With the development of technology in the 21st Century, education systems attempt to integrate technology-based tools to improve experiences in pedagogy and administration. It is becoming increasingly prominent to build human and ICT infrastructure capacities at universities from policy to implementation level. Using a critical discourse analysis, this study investigates the articulation of ICT capacity building strategies from both national and institutional ICT policies in Rwanda, focusing on the higher education. Eleven policy documents were collected and deeply analyzed to understand which claims of ICT capacity building are made. The analysis shows that strategies for building ICT capacities are evidently observed from national level policies and only in two institutional policies (KIST and NUR). Among 25 components of ICT capacity building used, the ones related to human capacity are not plainly described. Additionally, neither national nor institutional policy documents include the creation of financial schemes for students to acquire ICT tools whilst learners are key stakeholders. Although there is some translation of ICT capacity building strategies from national to some institutional policies, planning for motivation and provision of incentives to innovators is not stated in any of the institutional policies and this is a key to effective technology integration.

Avec le développement et la prolifération des nouvelles technologies de l’information au 21eme siècle, beaucoup des systèmes éducatifs tentent d’intégrer ces nouveaux instruments dans l’amélioration de l’enseignement-apprentissage et l’administration. Dans des universités, Il devient de plus en plus important de renforcer les capacités humaines et de l’infrastructure en terme des TIC, du niveau de la politique ainsi que de la mise en œuvre. Basée sur une analyse critique de discours, cet article examine l’articulation entre les stratégies nationales de développement des nouvelles technologies de l’information et les politiques subséquentes développées par les institutions d’enseignement supérieurs au Rwanda. Douze documents de politique guidant le développement des nouvelles technologies de l’information ont été analysés pour en inférer les capacités institutionnelles visées. L’étude montre que les capacités de base en nouvelles technologies de communication et de l’information sont clairement mises en évidence dans les politiques nationales, mais ne transparaissent que dans deux documents institutionnelles analysées (KIST et UNR). Parmi les 25 composantes clés du développement des nouvelles technologies de l’information, celles en rapport avec le développement des capacités humaines ne sont pas suffisamment mis en évidence dans les documents analysés. On remarque également que ni les politiques nationales, ni celles développées à l’échelle institutionnelle ne mentionnent la création d’un système de financement permettant aux étudiants d’accéder plus facilement aux outils informatiques leur permettant d’utiliser ces nouvelles technologies. En outre, on remarque qu’aucun de ces documents guides ne font référence à des mesures incitatives encourageant des personnes innovantes à s’impliquer à fond dans la promotion de nouvelles technologies de la communication et de l’information dans l’enseignement supérieur. 

Integrating technology in pedagogy is a step for ICT capacity building for higher education to meet its current demands. Therefore, the integration of eLearning systems has been problematic, albeit huge investments in ICT infrastructure. This study investigates teacher adoption of a new upgraded eLearning platform being integrated at University of Rwanda. A six-constructs model related to technology adoption was used to design questionnaire and interviews. Closed and open-ended questions seeking perceptions on the UR eLearning environment were used on 87 respondents who were purposively selected. Findings indicate that although participants find the system useful, easy and trustworthy, the intention for adopting and using it is very low due managerial support and technical support. Gaps in policy synergy, incentives, basic infrastructure, managerial and technical support were among the identified bottlenecks contributing negatively to the low degree of teacher intention. The study concludes by proposing some remedies to address the above challenges.

The more the students get experienced with technologies, the more the need for tertiary education systems to adopt innovative pedagogical strategies for accommodating different learning needs. Depending on students' prior experience with computer-based tools, they may have different degrees of familiarity with new technologies. At University of Rwanda (UR), for example, the familiarity and experience with technology for incoming students is not clearly known. Universities need to understand this phenomenon for efficient education planning and management. Therefore, this study aims to understand the degree of familiarity with technology for first-year students at the University of Rwanda. Accessibility, ownership, usage and previous computer-based training are used in this study' conceptual framework as factors that determine the degree of familiarity with technology. Firstly, results indicate that the majority of participants are not familiar with technology and never had any previous exposure to eLearning systems. Secondly, regarding the digital tools, while smartphones are the most accessed, owned and used tools by respondents, they rarely or never used them for learning activities. Thirdly, findings portrayed a heterogeneous technology experience with a substantial variation of access, use, ownership and previous training on new technologies among the sample. Strategies for improving experience and confidence with technology, for first-year students, are recommended for this institution. This will prepare new students for early technology uptake and readiness while empowering them to develop appropriate competencies and skills for the digital age. Further studies in the area of experience with technology are also proposed.

The current trend in universities is marked by integrating information technologies into their service delivery. Particularly in administration and management, processes are being modernized, although not successfully in some institutions. This study aims first to understand the complexity of an integrated educational management information system (UR-IEMIS) at the University of Rwanda and then to evaluate the degree of its diffusion in university services. Complex Adaptive System and Innovation Diffusion theories were used as a conceptual framework for this study. Document survey, observations, and interviews were used for data collection. Findings indicate that complexity features characterize the UR-IEMIS, as it is composed of several different subsystems (Organism, Roles, Objects, Method, and Concept) which emerge, interact, co-evolve, and re-organize to adapt to the disruptive institutional structures. It was also revealed that the UR-IEMIS integration is still at the abstraction level for all subsystems while for only few university functions, the system is diffused at knowledge, persuasion, and decision stages. Concerns related to the current unsatisfactory state of UR-IEMIS integration and proposals for improvement are discussed. Further studies should explore the complexity and diffusion levels for E-learning systems that support pedagogical activities in a similar case study context.

The misalignment between information technology (IT) and institutions continues to be a major problem, more particularly in higher education institutions. This state leads to a lack of technology value addition and poor institutional performance. Prior studies proposed models and frameworks with various organizational practices of IT-Business alignment. However, similar research, considering higher education institutions, is scarce. Therefore, this study explores and identifies the dimensions and practices of IT-institutional alignment from a higher education context. An exploratory embedded multiple-case study strategy was used on the two largest universities in Rwanda and Mozambique. Document survey and interviews were used for data collection. The literature and 14 interviews were analyzed using a thematic analysis approach to identify patterns related to the alignment practices. This study identified 45 IT-alignment practices reflected from both institutions, and they were classified into six metrics as presented in the framework. Of these alignment practices, 27 reflect exceptionally the higher education context of teaching, learning, and research. The identified alignment practices can serve as a frame of reference for creating and assessing the alignment between technology and university activities in the case study of institutions or similar contexts. A statistical test and validation of these alignment practices are recommended.

This study aims to develop a contextual model with the practices of IT-institutional alignment for university performance. Based on the prior studies and an extended literature review, six hypotheses were put forward. With a survey research strategy, data were collected from 166 university and government institutions’ staff in Rwanda. Findings indicate a significant positive influence of the six categories of IT-institutional alignment practices on institutional performance. The mostly correlated alignment practices with a more significant positive effect were those related to “Structure/Governance,” “Skills,” and “Communication.” Moreover, an IT-Institutional Alignment Model (ITIAM) for the university performance was proposed with 44 practices. This study suggests that for improving the institutional performance through the integration of IT in service delivery, decision makers, and the university managers can primarily prioritize these alignments practices with greater positive influence. Further research could evaluate the ITIAM model for its acceptability and relevance in Rwandan universities or similar contexts.

Effective alignment between IT and institutional activities has to be created to improve performance in the university service delivery. A specific IT-Institutional Alignment Model (ITIAM) with practices for improving institutional performance was earlier suggested. This study aims to evaluate the earlier developed model and provide an outline of the evaluation outcomes. Using a seven-evaluation criteria framework, 11 case study institutions from Rwanda were explored. Data from questionnaires and in-depth interviews were analyzed to understand the model relevance and acceptability level. Findings indicated a high degree of the model relevance to support in creating IT alignment with university services. Likewise, the evaluation showed a high degree of model acceptability per all the seven evaluation criteria. Version 2 of this model was proposed based on the stakeholders’ opinions. Practical evaluation of the ITIAM model along with a real-time IT system implementation in university services is left for further endeavors of this research.