Simelane-Mnisi, Sibongile2025-03-112025-03-112016-02-091011-3487 (P)1753-5913 (E)https://www.bing.com/ck/a?!&&p=e1e0795c5b2b1d2c7d89e773e17https://hdl.handle.net/20.500.14519/1476Higher education institutions throughout the world face various challenges in their institutions when they begin to implement technology. Tshwane University of Technology strives to implement web-based courses successfully to solicit the unequivocal support of management of the institution and staff of the institution as a whole. The Partners@Work (P@W) professional development programme in the use of educational technology was established to take care of the elearning issues of the institution. At Tshwane University of Technology, the management has taken a decision to introduce a multimodal teaching and learning strategy. Therefore, managers fully and actively support all those members of staff who are responsible for bringing the educational technology concern to their faculties. Tshwane University of Technology strives to implement web-based courses successfully to plead for the unambiguous support of the management of the institution and the staff of the institution as a whole. All of these people are stakeholders who can either make or break the implementation of web-based courses. The problem is that how can institutions of higher learning offer support for web-based courses to be implemented successfully? This chapter discusses the findings from the qualitative case study about the importance of stakeholders in implementing web-based courses in higher education.403-413 PagesenAttribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/StakeholdersSupportWeb-based coursesSuccess and higher educationArticle