SOCIAL INFLUENCE, INSTITUTIONAL PROPRIETORSHIP, AND GENDER AS DETERMINANTS OF UNIVERSITY LECTURERS’ READINESS TO UTILIZE ICT FOR RESEARCH

Abstract

This study examined the influence of social influence, institutional proprietorship, and gender on
university lecturers’ readiness to utilize Information and Communication Technologies (ICT) for
research in Ogun State. A descriptive survey design was adopted, and data were collected from
368 lecturers across selected federal and state universities using a validated questionnaire.
Inferential statistics, including one-way ANOVA and independent samples t-test, were employed
to analyze differences based on proprietorship and gender. Findings revealed that social influence
plays a significant role in shaping ICT readiness, while institutional proprietorship and gender
did not significantly affect lecturers’ readiness. These results suggest that collaborative norms and
peer support are more critical than structural or demographic factors in promoting ICT adoption
for research. The study recommends fostering a supportive digital culture, improving
infrastructure, and implementing inclusive policies to enhance ICT integration in research
workflows