Influence factors for improving university staff’s ICT competence

Abstract

By effectively recording information, both explicit and tacit knowledge improve job productivity. The knowledge map, on the other hand, exposes the captured knowledge in a logical manner, making it easier to absorb and utilize information. In the wake of the global COVID-19 epidemic, IC'Ts are becoming increasingly valuable owing to their potential to assist individuals to communicate with the outside world in order to reduce the pandemic's impact. Among them, the importance of ICT in the field of education is more obvious. Because the population of the school is more mobile, the need for communication is stronger. Recently, one of the hottest themes in research talks has been ICT competence and how to increase it. Although much past research has already shown that ICT competence is crucial in the field of education, most studies have focused on teachers, with less research on ICT competence among staff. The influencing factor model of ICT competence generated from knowledge maps was determined using exploratory factor analysis (EFA) in this study. The knowledge map and the accompanying influencing factor model of ICT competence are established through the literature review process. The aim of this study is to assess the influence of each influencing factor on university staff's ICT competence, as well as the positive or negative relationship between each influencing factor. For this study, Chiang Mai University was chosen as the experimental sample university. The knowledge map and hypothesis setting were used to create the factor model. In this study, the original data was sample opinions from a questionnaire survey, and the partial least squares structural equation model (PLS-SEM) approach was used to analyze the hypothesis's influence factor model. The final result of this study shows that the model of influencing factors assumed by the author is feasible and reasonable, and the influence degree of each influencing factor is obtained. Through a simple student survey, the ranking order of several influencing factors in students' minds is compared with that in staff's minds. According to the ranking order and model of these influencing factors, the corresponding strategies are designed to improve the ICT competence of university staff. The results of this research are not only of great significance to universities but also can be used as a reference to help more academic staff to conduct more in-depth research on the ICT competence of university staff.