Abstract
Technology permeates all walks of life. It has emerged as a global facilitator to improve learning and training, alleviating the temporal and spatial limitations of traditional learning systems. It is imperative to identify enablers or inhibitors of technology adoption by employees for sustainable change in education management systems. Using the theoretical lens of organizational support theory, this paper studies effect of institutional support on education management information systems (EMIS) use along with two individual traits of self-efficacy and innovative behavior of academic employees in British higher educational institutions. Data for this cross-sectional study were collected through a questionnaire completed by 591 academic employees of 23 universities from 10 cities in the United Kingdom. Partial Least Square structural equation modeling was used to analyze data with smartPLS 3.2.9 software. Results indicate that institutional support promotes self-efficacy and innovative behavior that help develop positive employee perceptions. The model explains a 52.9% variance in intention to use. Post-hoc mediation analysis shows that innovativeness and self-efficacy mediate between institutional support and employee technology adoption behavior. As opposed to student samples in past studies on educational technology, this study adds to the literature by focusing on academic employees.
Highlights
Technology has emerged as a global facilitator to improve learning and training, alleviating the temporal and spatial limitations of traditional learning systems
This paper aims to respond to Al-Emran et al (2020) more recent call for research on academics’ behavior toward educational technology use
The item reliability of each latent variable was assessed with the minimum cut-off criterion for the loading of an item set at 0.5
Summary
Technology has emerged as a global facilitator to improve learning and training, alleviating the temporal and spatial limitations of traditional learning systems. The significant amounts of data created in this digital age need to be structured, adequately analyzed, and presented with accuracy for the public to benefit from it. This notion can be translated to the field of education because education management has become an increasingly complex process from the institutional perspective of managing resources and business. EMIS is not merely used for storing information; rather generates new information and knowledge as well It makes institutions more competitive in their performance and success toward students’ learning. This calls for the need to adopt such technology by academic employees
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