Abstract
This paper attempts to provides a distinctive contribution for the body of knowledge in studying the theoriticalmodels and factors affecting cloud computing (CC) adoption in higher educa-tion institutions (HEIs) at organizational level incorporating four dominant models; Technology–organization–environment (TOE) theory, The Fit-Viability Model (FVM), Diffusion of Innova-tion (DOI) Theory, and Institutional (INT) theo-ry,to deliver cloud-based education as a service (CEaaS) in HEIs.
Highlights
Cloud computing (CC) can be considered as a ‘model for enabling ubiquitous, convenient, on-demand network access’, which can be accessed almost immediately with little effort or ‘service provider interaction’ [1].The basis of the XaaS, ‘deliver everything as a service’ with relation to information technology is itself a technological revolution
CC arises as a promising alternative for Higher Education Institutions (HEI’s) to reduce costs and increase efficiency whilst at the same time contributing to the longer term sustainability of Higher Education
This research attempts to provides a distinctive contribution for the body of knowledge in studying the theoriticalmodels and factors affecting CC adoption at organizational level incorporating four dominant models; Technology–organization–environment (TOE) theory, The Fit-Viability Model (FVM), Diffusion of Innovation (DOI) Theory, and Institutional (INT) theory; to provide cloudbased education as a service (CEaaS) initiatives in higher educa-tion institutions (HEIs) (Figure 1)
Summary
Cloud computing (CC) can be considered as a ‘model for enabling ubiquitous, convenient, on-demand network access’, which can be accessed almost immediately with little effort or ‘service provider interaction’ [1]. The basis of the XaaS, ‘deliver everything as a service’ with relation to information technology is itself a technological revolution The idea of this service is that it can be accessed from anywhere relatively and cheaply and can be implemented on a ‘pay per use’ basis [2]. Within the wider context of education, Higher Education Institutions (HEI’s) ; Tertiary Education at a University or recognised institution leading to a formally recognised degree qualification ; are faced with a dilemma, on the one hand they are required to keep up with the speed of technological change, whilst at the same time they are having to ‘provide a quality and an affordable education service to the education community’. Existing research theories and models have sought to highlight these facts and can be found in tables 1
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