It is now generally accepted that to enable developing countries to compete in the global economy and be in control of their own destiny, the development of higher education (HE) should be a vital part of policy. The Kenyan economy is at a tipping point where skilled graduates are required but a lack of funding for HE means that only a small number of students are entering university each year. The aspirations of increasing numbers of qualified students are not being met. Without exploiting the potential of its population Kenya will remain impoverished. At the time of writing this thesis the Kenyan Government had no policy for increasing access to HE. This thesis focuses on tackling this dilemma by establishing a private university franchise operation in Kenya in partnership with London University utilising Information Communication Technologies (ICTs) and blended learning. The thesis utilises a case study of such a private HE college in Kenya in partnership with the University of London External Programme. I have been tasked with the management of the design, implementation and evaluation of the institution. The research field contains little assessment of the processes and outcomes of franchised HE in developing countries in Africa. The thesis aims to make a contribution to the research field in this regard. This thesis also looks at the process of creating a blended learning environment from initial problem analysis, through design and development, to implementation and evaluation. It draws on research literature and empirical work including interviews, diaries and questionnaires involving both staff and students. By outlining achievements, challenges, tensions and pitfalls it is hoped that the thesis can have a practical and professional significance and that insights can be drawn for HE institutions and policy makers in developing countries.