning communities that enable classroom-based, face-to-face teaching to be blended with online learning in ways that foster locally relevant, purposive interactions among academics and students, while scaling-up access to management education. The article concludes with a discussion of opportunities for management educators to introduce online learning in their existing classroom-based management courses.