Innovating service delivery in higher education by leveraging technology is central to supporting goals of transforming higher education to center on the needs of today's students. Aligned with these goals, this article identifies key determinants of student information technology adoption. Using a mixed-methods and empirical approach based on the Unified Theory of Acceptance and Use of Technology (UTAUT), a web-based survey was administered to undergraduate students at a public university in the Western United States to learn about their experiences with a web-based digital services platform (native mobile app and website), that aids students in accessing services and resources critical to maintaining their enrollment. Structural Equation Modeling, including Principal Components Analysis, was used to analyze 1841 valid survey responses and derive statistical results. The findings suggest that effort expectancy and social influence stand out as critical influences on behavioral intention to adopt the software for accessing university services, and new to UTAUT, that social influence and a students' basic technology skills are significant determinants of effort expectancy. This article makes unique contributions to the research literature. It applies UTAUT to a higher education context to help explain the critical determinants of the adoption of software for accessing university services. It also provides insights for how UTAUT can be applied in the university setting and offers suggestions for enhancing UTAUT.

In recent years, telehealth visits have surged in response to the COVID-19 pandemic. However, existing structural inequities impact the access and use of information technology based on social and geographical characteristics, which is referred to as the digital divide. This has created disparities between patients with access to video visits vs. telephone visits. Previous telehealth research has focused on the completion of video visits. However, further research is needed to understand patients who decline video visits and rely on phone visits. We conducted semi-structured interviews (n = 13) of older patients (n = 9) and clinical support staff (n = 4) to understand the barriers in accessing virtual care. Most patients reported feeling left behind with telehealth, despite having access to a computer or smartphone. Clinical staff identified access to reliable technology and the ability for patients to navigate the technology as primary barriers to accessing virtual care. Many patients indicated an interest in video visits, but wanted low tech solutions and at-the-elbow support to build confidence with the technology. Supplementary Information The online version contains supplementary material available at 10.1007/s10916-022-01843-x.

Purpose This study aims to investigate the degree to which trust influences job satisfaction and job performance by building on research in the organizational sciences about the relationships between interpersonal trust relationships, cognitive empowerment, job performance and job satisfaction. This study's primary research question is: What factors contribute to job satisfaction and job performance? Design/methodology/approach Data are collected through a field survey. The data set has 738 responses from employees who work in the financial sector in Turkey. Structural equation modelling was used to validate the hypotheses. Findings This study's main findings are that when considering job satisfaction and job performance, cognition-based trust (CBT) has a strong influence on both constructs, whereas affect-based faith has a medium effect on job satisfaction and no significant effect on job performance. Originality/value In an organization where trust is established, knowledge exchange will be facilitated and knowledge management will be done correctly. Therefore, trust is a critical factor for knowledge management. On the other hand, knowledge is an important key factor for job performance. Trust has two parts: affect-based trust and CBT. Psychological empowerment has four variables: impact, competence, meaningfulness and self-determination. This study aims to investigate the relationships between psychological empowerment, trust, job satisfaction and job performance.

Innovating service delivery in higher education is central to supporting institutional and societal goals of increasing the numbers of college graduates and for transforming higher education institutions to center on the needs of today's students. Within this context, technology plays a critical role. This research seeks to contribute to institutional, academic and educational technology sector efforts to dramatically enhance service quality, in support of improving undergraduate student outcomes (student success), by identifying the determinants of student information technology adoption and removing barriers to accessing higher education. Using a mixed-methods and empirical approach based on the Unified Theory of Acceptance and Use of Technology (UTAUT), after an extensive literature review, individual interviews and focus groups, a web-based survey was administered to undergraduate students at Portland State University in Portland, Oregon to learn about their experiences with myPSU. myPSU is a web-based digital services platform (available as a native mobile application and website) that aids students in accessing services and resources critical to maintaining their enrollment. Structural Equation Modeling (SEM), including Principal Components Analysis (PCA), was used to analyze 1,841 valid survey responses and derive statistical results.The findings suggest that effort expectancy and social influence stand out as critical influences on behavioral intention to adopt myPSU, and new to i iii

This study examines university students’ perspectives on student success technology. Efforts to improve graduation and retention rates for undergraduates (i.e. “student success”) and initiatives to enhance the overall student experience are critical for higher education administrators, faculty and staff. These actors are significantly dependent on technology and technology-mediated services. To help understand student perspectives on online services related to student success, this study uses data from a 2016 survey of ABC University students about the importance and satisfaction that students placed on accomplishing key tasks online ([Formula: see text] respondents). The main questions in this inquiry are: (1) What, if any, factors, or latent variables, are in the data set? (2) If there are latent variables, what might they tell us about students’ perspectives on accomplishing critical online tasks? The study’s main findings are that five factors — navigation, tactical, funding, personalization and planning - are present in the data and statistically significant. The findings also suggest that a sixth factor, funding, is not significant. This study contributes to the literature by supporting the notion that there is harmony between the technology that universities utilize to support students and the value that students derive from such tools.

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