E-learning management system for thesis process support from a supervisor perspective : The case of SciPro System at University of Rwanda

With the emerging use of technological interventions in education, e-learning systems contribute immensely in educational delivery. However, with substantial efforts from the Rwandan Government, there were still claims about the lack of online support systems for thesis process in Rwandan higher education, which significantly affect the quality of research. Furthermore, previously implementations of e-learning systems at University of Rwanda have failed because of a low adoption rate. This study follows the introduction of the learning management system “SciPro” used for supporting supervisors and students in thesis writing. The purpose of the study was to understand the adoption of the SciPro System in support of thesis process for bachelor and master’s programs from a supervisor’s perspective at University of Rwanda (UR). An embedded case study was used as a research strategy. The Unified Theory of Acceptance and Use of Technology (UTAUT) was used as the theoretical frame of reference for the study. Data was collected from 42 workshop participants using a questionnaire. Moreover, convenient interviews and participant observations were conducted at 5 of the 6 colleges during and after system testing. A researcher realized that the current thesis process is still manual-based and there is no holistic computer-supported system for thesis related activities. Results from correlation analysis and regression analysis for the questionnaire showed that the facilitating conditions provided by UR were the key factor that would influence the adoption of SciPro positively. Effort expectancy perceived by supervisors proved to have a significant correlation to their Behavioral Intention to use the system. The study also revealed that there were other factors outside SciPro System, such as management support, Internet access, lack of a clear ICT policy and E-learning policy; and to motivate innovators and early adopters that should be considered throughout the implementation process to enhance adoption

E-learning management system for thesis process support from a supervisor perspective : The case of SciPro System at University of Rwanda

With the emerging use of technological interventions in education, e-learning systems contribute immensely in educational delivery. However, with substantial efforts from the Rwandan Government, there were still claims about the lack of online support systems for thesis process in Rwandan higher education, which significantly affect the quality of research. Furthermore, previously implementations of e-learning systems at University of Rwanda have failed because of a low adoption rate. This study follows the introduction of the learning management system “SciPro” used for supporting supervisors and students in thesis writing. The purpose of the study was to understand the adoption of the SciPro System in support of thesis process for bachelor and master’s programs from a supervisor’s perspective at University of Rwanda (UR). An embedded case study was used as a research strategy. The Unified Theory of Acceptance and Use of Technology (UTAUT) was used as the theoretical frame of reference for the study. Data was collected from 42 workshop participants using a questionnaire. Moreover, convenient interviews and participant observations were conducted at 5 of the 6 colleges during and after system testing. A researcher realized that the current thesis process is still manual-based and there is no holistic computer-supported system for thesis related activities. Results from correlation analysis and regression analysis for the questionnaire showed that the facilitating conditions provided by UR were the key factor that would influence the adoption of SciPro positively. Effort expectancy perceived by supervisors proved to have a significant correlation to their Behavioral Intention to use the system. The study also revealed that there were other factors outside SciPro System, such as management support, Internet access, lack of a clear ICT policy and E-learning policy; and to motivate innovators and early adopters that should be considered throughout the implementation process to enhance adoption

Improving IT Integration for Higher Education Institutional Performance : Towards a Contextualised IT-Institutional Alignment Model

The integration of information technology (IT) into service delivery is currently seen as an innovative strategy to support the modernising of universities worldwide. However, in some institutions in developing countries, including Rwanda, IT has failed to add the intended value to university services, despite huge associated investments in IT. Consequently, IT-organisational alignment continues to be a primary concern for university managers. This alignment is viewed in terms of its strategic, socio-cultural, and technological dimensions. For effective IT-institutional alignment, several antecedents (alignment practices) for creating an appropriate fit between IT and organisations have been suggested in the literature. However, several studies exploring IT alignment focused mainly on general business companies, and similar research with an emphasis on higher education institutions is still scarce. Therefore, the aim of this research was twofold: firstly, it attempted to understand the process of IT integration into universities; and secondly, to propose a contextual model for IT-institutional alignment within a higher education context. A design science research methodology (DSRM) was applied in this research, using surveys and case studies as research strategies. Preliminary findings at the exploration phase of this research indicated a strong misalignment between IT and the university services caused by the lack of clearly defined alignment practices. Furthermore, as the research main outcome, an IT-Institutional Alignment Model (ITIAM) was proposed after reaching an understanding of the current state and challenges related to IT integration into teaching, learning, research and university administration. This model includes 44 alignment practices, related to both technical and non-technical dimensions. These alignment practices were clustered under six categories: (1) Communication, (2) Structure/Governance, (3) Technology Scope, (4) Competence/Value Measurement, (5) Skills, and (6) Partnership. Alignment practices related to institutional structure and governance, skills and communication were found to have a strong positive influence on the institutional performance, as compared to those related to competence and value measurement, partnership, and technology scope. Based on the research findings, the proposed ITIAM, which was iteratively tested and evaluated using case study institutions, was found to be a relevant tool for guiding the implementation of IT systems towards the improvement of institutional performance. Hence, this thesis makes a theoretical contribution by applying the concept of IT alignment within a higher education context and by documenting the empirically tested contextual alignment practices as conveyed in the ITIAM Model. Additionally, as a practical implication, the results can serve as a reference for an effective IT integration process in university services and for how to improve performance through effective use of IT in teaching, learning, research and educational management

Improving IT Integration for Higher Education Institutional Performance : Towards a Contextualised IT-Institutional Alignment Model

The integration of information technology (IT) into service delivery is currently seen as an innovative strategy to support the modernising of universities worldwide. However, in some institutions in developing countries, including Rwanda, IT has failed to add the intended value to university services, despite huge associated investments in IT. Consequently, IT-organisational alignment continues to be a primary concern for university managers. This alignment is viewed in terms of its strategic, socio-cultural, and technological dimensions. For effective IT-institutional alignment, several antecedents (alignment practices) for creating an appropriate fit between IT and organisations have been suggested in the literature. However, several studies exploring IT alignment focused mainly on general business companies, and similar research with an emphasis on higher education institutions is still scarce. Therefore, the aim of this research was twofold: firstly, it attempted to understand the process of IT integration into universities; and secondly, to propose a contextual model for IT-institutional alignment within a higher education context. A design science research methodology (DSRM) was applied in this research, using surveys and case studies as research strategies. Preliminary findings at the exploration phase of this research indicated a strong misalignment between IT and the university services caused by the lack of clearly defined alignment practices. Furthermore, as the research main outcome, an IT-Institutional Alignment Model (ITIAM) was proposed after reaching an understanding of the current state and challenges related to IT integration into teaching, learning, research and university administration. This model includes 44 alignment practices, related to both technical and non-technical dimensions. These alignment practices were clustered under six categories: (1) Communication, (2) Structure/Governance, (3) Technology Scope, (4) Competence/Value Measurement, (5) Skills, and (6) Partnership. Alignment practices related to institutional structure and governance, skills and communication were found to have a strong positive influence on the institutional performance, as compared to those related to competence and value measurement, partnership, and technology scope. Based on the research findings, the proposed ITIAM, which was iteratively tested and evaluated using case study institutions, was found to be a relevant tool for guiding the implementation of IT systems towards the improvement of institutional performance. Hence, this thesis makes a theoretical contribution by applying the concept of IT alignment within a higher education context and by documenting the empirically tested contextual alignment practices as conveyed in the ITIAM Model. Additionally, as a practical implication, the results can serve as a reference for an effective IT integration process in university services and for how to improve performance through effective use of IT in teaching, learning, research and educational management

Development and validation of a holistic IT-institutional alignment model for higher education institutional performance

This study aims to develop a contextual model with the practices of IT-institutional alignment for university performance. Based on the prior studies and an extended literature review, six hypotheses were put forward. With a survey research strategy, data were collected from 166 university and government institutions’ staff in Rwanda. Findings indicate a significant positive influence of the six categories of IT-institutional alignment practices on institutional performance. The mostly correlated alignment practices with a more significant positive effect were those related to “Structure/Governance,” “Skills,” and “Communication.” Moreover, an IT-Institutional Alignment Model (ITIAM) for the university performance was proposed with 44 practices. This study suggests that for improving the institutional performance through the integration of IT in service delivery, decision makers, and the university managers can primarily prioritize these alignments practices with greater positive influence. Further research could evaluate the ITIAM model for its acceptability and relevance in Rwandan universities or similar contexts.PhD Research in Computer and Systems Science

Evaluating the Model of IT-Institutional Alignment Practices for Higher Education Institutional Performance. Stakeholders’ insights

Effective alignment between IT and institutional activities has to be created to improve performance in the university service delivery. A specific IT-Institutional Alignment Model (ITIAM) with practices for improving institutional performance was earlier suggested. This study aims to evaluate the earlier developed model and provide an outline of the evaluation outcomes. Using a seven-evaluation criteria framework, 11 case study institutions from Rwanda were explored. Data from questionnaires and in-depth interviews were analyzed to understand the model relevance and acceptability level. Findings indicated a high degree of the model relevance to support in creating IT alignment with university services. Likewise, the evaluation showed a high degree of model acceptability per all the seven evaluation criteria. Version 2 of this model was proposed based on the stakeholders’ opinions. Practical evaluation of the ITIAM model along with a real-time IT system implementation in university services is left for further endeavors of this research. Ulf Olsson is also affiliated to the Centre for the Advancement of University Teaching at Stockholm University.</p

Evaluating the Model of IT-Institutional Alignment Practices for Higher Education Institutional Performance. Stakeholders’ insights

Effective alignment between IT and institutional activities has to be created to improve performance in the university service delivery. A specific IT-Institutional Alignment Model (ITIAM) with practices for improving institutional performance was earlier suggested. This study aims to evaluate the earlier developed model and provide an outline of the evaluation outcomes. Using a seven-evaluation criteria framework, 11 case study institutions from Rwanda were explored. Data from questionnaires and in-depth interviews were analyzed to understand the model relevance and acceptability level. Findings indicated a high degree of the model relevance to support in creating IT alignment with university services. Likewise, the evaluation showed a high degree of model acceptability per all the seven evaluation criteria. Version 2 of this model was proposed based on the stakeholders’ opinions. Practical evaluation of the ITIAM model along with a real-time IT system implementation in university services is left for further endeavors of this research. Ulf Olsson is also affiliated to the Centre for the Advancement of University Teaching at Stockholm University.</p

Integrated computer-based management information systems : The complexity and diffusion in Rwandan higher education institutions

The current trend in universities is marked by integrating information technologies into their service delivery. Particularly in administration and management, processes are being modernized, although not successfully in some institutions. This study aims first to understand the complexity of an integrated educational management information system (UR-IEMIS) at the University of Rwanda and then to evaluate the degree of its diffusion in university services. Complex Adaptive System and Innovation Diffusion theories were used as a conceptual framework for this study. Document survey, observations, and interviews were used for data collection. Findings indicate that complexity features characterize the UR-IEMIS, as it is composed of several different subsystems (Organism, Roles, Objects, Method, and Concept) which emerge, interact, co-evolve, and re-organize to adapt to the disruptive institutional structures. It was also revealed that the UR-IEMIS integration is still at the abstraction level for all subsystems while for only few university functions, the system is diffused at knowledge, persuasion, and decision stages. Concerns related to the current unsatisfactory state of UR-IEMIS integration and proposals for improvement are discussed. Further studies should explore the complexity and diffusion levels for E-learning systems that support pedagogical activities in a similar case study context

Evaluating the Model of IT-Institutional Alignment Practices for Higher Education Institutional Performance. Stakeholders’ insights

Effective alignment between IT and institutional activities has to be created to improve performance in the university service delivery. A specific IT-Institutional Alignment Model (ITIAM) with practices for improving institutional performance was earlier suggested. This study aims to evaluate the earlier developed model and provide an outline of the evaluation outcomes. Using a seven-evaluation criteria framework, 11 case study institutions from Rwanda were explored. Data from questionnaires and in-depth interviews were analyzed to understand the model relevance and acceptability level. Findings indicated a high degree of the model relevance to support in creating IT alignment with university services. Likewise, the evaluation showed a high degree of model acceptability per all the seven evaluation criteria. Version 2 of this model was proposed based on the stakeholders’ opinions. Practical evaluation of the ITIAM model along with a real-time IT system implementation in university services is left for further endeavors of this research. Ulf Olsson is also affiliated to the Centre for the Advancement of University Teaching at Stockholm University.</p

An exploratory study on the practices of IT-institutional alignment for effective ICT integration in university services

The misalignment between information technology (IT) and institutions continues to be a major problem, more particularly in higher education institutions. This state leads to a lack of technology value addition and poor institutional performance. Prior studies proposed models and frameworks with various organizational practices of IT-Business alignment. However, similar research, considering higher education institutions, is scarce. Therefore, this study explores and identifies the dimensions and practices of IT-institutional alignment from a higher education context. An exploratory embedded multiple-case study strategy was used on the two largest universities in Rwanda and Mozambique. Document survey and interviews were used for data collection. The literature and 14 interviews were analyzed using a thematic analysis approach to identify patterns related to the alignment practices. This study identified 45 IT-alignment practices reflected from both institutions, and they were classified into six metrics as presented in the framework. Of these alignment practices, 27 reflect exceptionally the higher education context of teaching, learning, and research. The identified alignment practices can serve as a frame of reference for creating and assessing the alignment between technology and university activities in the case study of institutions or similar contexts. A statistical test and validation of these alignment practices are recommended.Ulf Olsson is also affiliated to the Centre for the Advancement of University Teaching at Stockholm University.</p