Zhao Fuqiang, Ahmed Fawad, Iqbal Muhammad Khalid, Mughal Muhammad Farhan, Qin Yuan Jian, Faraz Naveed Ahmad, Hunt Victor James
School of Management, Wuhan University of Technology, Wuhan, China.
Knowledge Unit of Business, Economics, Accountancy and Commerce, University of Management and Technology Sialkot Campus, Sialkot, Pakistan.
Front Psychol. 2020 Dec 3;11:584857. doi: 10.3389/fpsyg.2020.584857. eCollection 2020.
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. 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.
技术渗透到生活的方方面面。它已成为一种全球促进因素，用于改善学习与培训，缓解传统学习体系的时空限制。识别员工采用技术的推动因素或阻碍因素对于教育管理系统的可持续变革至关重要。本文运用组织支持理论的理论视角，研究制度支持对教育管理信息系统（EMIS）使用的影响，以及英国高等教育机构中学术员工的自我效能感和创新行为这两个个体特征。这项横断面研究的数据是通过对来自英国10个城市的23所大学的591名学术员工填写的问卷收集的。使用偏最小二乘结构方程模型，借助smartPLS 3.2.9软件对数据进行分析。结果表明，制度支持促进自我效能感和创新行为，有助于形成员工的积极认知。该模型解释了使用意愿中52.9%的方差变异。中介分析表明，创新性和自我效能感在制度支持与员工技术采用行为之间起中介作用。与以往教育技术研究中的学生样本不同，本研究聚焦于学术员工，为文献增添了内容。
