Continued use of e-learning technology in higher education: a managerial perspective

ABSTRACT

This paper develops a managerial-influence perspective in the context of e-learning technology in higher education. Drawing on principal-agent theory and the information systems (IS) continuance model, a new research model is developed and tested. The study finds support for the effects of goal congruence between managers and educators and managerial incentives on educators’ intention to continue using e-learning technology. Additionally, the results show that managerial goal congruence reduces the positive relationship between incentives and educators’ continuance intention. While the IS continuance model demonstrates an explained variance of 27%, the full model explains 47% of the dependent variable's variance, indicating that the extended model is more powerful in explaining educators’ e-learning continuance than the IS continuance model in isolation. By modifying and extending the IS continuance model, this paper fills a gap in the literature by addressing educators’ continued use of IS from a personal-use perspective, as well as a managerial-influence perspective.

KEYWORDS:

• E-learning technology
• managerial influence
• agency theory
• goal congruence
• incentives

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.