The purpose of this paper is to assess e-readiness (preparedness) of the Copperbelt University (CBU) with a view to ascertain the likelihood of the university benefiting from various opportunities unlocked by the adoption and use of ICT in advancing its core mandate of teaching, learning and collaborative research.
The study used the network readiness model emanating from the socio-technical theory, which underpins the extended technological enactment framework. Further, it employed a positivist approach and adopted a case study method coupled with methodological triangulation at data collection stage. With a 95 per cent confidence level of a possible sample frame of 2,980, the study sampled 353 respondents with a response rate of 81 per cent.
The results show that anticipated ICTs users have not leveraged available ICT infrastructure or are unaware of its existence. Further, quantitative constructs: “accessibility to ICTs” and “requisite ICTs skills” has significant impacts on e-readiness indicators and in integration of ICTs in CBU core business activities. Also, the study argues that institutional ICT policy and working environments reshape users’ perception of ICTs for teaching, learning and research.
The proposed conceptual framework only accounted for 43 per cent variance of the factors determining e-readiness of CBU.
Investigating CBU’s e-readiness will enable policy-makers to prioritise interventions needed for transforming the university into an e-ready entity favourably placed to benefit from digital opportunities. Also the emanating conceptual framework is important to theory and practice in integrating ICTs universities business value chains especially in contextually similar environments.
Chipembele, M. and Bwalya, K. (2016), "Assessing e-readiness of the Copperbelt University, Zambia: case study", International Journal of Information and Learning Technology, Vol. 33 No. 5, pp. 315-332. https://doi.org/10.1108/IJILT-12-2015-0036Download as .RIS
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