Adoption of learning innovations within UK universities : validating an extended and modified UTAUT model

Doctoral thesis English OPEN
Hariri, Abdulrahman Ahmed
  • Subject: LB2300

Rapid changes affecting the whole world did not spare universities as they face a lot of challenges and pressures. The national and international competition between universities is gaining more momentum. Many universities are experimenting with and adopting different innovative approaches and technologies an attempt to enhance their education and services to secure more students and funds.\ud \ud The topic of innovation received quite a lot of attention in recent years. Despite the growing attention to innovation in services, however, little attention has been given to innovations and their diffusion in universities.\ud \ud A number of theories and models were developed and validated in different contexts to help explain the adoption of innovations and technologies. However, such theories and models did not lead to a significantly better understanding of what leads to the adoption and diffusion of innovations within universities.\ud \ud Based on well-established adoption theories and models, this study proposed a new model that helps explain the adoption of learning innovations within UK universities. Two education-related constructs expected to influence innovation adoption were also developed and tested. Using a quantitative survey approach and utilising a questionnaire instrument, data was collected from staff members from a number of UK universities. Analysis of data showed that the proposed model explains up to 30%, and in some cases more, of the variance in the innovation adoption behaviour of staff members in UK universities. Model testing and development resulted in some interesting new relationships and influences that had not previously reported. For instance, the students‘ requirements and expectations constructs proposed was found to influence the intention as well as the use of innovations.\ud \ud Practical recommendations to help UK universities in diffusing innovations are also discussed in detail at the end of this study, which concludes by emphasising the importance of nurturing staff members to encourage and promote innovation in learning.
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