Quick win or slow burn? Modelling UK HE CAA uptake

The uptake of CAA in UK higher education (HE) on a large scale lags behind the expectations of CAA specialists. A research project was undertaken with the aim of discovering and addressing the underlying reasons for this. The research was conducted according to Strauss and Corbin’s (1998) prescription for grounded theory (GT) research. During three years a 200 000 word dataset was compiled from a national survey by questionnaire and interview with tutors, learning technologists, managers and QA staff. This article describes the dual-path theory of CAA uptake that emerged from an analysis of this dataset. Ways in which dual-path theory might be used to understand and improve CAA uptake are proposed.