Browsing by Author "Deborah Omowumi ODUWOLE"

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    Information Communication Technology (ICT) Adoption, Total Quality Management Practices, and Agility Assessment of Office Technology and Management Teaching Staff in Public Polytechnics, Southwest, Nigeria
    (Lead City University, Ibadan, 2024-12) Deborah Omowumi ODUWOLE
    The dynamism of the global educational landscape demands that teaching staff remain agile, adaptive, and innovative in knowledge delivery. Observably, Office Technology and Management (OTM) teaching staff in public polytechnics in Nigeria face a dual challenge of integrating Information and Communication Technology (ICT) into instruction while upholding quality standards. These challenges could adversely affect teaching efficacy and hinder attainment of desired educational outcomes. Despite the growing body of research on ICT integration and quality management practices in higher education, there remains a paucity of studies linking these constructs directly to agility assessment within the Nigerian polytechnic context, particularly among OTM educators. Against this background, the study examined the influence of Information Communication Technology (ICT) adoption and Total Quality Management (TQM) Practices and the agility assessment of Office Technology and Management (OTM) teaching staff in public polytechnics in Southwest, Nigeria. A mixed-method research design was employed, guided by three research questions and four hypotheses. The study population comprised 218 respondents -166 OTM teaching staff across 13 accredited public Polytechnics offering OTM programme at the time of the study and selected 52 OTM students. Owing to the relatively small number of OTM teaching staff (166), a total enumeration of sampling technique was adopted while purposive sampling technique was used to select the 52 students (2 ND and 2 HND) in each polytechnic for in-depth interview. Two research instruments - a structured questionnaire and an interview guide were employed for data collection and validated by the supervisor and other subject matter experts. The instrument’s reliability was confirmed using Cronbach’s Alpha, which yielded coefficients of 0.78, 0.81, and 0.87, indicating acceptable internal consistency. Data collected in response to the research questions were analyzed using frequency counts, percentages, mean, and standard deviation. In addition, simple and multiple linear regression analyses were conducted at the 0.05 level of significance, while thematic analysis was applied to the interview data. The findings revealed a high level of agility (Weighted Mean = 3.64), a moderately high level of ICT adoption (Weighted Mean = 3.34), and a high level of TQM practices (Weighted Mean = 3.66) among OTM teaching staff. Hypotheses further indicated that TQM practices significantly influenced agility assessment (p < 0.05), while the joint effect of ICT adoption and TQM practices was also significant (p < 0.05). However, the moderating role of educational qualifications on the relationship between ICT adoption and agility was not supported (p > 0.05), indicating that agility is shaped more by practical application and integration of ICT within TQM than by academic credentials. This underscores TQM practices as the stronger driver of agility, with ICT playing a complementary role, and highlights the need for polytechnics to embed ICT adoption within a TQM framework while providing continuous, hands-on ICT training tailored to OTM teaching staff irrespective of academic qualifications. Keywords: ICT Adoption, Total Quality Management Practices, Agility Assessment, Educational Qualifications, OTM Teaching Staff Word Count: 464