The performance of educational institutions through the electronic records management systems

Factors influencing electronic records management system adoption

Muaadh Mukred, Zawiyah Mohammad Yusof

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

This article discusses the relationship between educational institutes that use ERMS and the performance of those institutions. This article uses a mixed explanatory method that incorporated quantitative and qualitative approaches. The quantitative method collected the responses from 364 participants. This was followed by a qualitative approach where experts were interviewed to verify the model. The results generated using the quantitative approach demonstrated that the quality of the system, information, and service as well as the security provided by the system had a significant positive relationship with the successful adoption of ERMS, which in turn improved performance. Moreover, the qualitative results that gathered through the experts confirmed the findings and contributed to enriching the understanding of the adoption of ERMS in educational institutions.

Original languageEnglish
Pages (from-to)34-51
Number of pages18
JournalInternational Journal of Information Technology Project Management
Volume9
Issue number3
DOIs
Publication statusPublished - 1 Jul 2018

Fingerprint

Records management
educational institution
electronics
expert
quantitative method
management
performance
information system
Information systems
Qualitative approaches
Influencing factors
Educational institutions
Management system

Keywords

  • Adoption
  • DeLone and McLean Model
  • Electronic Records Management System
  • Higher Professional Education
  • Mixed-Method Approach
  • Organization Performance
  • Yemen

ASJC Scopus subject areas

  • Management Information Systems
  • Management of Technology and Innovation
  • Organizational Behavior and Human Resource Management
  • Strategy and Management
  • Information Systems and Management
  • Communication

Cite this

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