2023 POLISH JOURNAL OF MANAGEMENT STUDIES

Vol.27 No.1 Putro H.P.N., Arisanty D., Subiyakto B., Syaharuddin

ENHANCING THE ACADEMICS’ CONTINUOUS USE OF

EDUCATIONAL MANAGEMENT INFORMATION SYSTEMS IN
THE POST-PANDEMIC ERA
Putro H.P.N., Arisanty D., Subiyakto B., Syaharuddin
Abstract: The Covid-19 pandemic has acknowledged the importance of educational
management information systems (EMIS) for quality management (QM) in higher education
and set new directions for post-pandemic studies. Successful implementation of QM,
however, processes depends mainly on lecturers' perceptions about quality and educational
technology. However, higher education lecturers’ profiles regarding these quality perceptions
and their commitment to technology acceptance must be investigated more. The aim of
research is to analyse the relationship between Education Management Information System
(EMIS) and Quality Management (QMAS) to lecturers' Continuance Commitment (CC). In
response to this research gap, the researchers identified such profiles using a quantitative
survey of 534 lecturers from Indonesian higher education institutions. A seven-point Likert
scale was used to measure the respondents' expectations or expression of their perceived
experience on all indicators used in the study. The data analyses were descriptive analysis
and factor analysis. Based on the seminal work of Roger's diffusion of innovations,
technology enthusiasts, visionaries, pragmatists, conservatives and sceptics remain valid in
the organisation, and the uptake of educational management information systems is still in
the hands of technology enthusiasts and visionaries. Quality management and EMIS
acceptance are critical factors that make lecturers willing to continue using the system to
support accreditation. These profiles will enable customised training in the recovery after the
Covid-19 pandemic.
Keywords: Covid-19 pandemic, educational management information systems (EMIS),
quality management, technology acceptance, continuance commitment
DOI: 10.17512/pjms.2023.27.1.17
Article history:
Received January 23, 2023; Revised March 24, 2023; Accepted April 18, 2023


Herry Porda Nugroho Putro, Dr., Lambung Mangkurat University, Indonesia;
 corresponding author: [email protected],
ORCID: 0000-0003-2335-7152
Deasy Arisanty, Prof. Dr., Lambung Mangkurat University, Indonesia;
 email: [email protected],
ORCID: 0000-0001-5937-2309
Bambang Subiyakto, Prof. Dr., Lambung Mangkurat University, Indonesia;
 email: [email protected],
ORCID: 0000-0002-1035-9813
Syaharuddin, Dr. Lambung Mangkurat University, Banjarmasin, Indonesia;
 email: [email protected],
ORCID: 0000-0002-5530-2386

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Introduction
The rapid development and implementation of information systems have impacted
jobs, prompting humans to seek coping strategies to meet the resulting demands and
appropriate support to integrate these strategies into daily life and work (Tirastittam
et al., 2022; Khorshid et al., 2023). A prominent aspect of this impact in higher
education is the current nature of quality management (QM), which is aided by
educational management information systems (EMIS) (Bravo et al., 2022; Ulewicz
and Kanchana 2020). QM is an organisation's ongoing, methodical endeavour to
raise its quality standards and achieve its objectives. The commitment to follow
external certification and accreditation criteria sets the stage for quality management.
QM is maintained and strengthened over time by the cultural shifts required for
continual improvement at all levels of the organisation and internal quality methods
and systems with a robust planning and monitoring component. Continual
improvement and development are prioritised by QM rather than simply adhering to
external certifications. Also, it contains a significant element of cultural
transformation, wherein the various organisation members are dedicated to continual
development (Savastano et al., 2022; Cabagnols et al., 2022).
The Covid-19 pandemic has intensified the influence of technology on employment
(Phimolsathien, 2022; Halmai, 2022), quality management in higher education
(Papademetriou et al., 2022; Menshikov et al., 2022; Kravchenko et al., 2021) and
raised the necessity for the aforementioned coping mechanisms. Understanding these
in the context of the Covid-19 pandemic is a new research topic (Mäntymäki et al.,
2022). However, the main actors of quality management in higher education, i.e., the
lecturers, have been inadequately studied, particularly in terms of training designed
to improve their skills (Bravo et al., 2022).
Covid-19 was the first significant pandemic of the digital era. It presents an
opportunity to be better prepared for future pandemics by implementing an IT
strategy matched with business objectives (Ardolino et al., 2022; Baryshnikova et
al. 2021, Suzuki et al. 2023). Disruptions due to the COVID-19 pandemic, which are
imposing limits on what we consider to be normal life, encourage the use of digital
technology (Dečman et al., 2022). Covid-19 has increased the rate of organisational
change in terms of employment outcomes, structure, and requirements of higher
education (Carnegie et al., 2022), casting light on the limitations and obsolescence
of some educational technology and highlighting their untapped potential for post-
Covid-19 recovery (Stoyanova and Markova, 2022; Yazdani et al., 2023). If these
EMIS are enhanced and used in the context of educational quality management, they
can inform more complete educational planning and administration by linking, for
instance, disaggregated administrative data with data on the learning process (Recch
et al., 2023).
The research was carried out in Indonesia, a country with high demands for QM in
HE due to its historical development. Although the Indonesian higher education
system has reported significant growth and progress in refining quality education
over the last two decades, the major issues commonly plaguing Indonesian

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universities are unfulfilled missions and unsuccessful organisational objectives as a

result of institutional governance failures (Rosser, 2023). This is demonstrated by
the failure of most Indonesian universities to compete with counterparts in the South
East Asian region. In terms of university rankings, most Indonesian universities rank
poorly compared to the top universities in neighbouring Asian countries. Because
these demands are consistent with a global trend, the study's findings and
conclusions may also apply to other countries.
To avoid and control the spread of COVID-19, education systems worldwide have
implemented EMIS completely to achieve the pedagogical objective of suspending
courses without suspending school. From the standpoint of sustainable development
objectives, these practices must be maintained. When the epidemic eventually
subsides in Indonesia, it is uncertain whether lecturers will continue participating in
these modes, as past research indicates a reluctance to accept the technology (Basuki
et al., 2022; Putro et al., 2022; Satispi et al., 2023). Recent research reveals that for
EMIS to be considered successful, users must acquire a personal commitment to its
continued use (Goyal et al., 2022). Mastering information technology is a
compulsion. Workload forces people to understand new technologies (Jurek et al.,
2021). Continuance commitment denotes that users plan to continue using a
technology after the first acceptance of it (Lutfi, 2022).
This study focuses on HE lecturers' coping with current job changes, particularly
their attitudes toward and acceptance of EMIS because we are situated at the
intersection of the triple research gap (i.e., HE-QM strategies, Covid-19 impact on
HE and HE lecturer's profiles). Understanding these with managers' profiles may
indicate opportunities for organisational support, thereby increasing the quality of
HE by strengthening lecturers' critical role in articulating different expectations,
perceptions, and subcultures within the organisation. Many authors argue that higher
education faculty has a negative attitude toward quality management (Daumiller et
al., 2021; Sell, 2023). They see it as bureaucratic, a source of repetitive paperwork
and an impediment to professionals' efforts to produce high-quality results. Others,
conversely, argue that quality management has a positive impact (Asiyai, 2022;
Barbato et al., 2022). The central question is whether quality management aided by
technology contributes to educational improvement or merely feeds the beast of
bureaucracy by introducing burdensome but ineffective management procedures and
paperwork.

Literature Review
Positive impressions of QM and accreditation among academics serve as a
foundation for the successful implementation of EMIS for improving QM and
accreditation, providing fresh cycles of improvement and illuminating the
connection between the two factors inside HEIs. However, lecturers' opinions about
QM, accreditation and the adoption and usage of EMIS have yet to be sufficiently
studied and show discrepancies (Fernandes and Singh, 2022). Understanding
lecturers' profiles may enable more efficient EMIS implementation, enabling

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universities to improve QM. The technology adoption life cycle is the most popular
method for categorising technology users (Rajiani and Kot, 2018). According to
(Rogers et al., 2019), technology adopters can be categorised as (i) innovators (the
technology enthusiasts) who believe that the new technology will lead to enormous
benefits; (ii) early adopters (visionaries) who believe that being the first to adopt the
new technology will maximise their benefits; and (iii) early majority (pragmatists)
who adopt a particular new technology because it is already widely adopted,
believing that it has become a status symbol; (iv) late majority (conservatives)
displaying a risk-averse attitude toward a technology innovation (they adopt the
technology primarily because social norms and reference groups influence them);
and (v) laggards (sceptics) displaying a negative attitude toward new technology in
general and being very sceptical of the benefits arising from the adoption of new
technology. Students' behavioral intention to use e-learning tools is positively and
significantly influenced by several factors, including performance expectations,
effort expectations, social influence, facilitating conditions, hedonic motivation,
learning value and social distancing (Muangmee et al., 2021). The use of Massive
Open Online Courses (MOOCs) was found to be significantly influenced by factors
of social influence, absorptive capacity, conditions of facilitation and perceived
autonomy (Khalid et al., 2021).
Accreditation, a quality assurance process by which an institution or program
undergoes an assessment determining the institution's compliance with a set of
standards defined, reviewed, and critically evaluated by experts to ensure quality, is
primarily responsible for ensuring the quality of higher education (Bravo et al.,
2022).
Accreditation enhances service quality in higher education institutions (Acevedo-
De-los-Ríos and Rondinel-Oviedo, 2022). Accreditation has been utilised as a
quality indicator and a means to be ranked among the world's most prestigious
institutions (Adam, 2023). The previous research (Aaltonen and Siltaoja, 2022)
assured that in response to competitive pressures. European business schools have
increased their quality metrics through globally recognised accreditation bodies such
as the European Foundation for Management Development Quality Improvement
(EQUIS) and the Association to Advance Collegiate Schools of Business (AACSB).
However, (Andreani et al., 2020)contend that periodic quality evaluations conducted
by recognised accreditation bodies do not reflect the fundamental challenges of
education; instead, they are typically employed as a quality control exercise.
Romanowski and Alkhateeb (2022) also discovered that certification remains a
contentious subject in higher education regarding its benefits vs the hazards of
growing bureaucratisation and control. They contend that, despite the impact of
certification on research performance, actual quality management practices are
separate from ranking positions. Moreover, international accreditation favours
prominent and wealthy business schools.
QM in higher education requires transparency, financial accountability, research
productivity, higher graduation rates, and, most importantly, practical teaching and

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learning (Cheah et al., 2022). In technical terms, quality management consists of

measures taken regularly at the system and institution level concerning internal and
external evaluation processes, progressive improvement, continuous monitoring of
processes, resource management, and the incorporation of corrective measures
(Sader et al., 2022; Katelo, Kokina and Raščevskis, 2022). However, these
procedures are frequently implemented in different ways across the institution. Some
academics view quality processes as excessive control over their academic progress
and view accreditation as a reasonably positive process (Asiyai, 2022; Barbato et al.,
2022).
Lecturers' perceptions about accreditation can be grouped into institutional relevance
of accreditation, the objectivity of accreditation evaluation, internal quality unit
relevance for accreditation, value of accreditation to the educational system,
continuous QM value, and student participation value (Bravo et al., 2022). Owing to
the variability across educational institutions regarding QM and accreditation
attitudes, it is necessary for institution building to comprehend how lecturers form
the aspects above.
According to Al-Mamary (2022), extant literature refers to Education Management
Information Systems using a variety of conceptual terminology, including student
information systems, student management systems, information technologies in
education management, and basic information systems. Theoretically, education
management information systems (EMIS) are information systems (IS) capable of
producing, managing, and disseminating educational data and information as part of
their IT architecture (Ali et al., 2022).
Integrating EMIS into quality assurance methods facilitates maintaining an
organisation's quality standards and human resources management through
information management (Kooli and Abadli, 2022). EMIS must be practical and
suitable for their intended purpose, have a suitable interface with the quality
management system, and have relevant data gathering and analysis capabilities. In
this regard, it is crucial to evaluate managers' EMIS perceptions to facilitate self-
evaluation, accreditation, or quality assurance. Academics and managers accept
EMIS to varying degrees, depending on various factors, including quality culture,
cultural and organisational resistance, individual experience, information, critical
success factors, stakeholders, post-implementation follow-up, support, and positions
(Bravo et al., 2022).
The Unified Theory of Acceptance and Use of Technology (UTAUT) is a well-
known instrument for measuring the acceptance of information systems. It combines
various technology acceptance models into one model to estimate the likelihood that
new technologies will be adopted and comprehend the acceptance factors (Al-
Mamary, 2022). The model perceives the use of technology as predicted by
behavioural intention (BI) and facilitating conditions (FC). In turn, the behavioural
intention to use technology is determined by performance expectancy (PE), effort
expectancy (EE), and social influence (SI). UTAUT is a valuable model for

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evaluating the success of introducing a new EMIS, as it helps to understand the

factors of EMIS acceptance in most of the world's cultures (Harlie et al., 2019).
Implementing an EMIS successfully at higher education institutions is a lengthy
process that involves significant planning time and effort. Implementation success
also requires institutional support, which consists of considerable financial
investment and institutional acknowledgement of the commitment (Zhao et al.,
2020). In addition, the system's quality, the lecturers' self-perceptions, and their
dedication to long-term use are crucial to the success. Their continued system use is
vital to its viability (Chauhan et al., 2022). Nevertheless, only some studies examine
lecturers' perspectives and dedication to these innovation tools (Anthony Jnr, 2022).
Several scholars have researched how to improve organisational efficiency and
competitiveness over time. They have found that employee commitment to the
organisation is a crucial predictor of information technology success (Kocsis et al.,
2022). Continuance commitment is a psychological state that defines the relationship
between an employee and an organisation, and it represents the recognition of the
costs involved with leaving the organisation (Allen and Grisaffe, 2001).
Although instructors' dedication has been researched extensively in traditional
education environments, information on this feature in the EMIS context is very
restricted. Several studies have examined the initial adoption of EMIS, which was
initially regarded as the essential factor in determining the possibility of a new
technology's success (Zaremohzzabieh et al., 2022). However, a recent study
indicates that for an EMIS to be considered successful, users must establish a
personal commitment to its continued use (Almaiah et al., 2022). Continuance
commitment signifies that, following the first acceptance, consumers plan to engage
in this format. The first implementation of an information system (IS) does not imply
that the user will continue to utilise it in the future (Goyal et al., 2022). Owing to the
work required for EMIS, retaining existing users of that technology is crucial, as
Elsotouhy et al. (2022) refer to it, to establish users’ stickiness.
Based on the above description, the study's theoretical framework is portrayed as
follows:
Quality
Management

Continuance
Commitment

EMIS
Acceptance
Figure 1: The study’s theoretical framework

The hypothesis in this study is

1. Quality management (QMAS) is positively related to lecturers' continuance
commitment (CC)

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2. Education Management Information System (EMIS) is positively related to

lecturers' continuance commitment (CC)
3. Quality management (QMAS) is positively related to Education
Management Information System (EMIS)
4. Education Management Information System (EMIS) acceptance mediates
the relationship between quality management (QMAS) and lecturers' continuance
commitment (CC)

Research Methodology
This study employed a cross-sectional methodology. Utilising a snowball sampling
strategy using the authors' networks and social media platforms, a web-based
questionnaire was given to instructors at public universities in Banjarmasin,
Indonesia, from July 25 to December 24, 2022. Six hundred (600) lecturers filled out
our questionnaires, providing five hundred thirty-four (534) valid responses
(representing 89% of the response rate). Profiling is estimated from the frequency of
EMIS usage where 5 (very often) is labelled as a technology enthusiast, 4 (often) =
visionaries, 3 (Sometimes) = pragmatist, 2 (hardly) = conservatives, and 1 (Never)
= sceptical. Perceptions about quality management/accreditation scale (QMAS)
adapted from Bravo et al. (2022) contained six (6) items assessing the perceptions
about accreditation and QM. Those items are institutional relevance of accreditation
(X1.1), the objectivity of accreditation evaluation (X1.2), internal quality relevance
(X1.3), value of accreditation to the educational system (X1.4), continuous QM
value (X1.5), and student participation value (X1.6). An adaptation of the UTAUT
questionnaire of Venkatesh et al. (2012) was used to assess EMIS acceptance. The
instrument entails five scales: performance expectancy (X2.1), effort expectancy
(X2.2), social influence (X2.3), facilitating conditions (X2.4), and behavioural
intention (X2.5). Continuance commitment (CC) used 3 items adapted from the
study of San Martin et al. (2020). The questions for those items are: I would like to
continue using EMIS (Y1.1), I intend to use EMIS (Y1.2), and I prefer to use EMIS
rather than using the manual administration system (Y1.3). A seven-point Likert
scale was used to measure the respondents' expectations or expression of their
perceived experience on all indicators used in the study. The first stage of data
analysis was descriptive statistics to explain the profile of research respondents and
the general impression of the respondents towards variables. The second part of the
analysis is Factor Analysis to simplify the factors into common components by
retaining factors loading of 0.50 or higher in the model (Hair et al., 2020). The
reliability of these analyses was evaluated by calculating Cronbach’s alpha
coefficients which have to exceed 0.60 (Bonett and Wright, 2015).
The probability of each path of direct and indirect effects was examined during
hypothesis testing. The probability of each path must be 0.05 to meet the criteria for
a significant effect. The presence of a mediated effect was determined using a single
inferential test of path relationships between the independent and dependent
variables, as described by (Baron and Kenny, 1986). As a result, EMIS, quality

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management, and continuance commitment to EMIS must be significant in this

model.

Research Result and Discussion

The following lecturers' profiles were presented based on the frequency of EMIS
usage.

Table 1. The EMIS Users’ Profiles

Profiles Frequency Per cent Cumulative Percent
Sceptics 101 18.9 18.9
Conservatives 112 21.0 39.9
Pragmatist 118 22.1 62
Visionaries 104 19.5 81.5
Techno-Enthusiast 99 18.5 18.5
Total 534 100.0 100.0

Most EMIS users are pragmatist type (22.1%) who adopt EMIS technology in
university because it has been broadly adopted. The next is the conservatives (21%),
who adopt the technology mainly because social norms and reference groups
influence them. The sceptics who are very sceptical towards the benefits of adopting
a new technology occupy the niche of 18.9%. Thus, the cumulative percentage of
those who are slow to adopt technology is 62% higher compared to quick adopters
of visionaries (19.5%) and Techno-enthusiast (18.5%), bringing the total to 38%.
EMIS users who are visionary and techno-enthusiasts are dominated by young
lecturers. In contrast, EMIS users of the skeptical, conservative and pragmatic types
are dominated by old lecturers. Young lecturers tend to adopt technology provided
by universities more easily than older lecturers. The tendency of older lecturers needs
a longer time to study new technology.
In the following section, the study uses descriptive and relational research tools to
describe all the elements relevant to the analysis. This part is divided into three parts:
in the first one, the study statistically describes the variables that belong to the
research sample. The second one is devoted to proving the suitability of the Factor
Analysis, and in the third part, the authors outline the results. Table 2 shows the
outputs of selected descriptive characteristics. All items constructed dependent and
dependent enter the planned analyses. Out of six items describing quality
management, student participation (X1.6) and continuous QM (X1.5) were rated
the highest. In accepting IMES, out of 5 items, performance expectancy (X2.1) and
facilitating conditions (X2.4) became the paramount consideration in accepting
technology. Of the three items denoting continuance commitment to using EMIS,
the following statement, "I would like to continue using EMIS” (Y1.1), is the
respondents’ general attitude.

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Table 2. Descriptive Statistics of Constructs

Item Statistics
Mean Std. Deviation N
Institutional relevance 3.8034 1.94789 534
Objectivity 4.5899 1.73864 534
Internal quality 3.6742 1.86671 534
Value of accreditation 4.9663 1.81891 534
Continuous QM 5.0506 1.58891 534
Student participation 5.4663 1.41613 534
Performance expectancy 6.4551 .95531 534
Effort expectancy 6.3258 1.00962 534
Social influence 4.9157 1.73325 534
Facilitating conditions 6.1292 1.24192 534
Behavioural intention 3.8652 1.91973 534
Continue using 5.1685 1.76416 534
Intention 4.5000 1.90462 534
Preference 3.8539 2.01617 534

The suitability of factor analysis is determined by looking at the loading factors in

the component matrix. As shown in Table 3, Principal Component Analysis
extracted three factors in the model: quality management, EMIS acceptance, and
continuance commitment. The total number of items related to those three factors is
greater than 0.5, indicating the model has discriminant validity (Hair et al., 2020).
The Bartletts test of Sphericity value is also tiny (4746.218) and Probability (0.00),
indicating that the data is suitable for factor analysis. Table 2 also shows the results
of the 14 items comprising this study's three factors. The Kaiser-Meyer-Olkin
(KMO) measurement of sampling adequacy for the variables is.879, greater than the
globally accepted index of > 0.6. (Shrestha, 2021). The internal consistency
determination of items indicating the distinctive factor is calculated following factor
analysis and specific cluster implementation. Calculating Cronbach's alpha
coefficients for each component is a common method for estimating internal
consistency. Table 3 shows that Cronbach's Alpha coefficients were high for all
items, exceeding the 0.60 threshold (Bonett and Wright, 2015). Internal consistency
of 0.90 or higher is considered excellent, and 0.70 to 0.90 is considered good. This
means that the number of factors is correctly derived and accounts for 73.818% of
the variance, while the remaining 26.182% is explained by factors not included in
the model.

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Table 3. Loading Factors and Variance Explained

Loading factors
Cronbachs’
Items 1 2 3 Alpha
Institutional relevance .831 -.132 -.143 .805
Objectivity .819 -.145 -.207 .808
Internal quality .835 -.115 -.194 .805
Value of accreditation .817 -.137 -.166 .807
Continuous QM .815 -.120 -.232 .808
Student participation .820 -.120 -.205 .808
Performance expectancy .213 .859 -.128 .821
Effort expectancy .150 .859 -.149 .823
Social influence .098 .828 .004 .828
Facilitating conditions .082 .865 -.074 .826
Behavioural intention .047 .805 -.070 .835
Continue using .435 .145 .720 .819
Intention .473 .020 .734 .820
Preference .470 .123 .727 .818
Variance Explained 34.152 26.391 13.275
Total Variance Explained: 34.152 + 26.391+13.275 – 73.818

Table 4 summarises the path analysis results used to test the hypothesis.

Table 4. The Path Relationship among Variables

Hypothesis Influence Estimate SE t-test P Conclusion
Direct Influence
H1 QMAS → CC 0.586 0.043 13.623 .000 Supported
H2 EMIS → CC 0.258 0.064 5.625 .000 Supported
H3 QMAS → EMIS 0.010 0.147 0.004 0.884 Not Supported
Indirect Influence
QMAS → EMIS →
H4 0.586 x 0. 258 x 0.010 = 0.001
CC
Significance Limit P ≤ 0.05 and t-test ± 1.96

The hypotheses are examined by assessing the t-test and the significance values of
the influence between variables. The hypothesis is accepted if the significance value
is less than 0.05 (Hair et al., 2020). The t-test value of the Quality Management
Accreditation Scale = 13.623, and significance of ≤ 0.05 confirm the first hypothesis

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that quality management reflected in institutional relevance of accreditation, the

objectivity of accreditation evaluation, internal quality relevance, value of
accreditation to the educational system, continuous QM value, and student
participation value is positively related to lecturers' continuance commitment to
using Education Management Information System (EMIS). Similarly, the t-test
value of EMIS = 5.625 and significance of ≤ 0.05 confirm the second hypothesis that
EMIS acceptance reflected in performance expectancy, effort expectancy, social
influence, facilitating conditions, and behavioural intention is positively related to
lecturers' continuance commitment to using Education Management Information
System (EMIS). However, the t-test value of QMAS → EMIS = 0.004, and the
significance of 0.884 ≥ 0.05 reject the third hypothesis that Quality Management
positively affects EMIS acceptance. Since this study employed an implicit method
to test mediation (Baron and Kenny, 1986), this negative result implicitly rejects the
fourth hypothesis that EMIS acceptance mediates the relationship between quality
management and lecturers' continuance commitment to using Education
Management Information System (EMIS). This result implies that using technology
in managing quality in an educational setting will not result in the intention to
continue using technology as a competitive advantage in the scope of Indonesian
public universities.
The positive, significant paths quality management and education management
information on continuance commitment to adopt technology reveals that the
Indonesian lecturers’ capacity for utilising and developing digitalisation
opportunities is comparable to that of some developing or developed nations. This
result bolsters previous research demonstrating the superiority of human activities
over technology (Basuki et al., 2022; Satispi et al., 2023). Nevertheless, this study
confirms that, despite recognising the significance of quality management and
accreditation, they will only turn to technology if compelled to.
Although respondents knew the significance of adopting technology to enhance
academic performance, only 38% of respondents quickly adopted the technology.
Therefore, EMIS is not obligatory for Indonesian universities; instead, it is optional,
indicating that they must realign their HRM and technology strategies as a
competitive weapon to manage the quality reflected in their excellent accreditation.
These findings emerged in a specific type of university: traditional, public, located
far from the capital, Jakarta, where most of the material and intellectual resources
are located, but with the highest level of national accreditation. This set of
characteristics makes for an intriguing case within the Indonesian educational
system, indicating that effective quality management processes and dedication have
been sustained over time. Thus, the studied university may serve as a model for
current efforts to diminish the differences between state and for-profit higher
education institutions in Indonesia and other nations.
Following Acevedo-De-los-Ríos and Rondinel-Oviedo (2022), who suggested that
institutional accreditation is vital for the institution's sustainability, our study goes
further. It confirms that the quality management materialised on the perception of

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the lecturers on the institutional relevance of accreditation, the objectivity of

accreditation evaluation, internal quality relevance, value of accreditation to the
educational system, continuous QM value, and student participation value lead to
lecturer' commitment to continue using EMIS technology. This finding adds to the
work begun by (Goyal et al., 2022) and allows us better to understand the
relationship between EMIS and personal commitment. The lecturers' subjective
perception of this innovation as a valuable tool for an organisation to improve
financially, provide better teaching, increase competitiveness, or communicate more
effectively directly impacts their continuance commitment. This commitment, which
Elsotouhy et al. (2022) call users’ stickiness, contributes to this innovation's long-
term success.
Managerial Implication
Relevant to the EMIS acceptance research is the Covid-19 pandemic, which has
significantly influenced the global HE sector (reinforcing the necessity to maximise
and utilise the online platforms available for QM and accelerating the widely
anticipated reforms). So, the worldwide setting for digital innovation is one in which
universities will continue to innovate and build technological management tools to
lead, register, and monitor academic activities, i.e. to confront complicated
accrediting challenges. Consequently, Covid-19 has enabled scholars to envision
with greater clarity a future in which EMIS will be a vital tool for all HEI
management at the strategic, tactical, and operational levels. However, because
respondents' adoption rates vary, it is necessary to understand lecturers' profiles and
distinguish between operational, tactical, and strategic levels as critical factors for a
successful digital transformation exacerbated by the Covid-19 pandemic in order to
achieve a more effective implementation of the EMIS, which will allow institutions
to strengthen QM. Furthermore, the institution should develop training programs to
communicate the importance of EMIS and its positive impact on the organisation.
This can lead to lecturers developing a commitment to the system, as empirically
supported in our study.

Conclusion
The Unified Theory of Acceptance and Use of Technology (UTAUT) guides
research into a deeper understanding of why and motives behind lecturers' ongoing
commitment to this educational innovation. As evidenced by contributions to the
literature and information from lecturers' perspectives, quality management and
EMIS acceptance emerge as crucial factors that make lecturers willing to continue
using the system for supporting accreditation. However, more than feeling
competent with technology is needed to motivate lecturers to do so. In relation to the
impact of Covid-19 on future research in terms of the type of employment outcomes,
structure, and requirements, the pandemic may provide us with a valuable
opportunity to gain a deeper understanding of management profiles in connection to
QM perceptions and EMIS adoption. These lessons may be helpful in the future as a
responsibility and commitment for higher education institutions to improve their

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quality processes based on the lecturers' unique experiences and knowledge. The
instructors must recognise that the internet and COVID-19 have noticeably altered
educational technologies, notwithstanding varying responses to the deployment of
EMIS technology. This progress has resulted in the rapid proliferation of EMIS
systems, particularly in higher education institutions.
Due to the gathering of data from a single Indonesian public university, the
generalizability of the results is limited. In addition, this study does not examine the
effect of culture on commitment, which must be examined alongside other
dimensions in future research. This study could be enhanced with a larger sample of
lecturers from various universities.

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POPRAWA CIĄGŁOŚCI KORZYSTANIA PRZEZ NAUCZYCIELI

AKADEMICKICH Z SYSTEMÓW INFORMATYCZNYCH
ZARZĄDZANIA EDUKACJĄ W ERZE POST-PANDEMICZNEJ
Streszczenie: Pandemia Covid-19 potwierdziła znaczenie systemów informacyjnych
zarządzania edukacją (Education Management Information Systems - EMIS) dla zarządzania
jakością (Quality Management - QM) w szkolnictwie wyższym i wyznaczyła nowe kierunki
badań post-pandemicznych. Pomyślne wdrożenie zarządzania jakością zależy głównie od
postrzegania jakości i technologii edukacyjnych przez wykładowców. Należy także
dokładniej zbadać profile wykładowców szkolnictwa wyższego w zakresie postrzegania
jakości i ich zaangażowania w akceptację technologii. Celem badania jest analiza związku
między Systemem Informacji o Zarządzaniu Edukacją (EMIS) a Zarządzaniem Jakością
(QMAS) w odniesieniu do ciągłego zaangażowania wykładowców (Continuance
Commitment - CC). W odpowiedzi na tę lukę badawczą naukowcy zidentyfikowali takie
profile za pomocą ankiety ilościowej przeprowadzonej wśród 534 wykładowców
z indonezyjskich instytucji szkolnictwa wyższego. Siedmiostopniowa skala Likerta została
wykorzystana do pomiaru oczekiwań respondentów lub wyrażenia ich postrzeganego
doświadczenia we wszystkich wskaźnikach wykorzystanych w badaniu. Analizy danych
obejmowały analizę opisową i analizę czynnikową. W oparciu o przełomową pracę Rogera
na temat dyfuzji innowacji, entuzjaści technologii, wizjonerzy, pragmatycy, konserwatyści
i sceptycy pozostają ważni w organizacji, a absorpcja systemów informatycznych
zarządzania edukacją jest nadal w rękach entuzjastów technologii i wizjonerów. Zarządzanie
jakością i akceptacja EMIS są krytycznymi czynnikami, które sprawiają, że wykładowcy
chcą nadal korzystać z systemu w celu wspierania akredytacji. Profile te umożliwią
zindywidualizowane szkolenia w zakresie odbudowy po pandemii Covid-19.
Słowa kluczowe: Pandemia Covid-19, edukacyjne systemy informacji zarządczej (EMIS),
zarządzanie jakością, akceptacja technologii, ciągłość zaangażowania

在后大流行时代加强学术界对教育管理信息系统的持续使用

摘要：Covid-19 大流行承认了教育管理信息系统 (EMIS) 对于高等教育质量管理

(QM) 的重要性，并为大流行后研究设定了新方向。 然而，质量管理过程的成功实施
主要取决于讲师对质量和教育技术的看法。 然而，必须更多地调查高等教育讲师关
于这些质量感知的概况以及他们对技术接受的承诺。 研究的目的是分析教育管理信
息系统 (EMIS) 和质量管理 (QMAS) 与讲师持续承诺 (CC) 之间的关系。 为了应对这
一研究差距，研究人员通过对来自印度尼西亚高等教育机构的 534 名讲师进行定量
调查，确定了这些概况。 七点李克特量表用于衡量受访者对研究中使用的所有指标

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的期望或感知体验的表达。 数据分析采用描述性分析和因素分析。 基于罗杰传播创

新的开创性工作，技术爱好者、远见者、实用主义者、保守派和怀疑论者在组织中
仍然有效，教育管理信息系统的采用仍然掌握在技术爱好者和远见者手中。 质量管
理和 EMIS 验收是使讲师愿意继续使用该系统支持认证的关键因素。 这些资料将使
在 Covid-19 大流行之后的恢复过程中能够进行定制培训。
关键词：Covid-19 大流行、教育管理信息系统 (EMIS)、质量管理、技术验收、持续
承诺

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