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The study investigated the adoption of social media in Australian  v ocational education and training institutions, and the characteristics of social media, individuals and organisations that were promoting or hindering its growth. Interviews and small group discussions were completed with 50 senior vocational education teachers, 120 students, and 20 employers. Guided by a multi-level framework of innovation adoption, a thematic analysis revealed that the features of YouTube were judged to be compatible with institutional objectives and values aligned with more self-paced, collaborative and student-focused learning. Facebook offered innovative appeal around accessibility, simplicity of use and promotion of student collaboration. Other social media tools were of more limited use, while the adoption of different forms of social media was attractive to different types of VET student. While the innovation characteristics of social media were well aligned with institutional objectives for growing more customised and flexible training delivery, teachers’ perceptions of institutional policies, the lack of institutional innovation strategies and auditors’ preferences around assessment were perceived to be barriers to change and the wider adoption of social media in program delivery and assessment.

Influences upon social media adoption and changes to training delivery in vocational education institutions