If we are to realise the potential of blended learning in higher education, then further research into academic practice and relevant academic development is essential. Our review of literature on blended learning in higher education reveals an interesting scholarship landscape which, when described in detail, pointedly directs attention to the lack of literature seeking to understand academics' current blended practices. We argue that this is problematic in terms of formulating the required professional development and support. In essence, this paper uncovers the need for further research into understanding not only why academics may choose to engage in blended learning, but also, once engaged, why some choose to integrate technology to create transformative blends while others choose minimally impacting blends. This paper may interest those supporting academics in developing blended learning. It provides a guiding resource both for researchers investigating blended practices and those embarking on blended learning implementations.