This paper examines critical success factors shaping the adoption of digital marketing devices (DMD) by micro-businesses. The study adopted a qualitative approach. Both unstructured and semi-structured interviews were conducted with a total of 26 micro-businesses drawn purposefully from the online database and underpinned by technology, organisation and environment (TOE) framework. This helped to unravel 14 critical success factors influencing the adoption of DMD by micro-businesses in Nigeria. These factors include functional capability, adaptive capacity and expandability which are related to technology context. Collective understanding, degree of partnership and diversity of information are linked to the organisation context while the level of training, quality of service delivery, customer fulfilment and intense competition are associated with environmental context. The study expanded the TOE framework by unravelling the impact expectancy context which is associated with factors, such as budget, business expansion, diversity and return on investment. This study will be of importance to academics and practitioners because it provides further awareness into DMD adoption framework, factors critical to the DMD adoption and may assist in reducing the number of resources spent in search of information aimed at helping DMD adoption by micro-businesses.

While research into the adoption of e-learning in Nigeria has mainly focused on its use in public Higher Education Institutions (HEIs), there is still a lack of research on factors affecting students’ use of e-learning in private HEIs in Nigeria. This study, therefore, explores factors influencing the use of e-learning by students in private HEIs in Nigeria using Technology-Organisation-Environment (TOE) framework. We use a data collection method encompassing semi-structured interviews with 15 students from L-University drawn purposefully from the Landmark directory and a hybrid thematic analysis to analyse the data. Our findings reveal that technology-related factors (ease of use, speed accessibility and service delivery), organisation-related factors (training support and diversity), environment-related factors (attitudes of the users) and impact-related factors (learning experience, skill development, academic performance, and degree of engagement) influence the students’ adoption of e-learning facilities. We develop an extended TOE framework that integrates the impact context which considers the students likely expectations if these facilities are fully adopted and implemented. The study also unveils techniques that may accelerate the development of e-learning structure in private HEIs and which could provide the opportunity of assisting communities of learners to adopt and use e-learning facilities regularly.