Author: Luni Vermeulen*
The increasing use of technology in teaching and learning brought about changed work environments and changed job requirements for academic employees at higher education institutions, necessitating their e-readiness. However, all academic employees do not necessarily embrace the use of technology in teaching and learning.
Research was conducted to determine the e-readiness of academic employees of the North-West University, Potchefstroom Campus, in South Africa, and the role of key human factors in their e-readiness. The empirical results revealed that key human factors such as pace and style of technology adoption, preferred learning style and personal work behavioural style, play a role in their e-readiness. Thus, considering the importance of academic employees’ e-readiness, it is argued that these key human factors need to be assessed with a view to enhance academic employees’ e-readiness. In this respect the article argues that the e-readiness assessment of academic employees must be included in the human resource performance appraisal process.
As outcome of the research, a framework was developed for assessing the e-readiness of academic employees during their performance appraisals, as well as determining and assessing the role of key human factors in their e-readiness in order to draft an e-profile which will provide guidance in terms of structuring unique training and development approaches for each e-profile.
Key words: E-readiness, key human factors, pace and style of technology adoption, learning style, work behavioural style, academic employees, higher education institutions
*PhD Public Administration, Senior Lecturer, School of Social and Government Studies Faculty of Arts, North-West University, Potchefstroom Campus, South Africa. This email address is being protected from spambots. You need JavaScript enabled to view it.
