Key human factors in the e-readiness of academic employees at higher education institutions

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.