title: The Assessment of Technology Acceptance, Satisfaction and Success as Determinants of E-Readiness in Saudi Arabian Higher Education
Creators: name: Alharbi, Saleh
Publisher: name: Griffith University
Year: 2019
Subjects: subject: Technology acceptance
subject: Saudi Arabian higher education
subject: eLearning
subject: UTAUT
subject: Satisfaction theory

description: Purpose: This research aims to explore academics’ readiness to use eLearning systems in Saudi Arabian higher education setting and develop an adaptable eLearning readiness model that can be used to measure organisational readiness for eLearning systems from academics’ prospective. Approach: By utilising several theories, namely, UTAUT, IS- Success, and Satisfaction theory, this study examines the relationships between factors that contribute to the readiness of academics to use a new technology as a medium of instruction. The original constructs from the previously mentioned theories underpin the research model. Further, external factors were introduced to enhance the theoretical framework and contribute to the body of knowledge by exploring the possible linkages between factors. In addition, to generate the final research model, an explanatory study was conducted to investigate any further enablers or challenges that academics believe may enhance or hinder their overall readiness to use eLearning systems. Therefore, extra factors other than the initial constructs appeared in the final research model. Design/methodology: To test the research hypotheses, a mixed method approach is adopted, and in particular, sequential explanatory research design. This study starts with a quantitative design in which a questionnaire survey is developed and validated to collect the data for the quantitative phase. A total sample of 485 academics was used to analysis data using several techniques including EFA to examine the underpinning relationships, and SEM to test the research hypotheses. The results informed the second phase of the research, the qualitative study. Semi-structured interviews and open-ended questions were used to collect the qualitative data. A total of 9 interviewees participated and 23 other academics completed the open-ended questions. Findings: The results show that the research model can be used to determine academics’ readiness for eLearning systems in Saudi Arabia. The analysis revealed that there is a high level of readiness for eLearning systems at the individuals’ level. In most factors tested, academics’ reveal a strong intention to use -learning systems. They also reported positive attitude towards such systems. Overall, combining the qualitative and quantitative analysis; the individual and cumulative effect of factors such as performance expectancy, efforts expectancy, attitude, behavioural intention, social influence, system satisfaction, information satisfaction, information quality, system quality, self-efficacy, and job relevance were seen vital to eLearning readiness in Saudi Arabia. Some proposed relationships were not quantitatively supported, which led to the qualitative investigation. The qualitative analysis revealed new factors, namely, Policy and legislation, Training, Top management support, Awareness, content readiness, students’ readiness, infrastructure and technical support. The above factors were identified by academics to play a role in their overall readiness to embrace eLearning systems. Surprisingly, their readiness was not affected by prior experience. When grouped into three different levels of experience, no significant difference in their readiness level was found. The qualitative explanation is that academics, regardless of their level of experience, are willing to overcome the barriers and challenges after realizing the perceived benefits from eLearning systems in teaching. Practical implications: The findings from this study can be practically beneficial in two ways. First, it creates opportunity for future research. The results show that eLearning readiness can be situated within the theories utilised. However, it also shows that a solo theory and/or methodology may not be adequate to comprehensively look to a complex issue such as readiness for technology. On the whole, the research model has received large statistical support except for unusual results which required qualitative explanation. The qualitative inquiry reveals that further factors were required to optimally achieve research model for eLearning readiness. Thus, mixed methods approach is optimal for such research. Second, the result should be of value for policy makers. The research recommendations included what are the key enablers and inhibitors of eLearning readiness. Therefore, it shall contribute to a better delivery of information systems initiatives and minimises the failure of such projects due to people within organisations not being ready. Originality/value: The findings reveal that the utilised theories hold true for Saudi context. In fact, it is one of the first attempts to combine three different domains, acceptance and use, satisfaction and systems success, to determine eLearning readiness in an educational setting in Saudi Arabia. In addition, the findings were qualitatively elaborated, which revealed that quantitative methods were not sufficient to provide evidence for eLearning readiness. Therefore, new dimensions of e-readiness were introduced.