FACTORS INFLUENCING ACCEPTANCE AND USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES AMONG KHARTOUM STATE UNIVERSITIES (SUDAN)

The recent advance in information and communication technologies (ICTs), notably internet technology over the past two decades, influenced many aspects of lives ([22] and [9]). This advance makes the issue of acceptance of ICTs a topic of increasing importance particularly in educational research and practice [20]. Many studies have been conducted to understand the issue of acceptance and use of new technologies, fortunately, these studies results in several theories [11], which developed to address, explain and predict acceptance and usage of Information technology (IT). The present study aims to examine factors influencing acceptance and use of internet by staff members (SM) in social and cultural context of higher education of Sudan and test the validity of technology acceptance model (TAM) in study context. To achieve these aims a model based mainly on TAM, and including some other external factors (social norm and situational factors (facilitating Factors and constraint) from other models and Hofstede's cultural dimension was developed to examine SM' acceptance and use of internet in their academic activities in the context of Khartoum state universities. Across sectional survey responses from (527) randomly selected SM from fourteen public and private universities were obtained. Overall response rate was 67% (i.e. 527 out of 787). The collected data was analyzed using Statistical Package for the Social Sciences (SPSS) and partial least square method (PLS). The results of the assessment of measurement model confirm the convergent and discriminant validity and also confirm the reliability (Cronbach and composite) of the research instrument. The assessment of the structural equation model reveals the validity of TAM and the research model in explaining and predicting staff members' acceptance and use of internet in the context of Sudan higher education institutions. The social influence process, cultural factors and situational factors (as facilitating factor and constraints) were found to have a significant influence on SM' acceptance and use of internet technology in teaching and academic activities. Finally important implications, recommendation and conclusion are derived.