An Analysis of the Predictive Relationship of ICT Challenges and Work Motivation of Lecturers to Overall ICT Integration in Universities in Harare, Zimbabwe

This study was to see whether ICT challenges and work motivation of lecturers in Harare, Zimbabwe can predict ICT integration in universities. There exists varying rates of ICT integration in universities and this has a negative impact on the teaching and learning processes. The major aim of the study was to assess the predictive relationship between ICT integration, ICT Challenges and work motivation of lecturers. The findings of the study showed how universities could isolate challenges and tailor-make strategies of overcoming them whilst at the same time getting deeper insight into human behaviour in an organisation and its contribution towards ICT integration. The diffusion theory of ICT integration by Rodgers guided and informed this research. The research approach adopted was quantitative coupled with the descriptive survey as the research design. The sample included 200 lecturers drawn from a population of 600 lecturers consisting of two private and four state universities. Harare was conveniently chosen as it is the capital city of Zimbabwe and has the greatest number of state and private universities. Two questionnaires one on ICT integration and another one on ICT challenges were designed by the researcher and the third one on Work Motivation Questionnaire was adopted from Agrawal (1988) and standardized for the Zimbabwean context. The major challenges associated with slow uptake were analysed and assessed in terms of their impact on the teaching and learning processes and the motivation of lecturers was also evaluated together with demographic features to find predictors of successful ICT integration in universities. There is positive correlation between successful ICT integration and ICT challenges as well as the work motivation of lecturers. Literature reviews, the guiding philosophy and research design showed gaps which the thesis wanted to address especially the imbalance in the overall uptake of ICTs in universities. In order to assess the relationship between ICT integration and work motivation of lecturers in universities in Harare, Zimbabwe the study showed that a number of variables were at play which could positively influence ICT integration. The more lecturers were motivated through participation in ICT activities the greater the chances of ICT integration. This has been observed as being influenced by job situation, organization orientation and even intrinsic motivation. In view of the research findings, a range of practical solutions in overcoming the universal problems of staff and student access to computers, professional development for educators, and internet access was revealed. University authorities and those in leadership or supervisory positions should provide more room to explore and appreciate that there is a direct correlation between lecturer motivation and the type of tasks undertaken coupled with a conducive work environment and that they depend on others so as to boost self-confidence. The researcher therefore recommended that the universities should have well detailed organizational structure to accommodate ICTs infrastructure, staff develop through training and motivating its employees so that they revolutionalise the educational system.