| To date, most attempts at educational improvement have been framed around a context of reform through recent advancements in information technology (Hopey, 1999). Some conclude, that these efforts have largely failed because "emphasis is placed on easily identifiable material events and factors associated with colt, training and infrastructure and often ignores or underestimates personal factors linked with peoples' attitudes, believes and behaviors associated with information technology" (Szabo, 2002, p. 4). Since many factors influence the degree with which university faculty and administrators use, accept or reject technologic advancement, the interplay of technology introduction and diffusion is often intertwined with complex personal attributes/dispositions, internal or external motivators, and the ability to gain recognition and reward by technology's acceptance and adoption (Ely, 1999; Surry & Ensminger, 2006). Recent studies by Malhotra and Galletta (1999); Venkatesh & Davis (2000); Venkatesh, Morris, Davis and Davis (2003) have added to the complexity of these issues by suggesting that culture and social influences are also contributing factors to technology acceptance and use.;This study explores these factors based upon an individual's organizational position and program type within the higher education system. It is believed that how these factors influence an individual's perception of technology is critical to their adoption and diffusion of information and communication technologies (ICT) and ultimately their ability to effectuate meaningful and positive change through technology. |
