The potential value of blockchain for use in higher education

Abstract

This study investigates the potential of blockchain technology in democratising the value chain in HEIs, unfolding both theoretical and practical challenges in stakeholder participation, governance, and transparency. Essentially, it aims to study the relationship between Blockchain Adoption Drivers with activities and expectations of various actors in the higher education value chain to offer inclusive and decentralised higher education institutional models. In this context, the study attempts to critique existing limitations of the centralised HE systems and proposes a Blockchain Adoption Model for Higher Education for the implementation of alternative and more participative governance structures through blockchain. To this effect, the study chose mixed methods as its overall research design, underpinned by critical realism. In the first phase, peer-reviewed literature was subjected to computational content analysis and software such as VOSviewer was used to generate quantitative insights into the patterns of blockchain adoption and actor roles in higher education. Lastly, in the second phase, focus groups composed of students, academic staff, administrators, and external stakeholders employed Participatory Action Research (PAR) methods. The focus groups utilised interactive activities, public voting, and digital tools to capture qualitative data on actor perceptions, blockchain applications, and adoption drivers. The grounded theory approach was applied to synthesise these data streams into a coherent conceptual model. The findings reveal several critical results: (1) Currently, students and institutional administrators prevail in the discourse and practices of blockchain in HE, while capture by the under presence of faculty, alumni, and regulatory bodies; (2) Key adoption drivers considered include decentralisation, transparency, co-creation of value, and data security; (3) There is a mismatch between blockchain's technical affordances and its pedagogical uses, primarily generated by uneven actor participation. The validated Blockchain Adoption Drivers Model provides an exhaustive mapping of blockchain capabilities against HE actor needs and activities. The study concludes that HE blockchain adoption is viable and transformative but requires a participatory model to engage all actors in the realisation of a digital democracy. If blockchain is inserted into the critical nodes of the HE value chain, accreditation, learning records, research dissemination, and community engagement, institutions can overcome the current limitations of governance and value distribution. Such a shift from centralised control to decentralised and co-governed ecosystems is feasible and necessary for fostering sustainable innovation in the sector. The contribution of the study lies in empirically validating the Blockchain Adoption Model for Higher Education it proposed, integrating theoretical, technical, and participatory components. It constitutes a framework for institutions wishing to responsibly and inclusively implement blockchain technologies. Additionally, this research advances understanding of how emerging technologies can enable democratic transformation of education, thereby making it a valuable reference for policymakers, researchers, and institutional leaders.