Abstract
Technology brings tremendous changes in education because it is a system that automates all educational institutions and academic performance. Therefore, the study examines the effect of technology’s system, information and service quality on faculty, operational and university performance. To explore the more contextual factors, this study empirically and theoretically tested a proposed model by the D&M theory of IS among UAE universities. The study employed mixed-method research using a sequential explanatory research design. Using a designed survey questionnaire, the study targeted 512 faculty members and conducted 10 semi-structured face-to-face interviews with faculty members of 27 UAE universities. The results reported that system, information, and service quality significantly influenced faculty performance. In addition, system quality strongly affects faculty performance, which is the most necessary part of successful technology implementation. Faculty performance significantly influences operational and university performance; surprisingly, it has the strongest influence on operational performance. In turn, operating performance has a significant impact on university performance. The study further identified four contextual factors, that is, external, individual, organizational, and technical. The study put the novel ideas by contributing performance-level measures that support Delone and Mclean’s IS success model to successfully operationalize the university’s actual performance. The research uniquely extends the D&M IS success model to assess technology implementation success at individual, operational, and organizational levels within UAE universities, touching previously unexplored areas of post-implementation evaluation. University management in the UAE should prioritize enhancing service, system, and information quality to bolster faculty performance, leading to improved operational and overall organizational outcomes.
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