Public Institutions Of Higher Learning Research Articles

Perpaduan dalam Pembangunan Ekonomi 1957-1970, Kesan terhadap Keamanan, Keharmonian dan Kestabilan Politik di Malaysia

This writing is about unity in economic development in Malaysia from 1967 to 1970 and its effect on peace, harmony and political stability in Malaysia. The study is to evaluate national issues related to unity and political stability in Malaysia since before independence until the country achieved independence. The history of Malaya has gone through various experiences since the British colonial entry and the Japanese occupation so much influenced the political, social and economic conditions in Malaysia. This study uses qualitative methods by analyzing documents obtained from the National Archives and public institutions of higher learning in Malaysia in addition to making references to secondary materials such as history books and journals. The findings of the study show that Malaysia has a very long history in forming a society that lives in unity and harmony. Socioeconomic issues and problems are matters that need to be resolved in the multi-racial society in Malaysia in addition to empowering educational institutions as a way to build harmony, unity and stability in the country. In conclusion, the writing of this study shows that the issues of unity, harmony and political stability are closely related to current factors especially related to socioeconomics and politics in Malaysia.

Perpaduan dalam Pembangunan Ekonomi 1957-1970, Kesan terhadap Keamanan, Keharmonian dan Kestabilan Politik di Malaysia

This writing is about unity in economic development in Malaysia from 1967 to 1970 and its effect on peace, harmony and political stability in Malaysia. The study is to evaluate national issues related to unity and political stability in Malaysia since before independence until the country achieved independence. The history of Malaya has gone through various experiences since the British colonial entry and the Japanese occupation so much influenced the political, social and economic conditions in Malaysia. This study uses qualitative methods by analyzing documents obtained from the National Archives and public institutions of higher learning in Malaysia in addition to making references to secondary materials such as history books and journals. The findings of the study show that Malaysia has a very long history in forming a society that lives in unity and harmony. Socioeconomic issues and problems are matters that need to be resolved in the multi-racial society in Malaysia in addition to empowering educational institutions as a way to build harmony, unity and stability in the country. In conclusion, the writing of this study shows that the issues of unity, harmony and political stability are closely related to current factors especially related to socioeconomics and politics in Malaysia.

The influence of ethical leadership on teaching performance in public higher learning institutions

Employee performance is often problematic in the competition of organizations in a globalization and industrialization era. The purpose of this research is to investigate how ethical leadership influences teaching effectiveness in Tanzania's Public Higher Learning Institutions. The study focuses on how academic staff teaching performance is affected by role clarification and integrity. The study's target population includes 4,863 academic staff members at public HLIs in Tanzania, and 350 respondents were chosen from this group using a stratified simple random selection technique. Employees at public HLIs are bound to an ethical code of conduct and ethical values, and they are required to perform better so that the entire community can obtain high-quality educational services. Employee performance, on the other hand, is mediocre. A lack of required resources, inadequate leadership, low employee motivation, role ambiguity, and a lack of ethical guidance cause unsatisfactory performance; nevertheless, it is uncertain how much ethical leadership influences employee performance in teaching. The information was acquired by a self-administered questionnaire with closed-ended questions, and it was statistically examined through regression analysis. The findings show that role clarification and integrity have a positive impact on employees' performance in teaching in HLIs. HLI's leadership should take the lead in fostering ethical leadership among its employees by complying with laws and regulations (ethics codes).

LISCrit

Critical Race Theory (CRT) is an intellectual framework intended to explain the day-to-day situations that affect the lives of members of minoritized groups. Its main goal is to help bring about revised social and systemic structures, which in turn can ameliorate the detrimental effects of racism and racist systems for historically marginalized and excluded groups. As a framework, CRT stands on a set of principles which serve as a foundation. Although the wording and structure of these principles varies among scholars, some of the ideas presented are stated throughout. For example, some of the main principles for CRT is that racism is ordinary and not aberrational, that race is a social construct which is not objective, inherent, or fixed on any genetic or biological reality, making it a purely social phenomenon, and that CRT due to differences in their historical experiences with oppression, Black, American Indian, Asian, and Latinx individuals are better equipped to communicate their experiences than their white counterparts (Delgado and Stefancic, 2017).
 These principles have been met with active resistance on multiple fronts which have started all the way at governmental levels. The debate is particularly incendiary in the field of education, where there has been strong pushback and hostility. This mostly over the assumption that CRT based curricula is being applied to education in public K-12 school systems. Most of these arguments do not take into consideration that CRT itself is taught at the graduate level as a method of analysis, it is not a topic taught in K-12 settings. This opposition to CRT has been so strong that as of 2021, 16 states were pushing legislation banning the teaching of CRT in public institutions of higher learning (Flaherty, 2021).
 This volatile and increasingly resistant environment serves only to highlight the importance of centering CRT, especially for a field such as Library and Information Science (LIS), but particularly for LIS pedagogy. The LIS field has lagged behind on many aspects related to bringing about racial equality, despite a generalized idea that the field is a pioneer of social equality and egalitarianism (Cooke and Colón-Aguirre, 2021; Ettarh, 208; Honma, 2005). As LIS educators, we must focus not only on preparing our students for the work they will perform but also to present the challenges faced by their chosen career.
 In what Colón and Cooke have named LISCrit (for CRT in information science) (2022), CRT is foundational to the equity LIS strives for. Seen from this perspective it is essential that as LIS professionals and educators we understand that if we can’t name the structural and racist barriers and oppressions that CRT warns of, we can’t address them. This inability in naming and identifying barriers means that true and sustainable equity will not be possible. Bringing CRT more squarely into the LIS ecosystem is necessary and provides the language for much needed innovation, assessment, and change.
 Buy in from the field at all levels is required in order to bring LISCrit to the future generations of information professionals, and one of the ways to do that is to clearly and consistently demonstrate how CRT undergirds and informs the profession and its teachings. The tenets are CRT are baked into LIS, one only need to look closely and critically through a lens of intellectual and cultural competence and humility.
 In this presentation the panelists will discuss their efforts to infuse CRT into graduate LIS curricula (LISCrit). The discussion will focus on three main initiatives geared at bringing about more discussions and enabling the field’s multiple facets to benefit from the contexts and discussions which CRT facilitates. The panel will take place in three parts, including:
 
 Colón-Aguirre and Dr. Cooke (2022) will discuss their article that introduces the LISCrit framework and its main propositions,
 Colón-Aguirre and Dr. Cooke will share their scholarly efforts to produce an edited collection (Advances in Librarianship) and special journal issue (Library Quarterly), which have been designed to enable LIS educators to better include this content in their LIS classrooms,
 Harris will present and demonstrate a digital CRT in LIS toolkit developed through an American Library Association Carnegie Whitney Grant.

Human Resources Policies and Employees’ Attitude: A Study of Federal University of Petroleum Resources, Effurun, Delta State

This study examined the influence of human resources policies on employees’ attitudes using the Federal University of Petroleum Resources, Effurun, Delta State as a case study. The study used the survey research design and the instrument of data collection was the questionnaire which was administered to two hundred (200) academic and non-academic staff of the Federal University of Petroleum Resources. Data obtained in the survey were analyzed using linear regression technique. It was found that human resource recruitment and selection policy had a significant influence on employees’ attitudes (F-value = 3.246; P-value = 0.003). In addition, we found that human resource staff training and development policy had a significant effect on employees’ attitudes (F-value = 5.017; P-value = 0.026). The study recommends that the management of Nigerian public institutions of higher learning should sustain and improve on their recruitment and selection and staff training and development policies in order to enhance employees’ attitude to work. More so, there is a need for the management of Nigerian public institutions of higher learning to embrace diverse types of human resource policies that will improve employees’ attitudes to work.

Elevating Workplace Employee Wellbeing through Transformational Leadership and Organisational Support: Lessons from Tanzania's Higher Learning Institutions

This study examines the influence of transformational leadership and organisational support in elevating workplace employee wellbeing. A total of 467 self-administered questionnaires were distributed to Tanzanian public higher-learning institution employees. The findings from partial least squares structural equation modelling demonstrated that transformational leadership directly influences employee wellbeing at the workplace. The study's results further demonstrate that the impact of transformational leadership on workplace employee wellbeing is partially mediated by perceived organisational support. These findings provide insights that may serve as a foundation for managers and policymakers when developing policies and programmes to enhance employee wellbeing. The study provides more empirical evidence on the applicability of the affective event theory and organisational support theory in higher learning institutions. It makes a distinctive contribution to the theory by revealing the mediation role of perceived organisational support on the influence of transformational leadership on workplace employee wellbeing. Thus, public higher learning institutions’ managers should use transformational leadership and perceived organisational support to improve workplace employee wellbeing.

The Effect of Blended Learning Models on ESL Students' Self-Efficacy and Proficiency

The Malaysian government has encouraged educational institutions to incorporate digital technology and internet resources in the classroom for the past decade. This call was materialised by incorporating various models of blended learning in institutions of higher learning. This was also a value-added method for ESL learners and instructors to enhance students' proficiency and self-efficacy in mastering listening, speaking, reading and writing skills. The objective of the present study is to ascertain the relationship between blended learning and students' self-efficacy in improving their proficiency in the English language. The respondents in this study are diploma-level college students in a public higher-learning institution. The study employed an experimental design involving control and experimental groups. Students in the experimental groups were exposed to a series of blended learning lessons, while students in the control group were taught using traditional lessons. Data was collected by administering the Learning English Self-Efficacy Survey and English Proficiency Test. Data analysis revealed a positive relationship between blended learning, self-efficacy in English language learning and proficiency. Keywords: blended learning; self-efficacy; proficiency; ESL

Cognitive internet of things-based framework for efficient consumption of electrical energy in public higher learning institutions

Electric energy is widely used to power homes, businesses, industries, and Higher Learning Institutions. However, the behavioral trend of using electricity poses challenges in saving energy. Most HLIs electricity users do not switch-off electrical appliances such as lights, fans, and air conditioners when not in use, resulting in high electricity bills and a shorter equipment life span. The literature indicates that misuse of electrical power is more of a behavioral matter, which can be challenging to control. In such scenarios, technological intervention is needed to minimize human interaction. Therefore, this work developed a Cognitive Internet of Things (CIoT)-based framework for efficient consumption of electrical energy in HLIs. CIoT has been applied in the context of saving electrical energy. The proposed framework uses the Linear Regression model for training to monitor air conditioners, fans, and light bulbs. The model compared measured values with established thresholds to perform the necessary actions. Training results from the Linear Regression model show that the air conditioning model achieved an of 97.5%, a chi-square, R2, value of 0.450, a standard error of 0.524, and a "t" value of − 4.638% accuracy. The model for fans scored 97.5% accuracy with a chi-square, R2, of 0.314, a standard error of 8.58 × 10–11, and a "t" value of 5.229. On the other hand, the lighting model scored an accuracy of 97.5% with a chi-square, R2, of 0.298, a standard error of 0.396, and a "t" value of 0.311. All scenarios for testing the model using real data were successfully achieved 100%.

Postgraduate Research on International Tertiary Students: The Case of Malaysia

This paper sought to enumerate theses produced by postgraduate researchers of Malaysian universities that focus on international students enrolled in Malaysian tertiary institutions. Using the Malaysian Theses Online (MyTO) and the university libraries’ Online Public Access Catalogue (OPAC) databases to gather the initial data, this paper went on to present metadata about the researchers as well as the participants of these postgraduate studies. It concluded that though there has been quantitative progress since the first thesis on international students was produced in 1999, there is a need to address the unevenness of focus that was leaning more towards the experiences of postgraduate students in public institutions of higher learning and less on those enrolled in undergraduate programs, especially at private institutions of higher learning in Malaysia.

The Value of Budi-Islam as the Foundation in Enhancing Ethnic Tolerance in Malaysia: A Case Study among Malay Students at the Public Higher Learning Institution

Budi-Islam is a core value that dominates the actions and mind-set of a Malay. It is revealed whenever a Malay starts to interact either with fellow ethnic members or individuals from different ethnic groups. The emergence of budi in the mind of a Malay is natural, and its presence is strengthened by their customs and surroundings, which are very much influenced by observing the traits of water and paddy. As a result of those interactions, another set of values such as tolerance, respecting others, cooperation, patience, modesty and forgiveness were developed. In order to identify the influence of these values in the Malay society, this study was carried out based on textual analysis among the Malay students at Public Higher Learning Institution. The findings show that the Malay students possess a relatively high level of tolerance based on their activities involving members of society from different religions, ethnicities and cultures.
 
 Received: 2 November 2022 / Accepted: 26 December 2022 / Published: 5 January 2023

Teaching Competency in the Digital Era in Indonesia, Malaysia and the Philippines

This study investigated the challenges of teaching in the digital environment and identified digital competency among lecturers in higher learning institutions in the digital era. The survey was carried out from April to September 2022 with 155 valid responses among 200 lecturers, 77.5% response rate from private and public higher learning institutions from Indonesia, Malaysia, and the Philippines. PLS-SEM was used to analyse the survey results and hypothesis testing was conducted through bootstrapping. Among the seven hypotheses proposed, six were accepted and one was rejected, which was the development of digital learning resources towards competency teaching in the digital era.

How does Workplace Incivility in the Public Higher Learning Institution in Saudi Influence the Job Satisfaction of the Faculty Employees?

Scholars like Vickers have made an interesting observation that while the public administration scholars have put a keen interest in management rhetoric, they have ignored an equally significant area that also has weighty impacts on the public administration practitioners as well as the people they serve; workplace incivility. For this end, this paper examines the prevalence of workplace incivility in the Saudi Arabian public universities’ faculty as well as how does workplace incivility in the Saudi Arabian public universities’ faculties influence the job satisfaction of the faculty employees. The findings revealed that job satisfaction has a positive correlation with workplace incivility. The findings supported the hypothesis which postulated that workplace incivility among the Saudi faculty members could result in reduced job satisfaction. These findings have important policy implications. First, the management of public universities in Saudi Arabia should endeavor to create a healthy workplace climate by cultivating an organizational culture that is intolerant of uncivil practices, and where such practices are actively discouraged by all employees. Second, organizations can mitigate workplace incivility by enforcing a clear policy that defines workplace incivility. A zero-tolerance to incivility policy should be enacted, and efforts should be made to nurture a civil workplace culture through training, counseling, and punishment where necessary.

Critical Race Theory in Library and Information Science (LIS) Education

On its surface the library and information science (LIS) profession is open and supportive of efforts to bring about social justice and diversity, equity, and inclusion (DEI) values into the professional practice. This is evidenced by statements such as the American Library Association’s (ALA) Code of Ethics which specifically mention “…to recognize and dismantle systemic and individual biases, to confront inequality and oppression...” Although statements like this represent a good start, all too often they remain at an abstract level without the corresponding practical application or strategic management elements which are necessary to enact them in day-to-day professional practice. This enactment is an essential component, if the profession has intentions to bring about social justice applications into practice. Social justice seeks to find ways in which societies can eliminate the systems and barriers that create unearned privilege and marginalization, while upholding human rights (Cooke et al., 2016).
 One way to seek social justice in Library and Information Science (LIS) is to incorporate the principles of Critical Race Theory (CRT). CRT, which originated in critical legal studies, and has been adapted to many social science fields, is a movement which seeks to explore the role of racism and its effects on society. It is an intellectual framework aimed at explaining the real situations that affect the lives of members of minoritized groups and helps bring about revised social and systemic structures which can ameliorate the detrimental effects of racism and racist systems for these groups. CRT is rooted in certain principles which frame explorations of racism in modern day societies.
 These principles include notions such as that racism is ordinary and not aberrational, that race is a purely social phenomenon, and that due to differences in their experiences with oppression, members of marginalized groups are better equipped to communicate their experiences than their white counterparts (Delgado and Stefancic, 2017). Despite of the soundness of its arguments, CRT has been the target of many attacks which have moved to the political arena with at least 16 states reporting legislation intent on banning the teaching of CRT in public institutions of higher learning. This presentation will focus on the potential role of CRT in enriching the move towards a pedagogy focused on social justice.
 This session will present two panels. The first panel will discuss the principles of critical race theory in LIS and present valuable educational resources on the topic (Presenters: Dr. Nicole Cooke, Dr. Mónica Colón-Aguirre, Ms. Cearra Harris). The second panel will discuss specific practices taken on by members of the Black Caucus of the American Library Association (BCALA) recent work to center Blackness and social justice in LIS education in their organization’s efforts to occupy space and explore how U.S. librarians are taught, trained, and understood (Presenters: Dr. Ana Ndumu, BCALA Breaking Barriers Project co-PI, Dr. Shaundra Walker, BCALA Breaking Barriers Project co-PI, Shauntee Burns-Simpson, 2020-2022 BCALA President, Nichelle M. Hayes, 2022-2024 BCALA President).

Group Online Engagement: An Analysis From Tuckman Model

The use of group work strategy or collaborative learning can enlighten and benefit students in studying and completing tasks assigned to them. In view of this, online group work has been incorporated into online learning to promote student engagement in their learning process. However, there are also challenges related to this approach as the students would have to manage their collaborative work with other group members virtually. This study investigated the feasibility of conducting online group work by examining the students’ engagement through four group developmental stages, namely forming, storming, norming and performing. This quantitative research involved 141 undergraduates in several public higher learning institutions in Malaysia. A survey instrument was used to collect data related to forming, storming, norming and performing in an online group work where the items were divided into four sections namely demographic profile, learner-to-learner engagement, learner-to-instructor engagement, and learner-to-content engagement. The descriptive analysis of the quantitative data revealed a significant finding to prove that learners have high engagement in online learning when doing group activities or tasks. The result from this research would be useful for educators to be more aware of the effective strategies to enhance students’ understanding and improve online engagement. Future research could also be carried out to investigate the efficacy of online group in a larger scale from various fields to further strengthen the findings from this research.

Virtual Learning during COVID-19: Exploring Challenges and Identifying Highly Vulnerable Groups Based on Location.

Amid the outbreak of the COVID-19 pandemic in the year 2020, educational platforms have been forced to change and adapt from conventional physical learning to virtual learning. Nearly all higher learning institutions worldwide are forced to follow the new educational setting through virtual platforms. Sabah is one of the poorest states in Malaysia with the poorest infrastructure, with the technology and communication facilities in the state remaining inept. With the changes in virtual platforms in all higher education institutions in Malaysia, higher learning institutions in Sabah are expected to follow the lead, despite the state lagging in its development. This has certainly impacted the overall productivity and performance of students in Sabah. Therefore, this study aims to explore the challenges of the implementation of virtual learning among students in Sabah. More specifically, this study seeks to identify vulnerable groups among students based on their geographical location. To achieve the objective of this study, a survey has been conducted on a total of 1,371 students in both private and public higher learning institutions in Sabah. The sample selection for this study was determined using a purposive sampling technique. Based on Principal Component Analysis (PCA), it was found that there are five challenges in virtual learning faced by students in higher learning institutions in Sabah. These are the unconducive learning environment (var(X) = 20.12%), the deterioration of physical health (var(X) = 13.40%), the decline of mental health (var(X) = 12.10%), the limited educational facilities (var(X) = 10.14%) and social isolation (var(X) = 7.47%). The K-Means Clustering analysis found that there are six student clusters in Sabah (Cluster A, B, C, D, E & F), each of which faces different challenges in participating in virtual learning. Based on the assessment of location, almost half of the total number of districts in Sabah are dominated by students from Cluster A (9 districts) and Cluster B (4 districts). More worryingly, both Cluster A and Cluster B are classified as highly vulnerable groups in relation to the implementation of virtual learning. The results of this study can be used by the local authorities and policymakers in Malaysia to improve the implementation of virtual learning in Sabah so that the education system can be more effective and systematic. Additionally, the improvement and empowerment of the learning environment are crucial to ensuring education is accessible and inclusive for all societies, in line with the fourth of the Sustainable Development Goals (SDG-4).

Gender, Family, Work and School: Demographic and Other Deterrents to Adult Participation

Using the results of a larger study utilizing Cross's (1981) three-part formulation of the 24-item barrier scale devised by Carp, Peterson, and Roelfs (1974), this paper presents demographic differences in the perception of barriers to adult higher education. The scale items were tested with a population of prospective students at public institutions of higher learning, and the resulting six factors were compared against demographic categories of gender, marital status, a number of dependent children, income, and hours of work per week.

Facilitators' Perceptions on Online Assessment in Public Higher Learning Institutions in Tanzania; A Case Study of the Institute of Accountancy Arusha (IAA)

Reliance on computerised systems for both learning and conducting research in learning environments has been proven to be of great importance in saving time and money to the institutions, teachers and students as well as the government in general. However, research on teachers' perceptions of computer-assisted assessment is lacking. The study's goal was to look into teachers' perspectives on the use of computer-assisted assessments in Tanzanian public higher learning institutions, using the Institute of Accountancy Arusha (IAA) as a case study. The study population was all 187 teachers at IAA, through which a sample size of 97 participants was used for this study. The study employed a quantitative research approach and a descriptive research design to conduct the study. In data analysis, the study employed descriptive analysis to analyse data through mean, standard deviation, frequencies and percentages, where SPSS version 26 aided the data analysis process. The study found that the majority of respondents are unwilling to adopt online assessment at IAA due to technical, academic, and security concerns. Based on these findings, the study concluded that management support is critical in providing teachers with appropriate knowledge on the benefits and needs of using online assessment in Tanzanian public higher learning institutions, as well as providing teachers with appropriate technological and pedagogical know-how on how to best use different online assessment software to create appropriate online exams. Also, to use the most up-to-date versions of the online management system with all the appropriate plug-ins to support online assessment. Lastly, management should equip their institutions with appropriate online assessment software, hardware, and stable electricity.

Relationship Between Leadership Style and Entrepreneurial Tendency Among Students in A Public Institution of Higher Learning in Malaysia: The Research Framework

21st century leadership can be seen as an individual and collective response to changing the environment for the better. An understanding and practice of environmentally responsive leadership is needed given today’s world that depends on individuals who have leadership criteria in students in institutions of higher learning. The 21st century now requires continuity between leadership and entrepreneurship which is a value-added feature that can produce students who are self-disciplined, creative in decision making, have self-confidence and positive thinking. This article provides research framework on leadership styles and its interaction with the aspects of entrepreneurial among Bachelor’s degree students at a public university of Malaysia. Thus, this research is designed to provide more complete description of university students leadership style so that students can prepare for entering the workforce or starting a business by contributing to the development of leadership as a necessary talent.

Employee Training and Job Satisfaction in Western Uganda: Empirical Evidence from Mbarara University of Science and Technology

Purpose: The purpose of this study is to examine the effect of employee training on employee job satisfaction in Western Uganda with a focus on Mbarara University of science and technology (MUST).
 Methodology: A mixed methods approach and cross-sectional design were used. The study population were composed of academic and non-academic staff members of MUST. Researchers were guided by Krejcie and Morgan sample determination table to come up with a sample size of 230, and selected the sample using Simple random sampling technique. Self-administered Questionnaire and interview guide helped in collection of data; then after collected data were processed and analysed using SPSS version 20.
 Findings: Study results show a significant and moderate positive relationship between on-job training, off-job training and job satisfaction (r=.381, p<.01) and (r=.308, p<.01) respectively for on-job training and off-job training.
 Unique contribution to theory, practice and policy: The study makes a unique contribution to human resource training and development literature by providing context-based evidence on the positive relationship that exist between employee training and job satisfaction in public institutions in western Uganda. Practitioners in these institutions are anticipated to gain new insights on the vital role of employee training towards elevating satisfaction levels of staff. The study recommended that public higher learning institutions in western Uganda re-orient their strategic focus to training and development needs of their staff if they are to achieve their set targets. This is justified because this study has found out that such practices help them keep their staff morale boosted which apparently affects the way they render services to their clients.

Factors Affecting the Adoption of E-Learning Systems in Public Higher Learning Institutions in Tanzania: A Case of Institute of Accountancy Arusha (IAA)

In most developing countries, governments attempt to enforce the movement from analogue to digital for all their sectors, from public to private. These technological advancements have been noted to bring necessary and unavoidable changes to businesses and learning environments. Higher learning institutions have adopted various e-learning systems to support learning, research, and publication activities to stay competitive in global academic systems. However, most public higher learning institutions in Tanzania lag behind in the adoption of these systems. Thus, research shows a failure of these institutions in utilising the full benefit that today’s Information and Communication Technology (ICT) can offer in learning environments. Thus, this study examines factors affecting the adoption of such a system in developing countries like Tanzania, taking the Institute of Accountancy Arusha (IAA) as a case study. The study used a mixed methodology where thematic and descriptive analysis was used to analyse both qualitative and quantitative research data. The study population was 187 teaching staff, a sample size of 126 was obtained, and 157 study participants were involved in the study. The study found that factors affecting the adoption of e-learning systems in public higher learning institutions in Tanzania include lack of ICT infrastructure, lack of technical and managerial support and lack of computers and e-learning knowledge among facilitators. Thus, the study recommended investments in adequate and reliable ICT facilities, high intermate speed and bandwidth, and policies that support e-learning and training programs about e-learning knowledge and use. Also, this study recommends the use of the Multi-Factors Adoption Model (MFAM11) for the successful adoption of an e-learning system in public higher learning institutions in Tanzania.