Determinant factors of information communication technology (ICT) adoption by government‐owned universities in Nigeria

Abstract

PurposeThe purpose of this paper is to specifically investigate and prioritize the effects of 13 factors in determining ICT adoption in Nigerian universities.Design/methodology/approachThe constructs of theoretical framework of technology‐organization‐environment (T‐O‐E) underpin the survey. The survey adopted in‐depth unstructured and semi‐structured interviews with 30 senior executives drawn purposefully from at least one university in each of the five state capitals in south‐eastern Nigeria.FindingsEvidence from the study shows that, irrespective of the perceived competitive pressures and perceived benefits of ICT solutions, government‐owned universities are yet to exploit its full potentials in their operations. This behaviour is informed by incessant corrupt practices; irregular energy supply and internet connectivity/accessibility; lack of financial capacity, expert skills, managerial and technical flexibility/support; and poor regulatory policies and government supports.Originality/valueThe paper raised some challenges that will serve as points of departure to future researchers and provides university management, government, policy makers, and other stakeholders the bases for encouraging ICT adoption.

An examination of the factors affecting the adoption of E‐training in the Nigerian civil service sector

“…These include lack of appropriate support (Nneka, ). Addressing that issue is essential to the successful implementation of e‐training in Africa (Eze et al, ).…”

“…To improve this situation, the Nigerian government has endeavored to improve access to the technology needed to bring its civil service and, in particular, the quality of the training programs that it offers, up to date with that of other nations. The financial backing and management support needed to bolster these efforts to upgrade training, however, remain insufficient (Eze, Awa, Okoye, Emecheta, & Anazodo, ).…”

“…Although research has shown that large organizations tend to adopt technology quickly (Awa, Eze, Urieto, & Inyang, ), technology adoption in the Nigerian public sector has been slow (Eze et al, ), even though electronic training is not new to Nigeria. In keeping with the two key constructs of TAM, the technology acceptance model (Purnomo & Lee, ), the Nigerian civil service's willingness to adopt e‐training is likely to depend on both perceived usefulness (PU) and perceived ease of use (PEOU) of e‐training.…”

The Influence of Transformational Leadership Style on ICT Adoption in the Nigerian Construction Industry

“…Thus organizations from developed economies have attained a significant level of adoption leaving their counter parts from developing countries far behind and still struggling with its implementation challenges. Researchers examining the adoption barriers from developing country perspectives such as Nigeria (Apulu & Latham, 2009;Apulu & Ige, 2011;Ibironke et al, 2011;Eze et al, 2013), India (Ahuja et al, 2009), Malaysia (Jafari et al, 2006;Mui et al, 2002), Egypt (Aboelmaged, 2014), Iran ( Sidawi et al, 2012), Brazil (Goedhuys & Veugelers, 2012), South Africa (Ogunyemi, & Johnston, 2012), Jordan (El-Mashaleh, 2007) have emphasized leadership (top management/CEOs) ineffectiveness as the major constrain to successful ICT adoption. Similarly, other studies (Martin & Hug, 2007;Ihua, 2009;Jung et al, 2003) have identified top management strategies toward managing employee behavioural change as another significant barrier to embracing technological change.…”

Factors that influence Zambian higher education lecturer’s attitude towards integrating ICTs in teaching and research

“…There have been efforts made to encourage students and lecturers in Universities in Africa to utilize Information Communication Technologies (ICTs) tools for research and teaching, nonetheless results usage is lacking (Danner & Pessu, 2013;Eze, Awa, Okoye, Emecheta & Anazodo, 2013;Ng'ambi, Brown, Bozalek, Gachago & Wood, 2016). This can be seen in few research outputs from universities in Africa as well as poor universities ranking when compared to universities in other parts of the world (Lages, Patt & Shepelyansky, 2016;Okorie, 2013).…”